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اردو اور ہندی کا لسانی رشتہ

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...

احکام القرآن میں اسلوب تفسیر اور امام جصاص پر نقد: تجزیاتی مطالعہ

Imam Abu bakar al-jassas is famous jurist of Hanafi school of thought. He wrote a great interpretation of Quran named Ahkam ul Quran. He has written more than fifteen books. In his interpretation of Quran, he doesn’t interpret all Qur’anic verses, as is done by other commentators. He just explains the verses, which have directly a connection with fiq'h ul Ahkam. Al-jassas usually expresses his teachers as al-sarkhasi and other Hanafi's preferred opinion, and always gives systematic reasons for his preference. In the beginning of this article the methodology and characteristics of this interpretation are described in detail. There are many features in Ahkam ul quran that we have expressed i.e. Ahkam ul Quran is based on conventional narration, authentic quotations from the Islamic scholars and lingual and grammatical discussion with a critical explanation of Qur’anic words from lexical to technical and connection on the basis of grammatical and syntax regulations and illustration of differences between synonyms. He had been blamed by some traditionalists that he interprets some verses in wrong perspective and he discussed many irrelevant points in this. This article is an analytical study about these allegations. The result of this study is that kind of attitude towards his book is quite wrong by nature because imam Al-jassas describes his opinion in the light of his school of thought. Although, he got an Aggressive Behavior towards some famous Personalities of Islam, which is Inappropriate. In the end of study, the paper concludes that nobody can deny the importance of his interpretation at all. 

Exploring the Current Classroom Assessment Practices of English Language at Secondary Level in a Private Secondary School of District Ghizer, Gilgit-Baltistan

There is scant literature available on the classroom-based English language assessment practices (APs) in Pakistan, particularly in Gilgit-Baltistan. Therefore, this study explored the current classroom-based English language APs for grade 9 and 10 level in a private secondary school in Gilgit-Baltistan, Pakistan. The focus of the study was to gain an understanding of the interplay of English language APs and English language learning at the secondary level by exploring the phenomenon and to gather data on the APs being used by grade 9 and 10 teachers in the research site.The study sought to explore a phenomenon contextually and in-depth. This required adopting a qualitative case study design. Interviews, classroom observations, focus group discussions and document analysis were the methods used for the study. The generated data was analyzed using qualitative data analysis approach Yin, (2009). The primary research participants were 2 English language teachers and 12 students served as secondary participants: 6 students were from grade 9 and 6 were from grade 10. In the School of Shining Education (pseudonym), English language APs at grade 9 and 10 level seem to be shaped by different factors. These include: the pattern of the annual board examination, teachers’ perceptions and experiences, the textbooks of grade 9 an10, teachers performance appraisal, the availability of teaching resources and the expectations from students’ parents. The study also explored teachers’ perceptions about the English language assessment practices at the secondary level because perceptions affect practice. In view of this, the study explored teachers’ claim about teaching and assessing English as a language not as a subject. However, the study findings suggest that their teaching pedagogy is likely inclined towards teaching and assessing English as a subject owing to the contextual challenges and limitations. In conclusion, the findings of the study suggest that better language learning might be achieved through the use of a dynamic approach (using alternative assessment strategies) to classroom assessment. One practical way forward as regards enhancing the assessment practices would be to make the English language teaching more practical and skills-based. In this way, English can be taught and assessed as a language not as a subject. In doing so, It will align with the aims of the National Curriculum for English Language Grades I-XII, NC (2006) which stipulates the same.
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