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Reasons Why Urdu Learning With the Help of Technology is Preferred Over Conventional Learning

The fact cannot be denied that the use of technology has become an integral part of our lives, it is the same way as it oxygen to us. None of our daily life tasks, whether trivial or requiring special skills are complete without technology, hence it has transformed everything, which we were used to of doing the old fashioned way.

Technology Is Preferred Over Conventional Learning

With regards to learning of language in general and Urdu language learning in particular, the use of technology has also transformed it. People these days prefer learning Urdu by utilizing technology, the lines below gives some reason behind the effects of technology on Urdu learning and its preference.

The first and perhaps the most important reason why the use of technology in Urdu learning is gaining prominence is the fact that the intervention of technology makes Urdu learning convenient. The online Urdu learning classes, the software, the different social media groups for Urdu learning all are the forms of technology, which are frequently used these days. With these software the learner can learn Urdu without leaving home or without formally visiting an institute, hence, the lessons with the help of such technological tools make learning easy and convenient.

The second reason why Urdu learning with the help of technology is more preferred compared to conventional learning is the fact that it is cost effective. Pertaining to the orthodox method of Urdu learning, a learner will have to get enrolled in a school, arrange commute to take classes on daily basis and also buy the learning related material. On the other hand, when a student is learning Urdu with the help of a software or online, then all such costs go down. The student does not need pay heavy fee to get enrolled in the school, there is no need for spending on commute as well as the learning can take place in the home and above all there is minimal learning material required. Therefore, this way, the learning costs quite less compared to the orthodox method of learning.

The third reason why Urdu learning with the help of technology is becoming more popular in the Urdu learners is the fact that they are in control of learning. Most of the times with conventional learning it happens that the students have to work very hard to stay on par with the rest of the class, as the lessons are given to the whole class. In doing so, there are students who cannot take such burden and they quit learning. On the other hand, if learning with the help of technology is opted then the student can pretty much control the pace of learning. In online learning classes, the student receives individual attention from the teacher, hence the learning is enforced appropriately. Similarly, with the help of a software the student can select a particular lesson and keep on learning the same lesson unless and until it is properly understood. Hence the learning which takes place in this regard is effective.

In a nutshell, because of the control it provides to the student, its cost effectiveness and convenience, learning Urdu with the help of technology is more preferred compared to conventional learning.


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The Origin And Development Of Urdu Journalism

Pertaining to Urdu language, the general misconception is that it is a language of Muslims and only the Muslims of subcontinent region speak it. Although the speaker of the Urdu language are majorly Muslims however, there are speakers of other faiths as well and these people have played a great role in the evolution and development of Urdu language.

Development and origin of urdu journalism

Urdu was initially abhorred as a vulgar language by the Muslim rulers of Mughal empire and they rejected it because of the fact that it was the language of masses and people from different cultural and linguistic backgrounds used it to communicate with each other. Therefore, Muslims cannot be called the only caretakers of the language.

The role of people of other faith in the development of language aside, initially it were the people of other faiths who started Urdu journalism. The lines below give a brief history of the start and development of Urdu journalism.

 The first Urdu newspaper was published in Kolkata in the year 1822 to by a Hindu journalist called Harihar Dutta. The newspaper was named Jam-i-Jahan-Numa. It was the first of its kind and it laid the foundation for using Urdu as a means of journalistic writing. The founder of the newspaper was the grandson of the renowned Bengali journalist Tara Chand Dutta. Initially it was a paper consisting of three pages and was published on weekly bases. The paper continued on being published till the year 1888 when because of Urdu becoming a renowned and established writing it gave up to the competition.

The second renowned Urdu newspaper was also started by a Hindu, Munshi Harsukh Rai in the year 1850. The paper was named Kohinoor and like its predecessor it was also a weekly however, compared to the predecessor it had a bigger market and it produced almost 350 copies every week, which is quite a high number as per the standards of those days. In the year 1858, it was the first Urdu daily that started publishing. The name of the paper was Urdu Guide and it was published by Manbiri Kabiruddin which was also published in Calcutta.

From that onwards, Urdu journalism started moving towards the northern region of the subcontinent and it was in Lahore that the daily Urdu newspaper by the name of Roznamha-e-Punjab started pu8blishing. It also began publishing in the year 1858.

It was after the rebellion of 1857 that the Muslims of subcontinent started understanding their distinct identity and to make sure that they had everything distinguished compared to people of other religions in subcontinent, they started using Urdu as a means of communication as well as for the purpose of journalism. Hence, it was then that the Muslims extensively started using Urdu in newspapers and magazines and it started becoming a language of Muslims.

