Tag Archives: Urdu language learning

Urdu and English Languages Require Different Teaching Strategies

It seems we have forgotten how to teach the Urdu language. Our Urdu language teachers don’t know what treatment the language is getting at their hands. Are they teaching Urdu as a first or the second language?

Our teachers don’t know even the conventional method of teaching the Urdu language which demands a good grasp of the grammar and is long drawn and time-consuming. What to talk about the new researches and methodologies!

Teaching at the primary school requires knowledge, skills and critical understanding as at this level, one is laying the foundation of future and higher education. But tragically, everyone who is unable to find a place anywhere else feels competent and confident to teach in a primary school. Our schools in the formal and non-formal sectors are the breeding grounds for present and future teachers of the Urdu language who have no clue of how to approach the teaching and how to help children who are naturally ready to learn more than one language. Even the teachers at expensive schools seem to have very little knowledge and expertise which results in failure to cultivate interest and appreciation of the national language among the learners.  On the contrary, the culture promoted at these schools takes pride in being ignorant and illiterate in the language. Countrywide surveys also tell us that half the children in schools are unable to read a simple text in Urdu.

Do We Need to Follow Alphabetic Order to Teach Literacy?

Recently a comment was made about Khoj methodology that it didn’t follow the alphabetic order in teaching literacy and it was a problem that needed to be rectified. This statement prompted me to raise the following questions:

  • Is there a logic in following the alphabetic order to teach literacy?
  • Does this order yield sequential milestones in learning? Is a child able to write certain words and sentences after learning a given number of letters in the alphabetic order? For instance, can they make any given number of words after learning from ا to ث ہ or from ج to خ?
  • Is learning is at a faster pace if the letters of alphabet are first abstractly learnt?

The answer to all the above questions is an emphatic no.

Khoj Methodology – A Sure Way to Education for All in Pakistan 1

The number of out of school children in Pakistan exceeds the total population of the countries like Norway, Ireland and New Zealand. According to the 2012 Education for All (EFA) Global Monitoring Report, the country is home to around 5.1 million such children, which makes it the abode of the second largest number of out of school children in the world. Unfortunately, the story of the dismal performance doesn’t end here. Pakistan is also home to more than 50 million illiterate adults which is the third highest number in the world. And almost half of the rural women have never been to school.


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