پنجواں شکار
شکندر بارہویں جماعت دا طالب علم سی اک دیہاڑے جدوں اوہ کالج اپڑیا تے اوہنے ویکھیا پئی کالج دے نیڑے خالی میدان وچ خانہ بدوشاں دیاں پکھیاں لگیاں ہوئیاں نیں کالج لگن وچ اجے کجھ چررہندا سی پئی اوہ بے وس ہوکے پکھیاں ول ٹرپیا جدوں اوہ اک پکھی دے کول اپڑیا تے بت بن کے کھلوتا رہ گیا ایس پکھی وچ اک کڑی چھج بناون وچ لگی ہوئی سی اوہنے سدھے سادھے کپڑے پائے ہوئے سن اوہدیاں گلہاں نوں اک لٹ لگدی پئی سی۔ موٹیاں موٹیاں اکھاں، گول گپا جہیا چہرہ۔ اچن چیت اکو واری ایس کڑی نے شکند رول ویکھیا دونواں دیاں اکھاں چار ہوئیاں تے فیر اوس کڑی نے سر تھلے کرلیا خدا جانے کدوں تیکر شکند راوہدے دل ویکھدا رہیا جدوں کالج دا ویلا ہوگیا تے اوہ مجبور ہوکے کالج ول ٹرپیا پر اوہ چنگی طراں کالج وچہ پڑھ نہ سکیا ہر ویلے اوس کڑی دے خیالاں وچ ڈبیا رہیا۔
جدوں کالج توں ویہلا ہوئیا بے وس اوہدے قدم اوس پکھی ول اٹھ پئے جیہدے وچ اوہ مٹیار بیٹھی ہوئی سی۔ جدوں شکندر اوتھے اپڑیا تے اوہ وی پہلے توں اوہدی اڈیک وچ سی تے کہن لگی ’’تسیں آگے اوباؤ جی، میں تہاڈی ای اڈیک وچ بیٹھی سی‘‘ ایہہ گل سن کے شکندر حیران ہو گیا اوس کڑی نے دوجی وار فیر آکھیا۔
Islam is a divine religion. It is based on divine revelation (Holy Quran) and sunnah of the Holy Prophet ﷺ. As a religion it is a complete code of life. It does not deal with worships only but addresses all fields of life. Like Beliefs and worship, Islam focuses on education also. As a last and chosen religion, it motivates human beings to seek knowledge. The first word of the first revelation (Chapter Al-alaq) starts with Iqra means Read. In first five ayat of chapter Al-alaq, the basic requirement for enhance of education (Read, knowledge and pen) have been mentioned six times. Similarly, the Holy Prophet r took many steps for imparting education. In this connection, the example of first residential university (Suffa’h) is sufficient. Imam Ghazali one of the most famous Muslim thinkers discusses the education in his books in detail. He was born in 448 AH (1057 CE) at Tabaran a town in the district of Tus, which lies within the Khorasan Province of Iran and died on 18 December (1111 CE). In this article knowledge, its classification, stages, curriculum, art of teaching, responsibility of both teachers as well as students have been discussed in the light of Imam Ghazali educational philosophy.
Teaching English language to the students, and engaging them in the learning tasks especially non-natives, is not an easy task for the teachers in public schools of Pakistan.Teachers of English generally use Grammar Translation Methods (GTM) to teach English which affects the language skills of the students like listening, reading, writing and speaking skills. Various other factors also come into play when English language is taught to non-natives like pedagogical skills of the teachers who are also non-native speakers of English. Keeping this in view, this study was planned to explore the current teaching practices of English language teachers and how they engage students in reading comprehension skills in the context of public schools in rural areas of Gilgit-Baltistan. Qualitative study approach of case study was used to explore and observe the teaching practices of the two English language teachers teaching at grade 6. Data was collected through interviews, classroom observations, document analysis, and field notes. Likewise, focus group discussions were also arranged with the students to look at teachers teaching practices from students’ perspectives. The cases of two English language teachers revealed that they were teaching reading comprehension using GTM. That practice was not helpful for the students to get engaged in the process of reading comprehension.The teachers were not engaging students with reading comprehension strategies such as skimming, scanning, questioning, guessing and meaning making. Participant teachers taught English as a subject, but not as a language. The findings of the interviews and observations imply that teachers of English require the teaching skills of language such as reading comprehension. English teachers need support to learn how to engage students in reading comprehension skills in order to make their teaching purposeful.