In a nutshell, Urdu being a language or Muslims is wrong, rather the origin and development of language in general and Urdu journalism in particular shows that the Muslims were the ones who later adopted Urdu, where as it were the people of other religion and beliefs who started using Urdu and then Muslims increased its use and made it their language.


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The Role Which Parents Can Play Pertaining to Making Urdu Learning Easy for Children

Pertaining to learning a second language, people who have migrated from one country to another and have their children brought up in the foreign environment, they always want that their children should learn their native language as a second language.  Therefore, the role of parents in this regard is of crucial importance.

Parents role in urdu language learning

Pakistanis or Urdu speaking people who have settled abroad and have children, want the children to learn Urdu as a second language. In this regard the send the children to Urdu schools and let them have online classes. However, it is not all, which the parents can do, rather they can do much more to ensure that the children learn language easily.  The lines below give the major measures that the parents can take to ensure that their children learn Urdu as a second language in an easy way.

Speak In Urdu With Them:

The first thing that the parents can do to ensure that the children learn Urdu in an easy way is to speak Urdu with them in the house. If parents go on speaking with the children in the target language which the children already speak in their present environment then there will be little support provided by parents to the children. As a result of which the only learning that the children will be having will be in the school or class. Therefore, to support greater learning, it is imperative that parents speak in Urdu with the children to ensure that Urdu learning is aided with home environment.

Urdu Software:

The second way of making sure that the children continue on learning Urdu besides the lessons they take in the class is to use different Urdu software available in the market to help the children keep on learning at home.  Thus, with the help of a good software that grabs the attention of the children, parents can make sure that learning remains fun and an easy activity for their children.

Urdu Children Literature:

Literature is an effective means of learning about any language. It carries the vocabulary, the grammar structure, the syntax, pragmatics and the soci-cultural aspects which make learning interesting. Thus, if in a foreign land, parents were to introduce and teach Urdu children literature to their kids, the result would be, children learning Urdu language in an interesting way. Moreover, besides simple teaching of language, the literature can also help in making the children know about the native culture of the place from which the parents hail so that the children also remain aware about their cultural heritage.

Reward:

The reward criteria can also work very well when it comes to teaching Urdu language to the children. The parents can set particular rewards on the achievement of particular milestones to keep on encouraging their children towards learning of language. This way, the children become more competitive and they also work hard in learning their lesson.


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The Three Periods of Literary Career of Sadat Hassan Manto

When it comes to world renowned scholars and intellectuals who have dwelled deep into humans psychology and bring about the darkness and obscenity that resides behind the apparent civil and ethical abode, one of the greatest names that comes to mind is Sadat Hassan Manto.

Carrer of saadat hassan

Sadat Hassan Manto is one of the renowned Urdu scholars, intellectuals, and writers. He is renowned all over the world for his style of writing, the imagery he has used, the satire of society he has depicted and the kind of realistic portrayal of the society that he has given in his writings.

In addition to the renowned works of Manto that are a part of every urdu learning course, the literary career of Manto has been divided into three categories, each comprising of a different style of writing. The lines below discuss those three periods of the works of Manto.

First Period:

The first period of Manto started in 1939, which was the initial stage when Manto got involved into writing something. In this phase of his writing, the primary focus of Manto was on translating foreign works into urdu. In this regard, he started translating English and Russian stories. Once the stories were in a sufficient quantity, he got them published with the title of ‘Russi Afsane’. This period of life of Mufti comprises primarily of the translation work. From this translation work, Manto found some motivation and then in the year 1936 he published his first work of short stories by the name of ‘Atish Pare’. After that he moved to Bombay which started the next phase of his literary career.

Second Period:

 In 1936, Manto moved to Bombay where for few years he worked as the editor of the magazine Musawwir. It was a film magazine that was published on monthly bases. Thus, with the help of this magazine Manto found his way into the film industry and started wirting film scripts and stories. However, the film business did not work well at that time and he had to move to Delhi to accept a job as a script writer in All India Radio in 1941. In this period of his career, he produced quality radio plays and dramas in addition to earning a good living for his family. Therefore, Manto continued on playing the same role in his literary career until the partition of subcontinent.

Third Period:

The third period of Manto’s writing is the one where he started writing afrfter migrating to Pakistan. During this phase, Manto produced one of his masterpieces like Thanda Gosht, Buu and Toba Take Singh. Although Manto produced masterpieces in this phase of his life, however, there was little regard or return for him at that time because he was prosecuted for obscenity and vulgarity at both legal and social level. Hence, during this phase of his life and career, Manto lived hand to mouth and this was what eventually lead to his death in 1955 in Lahore.

