This qualitative case study research in ethnography aimed to investigate the notions of power and hegemony in research consultations around the construct of language ideologies. The study selected two MS (Education) research supervisees with their supervisors as two case studies. The researcher identified unequal power and hegemony in research supervision practices through informal discourses with the supervisees, and designed the study to get an in depth understanding of the phenomenon in detail. It hoped that this research would bring about awareness about the processes and practices of research supervision. There was no attempt at generalization for larger audiences and organizational studies. The research question was: What aspects of power and hegemony are embedded in research supervisees’ and their supervisors’ discourses in higher education around the construct of language ideologies? For the empirical exploration of the notions of power and hegemony in supervision practices, the study used the analytical approach of Norman Fairclough’s Critical Discourse Analysis (CDA) (1989; 2003). The study followed the critical strand of ideology (Woolard, 2002) which examines power and hegemony in social practices. The findings of the study revealed how language became a source of power relations between the research participants. The discourses of the first case were largely affected by the institutional structure and control, which influenced the supervision practices and gave them a highly structured form. Language was a major concern in the consultation meetings, which became a source of establishing asymmetrical power relations between the participants. Language ideologies played a very important role in sustaining the dominant position of the powerful agent. The voice of the supervisee was silent on many occasions and was affected by the supervisor. The case two was in a sharp contrast with case one in approach and style of supervision. The structure of supervision was very flexible and there was absence of language concern. The notable finding was the element of Islamic references included in research work and a disapproval of western structures of research, which equated English language and education. The voice of the supervisee was given strength and encouragement by the supervisor. This connected the topic to the socio-historical processes of normalization of western structures and English x language in the country. The study filled the gap in knowledge related to language ideologies in research supervision. Based on the findings, the study presents recommendations for the supervisors, university administration, HEC, supervisees, language policy planners and the larger society. The focus of the recommendations is to create equity and give voice to the supervisees who need freedom in academic participation. Based on the findings, it is assumed that this research would lead to more democratic styles of supervision, and equity and emancipation in supervision as a social practice.
موضوع 11:اردو اور ہندی کا لسانی رشتہ ہندی کیا ہے؟ اکثر ماہرین زبان اس بات سے اتفاق کرتے ہیں کہ کھڑی بولی ہندوستانی کا دیوناگری روپ ہے۔ جس کی ابتداء فورٹ ولیم کالج سے ہوئی۔ موجودہ ہندی کے بارے میں یہ رائے صرف قیاس پر مبنی ہے۔اس سے پہلے کوئی تاریخی اور لسانی استدلال ایسانہیں ملتا جو ہندی کو کھڑی بولی کی روایت سے جوڑے۔دیو نام یا نام دیو اور کبیرداس کی شاعری لسانی اعتبار سے اپنے عہد کی کھڑی بولی میں سے ہے۔محض رسم الخط کی بنیاد پر اسے ہندی کی ادبی روایت نہیں کہا جا سکتا۔بالکل پدماوت، چتروالی (کتابوں کے نام) کی طرح جو اردو رسم الخط میں لکھی گئی ہیں لیکن اردو نہیں ہیں۔ بعض ماہرین ہندی کا خیال ہے کہ ہندی کی ابتدا دسویں صدی عیسوی یااس سے پہلے ہوئی۔اس نظریے کی حمایت میں جو تاریخی اور لسانی استدلال پیش کیے گئے ان کی صحت پر شبہ ہے۔ دراصل یہ غلط فہمی لفظ"ہندی" سے ہوئی جسے مغربی اور مشرقی ماہرین لسانیات نے ہند آریائی زبانوں کے مطالعے میں کثرت سے استعمال کیا ہے۔گریسن اپنی گروہ بندی میں وسطی اور اندرونی حلقے کی زبانوں کو مشرقی ہندی اور مغربی ہندی کہتا ہے۔ ماہر لسانیات ڈاکٹر سینتی کمار چیٹرجی بھی مشرقی ہندی اور مغربی ہندی کی اصطلاحیں استعمال کرتے ہیں۔اسی لفظ کو ہندی والے لے اڑے۔ انہوں نے تصور کرلیا کہ بہت پہلے قدیم ہندی ایک زبان تھی جس کی مختلف بولیوں کو بعض لسانی خصوصیات کی بنیاد پر مشرقی ہندی اور مغربی ہندی میں بانٹ دیا گیا۔اسی لیے اہل ہندی کی اکثریت آج بھی برج، فوجی، بندیلی اور اردو یہاں تک کہ بوجھ پوری، اودھی، راجستھانی اور پنجابی وغیرہ کو ہندی کی بولیاں قرار دیتی ہے۔ لیکن اس قیاس کی کوئی لسانی توضیح نہیں ہے۔ زبانوں کی اس فہرست میں اکثر وہ زبانیں ہیں...
Islamic literature is a term referring to the school of thought who believes that a good literary work should view God, man and the world through the lens of Islam. It is conceived that the style of such literature must be of high quality with the Qur’ān, Ḥadith and the legacy of the Islamic scholars being its model. Islamic literature is a universal literature and can be written in any language. However, most of what has been written on the theory and practice of Islamic literature is in Arabic. This study discusses the model of Islamic literature in era of Islam, Umayyad period, Abbasid period, and Modern world. Topics of Islamic literature in modern times are dealing with the moral values in the Qur’ān and the Sunnah of the Prophet, peace be upon him. It discusses Jurisprudence in worship Biography of the Prophet and Praise of the Prophet and his companions God bless them all. The deep knowledge of Arabic language and Islamic literature solves the social and cultural problems around the world.
This research aimed at preparing effective English learning materials to help enhance the proficiency of intermediate (Pre-University) students of English of the public sector colleges in Pakistan. In the light of this aim, the researcher identified gaps between the actual English learning of the intermediate students of public sector colleges and National Curriculum of Pakistan for English language education and prepared English learning materials to reduce these gaps. For the purpose of identifying gaps the researcher prepared a test based on the targets of the curriculum and administered to the students of 20 colleges in various districts of the Punjab (a province of Pakistan). The results of the test through which the proficiency was gauged showed that the students could not comprehend and interact with the text in reading and listening successfully and were not able to operate language in writing and speaking. They were mostly found copying and repeating the language of the test items. However, they were slightly good at the formal aspects of language. The answers supplied by the learners indicated that most of them lacked background knowledge and skills to interact and operate language. Either they did not answer at all or answered in an inappropriate and broken language. In the light of these results and information about how the students used language in answering the items of the test, the researcher prepared learning materials with a view that it should have capacity to engage students meaningfully; provide the students with meta-cognitive skills and carry such stimuli that could generate required motivation among students. It was also taken care that the materials addressed the difficulties of the learners which were there on account of non-native setting. These materials were initially validated through the critical analysis by some teachers and students. The impact of these materials was later tested through an experimental phase of the study on experiment group and control group. The results of the pretest and posttest showed that collectively the impact of the materials was good. However, some students did not perform well. The researcher’s conclusion was that materials prepared may reduce the gaps between the English learning of intermediate students of public sector colleges and National Curriculum of Pakistan.