نوجوانوں کے تعاون سے دہشت گردی کا خاتمہ
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب شاہینو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’نو جوانوں کے تعاون سے دہشت گردی کا خاتمہ‘‘
صدرِذی وقار!
برائی جہاں بھی ہو، گھر کے اندر ہو گھر کے باہر ہو ، بازار میں ہو، تھانہ کچہری میں ہوں جہاں بھی ہو اس کو ختم کرنا، اس کو نیست و نابود کرنا، اس کو صفحہ ہستی سے مٹانا ایک مسلمان کا فرض ہے۔ اور اس کے لئے اس کا خاتمہ جزو لاینفک ہے۔
جنابِ صدر!
فرمان رسالت مآب ؐہے کہ تم میں سے جو کوئی برائی دیکھے اسے ہاتھ سے روکے، اگر ہاتھ سے نہ روک سکے تو اسے زبان سے منع کرے اور اگر زبان سے بھی منع نہ کر سکے تو اسے دل میں برا سمجھے ۔ آپ ؐنے ارشاد فر مایا کہ یہ ایمان کا آخری درجہ ہے۔
جنابِ صدر!
معاشرے کو سنوارنا، معاشرے کو نکھارنے کے لیے شب وروز ایک کرنا، انتہائی کدو کاوش کرنا، جہد مسلسل سے کام لینا تن، من، دھن کی بازی لگانے کیلئے پیہم جدوجہد کرنا ہم سب کی ذمہ داری ہے۔
درد دل کے واسطے پیدا کیا انسان کو
ورنہ طاعت کے لیے کچھ کم نہ تھے کروبیاں
صدرِذی وقار!
ہر ایک کے لیے بالعموم اور نوجوان کے لیے بالخصوص یہ ناگزیر ہے کہ ہم اس معاشرے اور قوم کے گلستان حیات میں میں اُگنے والے خودرو غیر مفید پودوں کو اپنی خداداد صلاحیت سے نکال باہر پھینکیں، گلستان ہستی میں چلنے والی بادِ نسیم کومتعفن کرنے والی غیراخلاقی بیماریوں کا قلع قمع کریں۔
جنابِ صدر!
ہمارے ملک میں دہشت گردی کا اژدہا خوف و ہراس پھیلارہا ہے، پشاور...
For many years, researchers have debated the impact of a learner's second language (L2) on their first language (L1). The general goal of this study is to identify the psychological elements that contribute to first language loss when learning a second language. Because this study is limited to Faisalabad, the first language is Urdu, and the data was gathered from undergraduate English as a second language students. The present study investigates to what degree English, as a second language, learners feel it difficult to communicate in a foreign language environment. English language classrooms of two universities including a private and government-level university have been taken as a sampling frame. Data have been collected through questionnaires which were given to twenty-five (25) students from each university. In addition, semi-structured interviews were done to assess replies. The findings demonstrated that psychological abruptions are a primary cause of the smothering of the first language to the constraints of foreignness and oddity in English Language Learners. The study finds that improved language education rules are required, and students should be able to utilize their first and second languages in day-to-day conversation. The study is useful for improving pedagogical practice in English Language Teaching (ELT).
Teaching writing in an ESL/ EFL class remains a challenge for language teachers. Literature from the developed countries documents a number of new approaches that are used successfully in teaching writing. However, research studies conducted in Pakistan have not addressed this area extensively and thus there appears to be a gap. An exploratory case study was designed in order to understand the changes in practices of those teachers of English language who have been through a training programme to teach writing. The study focused on the practices and perception of two Advance Diploma in Education English language Teaching (ADE: ELT) graduates who were teaching writing in private schools in Karachi, Pakistan. Data were gathered through interview, document analysis, and classroom observation. The findings suggest that there appears to be a lot of interest in using writing as a process approach. However, the two teachers used both the process and the product approaches, depending on the nature of the task and the level of support needed by the students. Pre-writing activities are used extensively to encourage development of ideas for writing; however, a greater understanding of its purpose of use is needed. Feedback is detailed and given at various stages of the writing process. Focus of the feedback is not only on grammatical accuracy but also on improvement of ideas, their presentation, and coherence. Findings also show that one of the key factors that facilitated the implementation of new strategies for teaching writing was teachers' confidence in their own knowledge and skills gained from the ADE: ELT programme. Other important facilitating factors included: supportive school leadership, peer support in the school, reflective practice and the teachers' commitment to change. The factors that hinder the implementation of teaching writing as a process include time constraint, the pressure to complete school syllabus, examination and teachers' beliefs. These findings suggest that if teacher education programmes for language teachers provide sufficient time and opportunities for trainee teachers to practice the newly learnt skills, it would give them confidence to implement it in their schools. Also, as is evident from this study, a number of external factors affect the implementation of the new approaches. Teachers should also be prepared to address these issues in order to effectively implement their learning.