Bottom Line:

In short, Sadat Hassan Manto is one of the acclaimed writers in urdu language, and if he were to be taken out of the urdu literature, then the literature would lose all its charm, realism and satire. Although he is reckoned one of the greatest writers, however, he did not enjoy this claim and title in his life, like all the other great writers across the globe.


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Why Should Parents Encourage The Speaking Of Urdu To Their Bilingual Children

Lot of the times it happens that people who migrate to a foreign country, get settled there are have children find it hard to communicate with the children because their children growing up in a bilingual environment. The language in which the children speak in the public is the foreign language, while what they are exposed to in the home is their native language.

Parent encourage to speak urdu

It has been observed, that the children usually do not go for speaking the native language such as Urdu in their homes, rather, they prefer communicating with the parents in the target or foreign language. This attitude of children has a lot to do with the way the way parents bring them up. Usually parents do not speak Urdu with their children because they think that it might hinder in their learning of target language. Thus, when the children become proficient in target language, they leave using their native language.

The lines below discuss the advantage of using Urdu with bilingual children at home.

Academics:

When children grow a little, they start discussing their studies and assignments with parents. Therefore, at that point it is imperative that both children and parents communicate in the same language so that they message conveyed is the same as message received. When the children are bilingual, and they don’t use the native language with parents, the ultimate result is parents not being able to properly comprehend or convey the message, as a result of which the competency in academia of the children goes down, as far as cooperation from parents is concerned. Therefore, parents must speak Urdu in their homes and should encourage their bilingual children to communicate in Urdu as well.

Expressing Emotion:

The second reason why parents must encourage speaking of Urdu in their bilingual children is the fact that native language helps express the emotions better compared to the learned language. The native language is acquired by the children whereas the second language is learned, therefore, it is quite natural that the expressing of emotion of children will be far better in Urdu as compared to the second language. However, when parents do not create such an atmosphere in the home where the children would speak in Urdu, the result is the children finding it hard to express their emotions, and as a result an emotion gulf takes place between people. Therefore, it is imperative that the parents encourage speaking of Urdu in their homes.

 Community Connection:

Thirdly, the children who grow up in a bilingual environment have two communities to live with and interact. They interact and communicate with the second language community as well as with their native community. If the focus of parents is only towards second language, then the children will also share the features and values of the second language community and forget their native values. Therefore, if parents want their children to know about their native values and culture by staying in contact with their native community, then they need to encourage the speaking of Urdu in their homes so that the children could stay intact with their heritage and culture.

Conclusion:

In a nutshell, it is imperative that parents encourage their bilingual children to continue on speaking Urdu in their home so that they are able to communicate effectively, and help each other out in the time of their need and personal development.


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The Imperativeness OF Encouraging The Use Of Urdu In Bilingual Children

It is an increasing debate in the world of today that whether or not children should be taught to become bilingual. There are theorists and linguists who argue in favor and against the idea and have their own reasons to support the argument, however, the general consensus is that the children should be exposed to multiple languages so that they get the edge of understanding two languages that can help them in the future.

Use of urdu in bilingual children

However, when it comes to raising children as bilinguals, parents usually prefer their children learning the second language more compared to their native language. This condition is applicable in the case of children who have Urdu as their first language and are in a foreign environment where they have to learn the second language. The lines below discuss the importance of teaching Urdu as a native language to bilingual children.

Parent-Children Communication:

The first and foremost important reason why Urdu speaking parents must teach their bilingual children Urdu is the fact that it helps in effective communication between the two. When the parents do not encourage their children to speak Urdu, the ultimate result is the children leaving their native language and start conversing in the target language, which then makes it difficult for the parents as for them Urdu is the primary language of communication and when children don’t communicate in that there obviously occurs a communication gap. Therefore, in order to make sure that the parent-children communication stays strong, the parents must encourage the children speaking Urdu.

Link With Culture And Heritage:

The second major reason why parents must make sure that their children continue on speaking Urdu while being proficient in the target language is the fact that Urdu is their native language and when they keep on practicing Urdu, it means that they stay intact with their culture and heritage. The speaking or Urdu language ensures that the children keep on reading Urdu as well, therefore, when the children do so, they come across Urdu pieces of writing which carry the elements of their culture and heritage. Therefore, in this way the parents can ensure that the children stay intact with their culture and carry the values by understanding their existence and importance in the heredity they come from.

Perspective:

The third reason why Urdu speaking parents must ensure that their children also learn and practice Urdu whilst being in a target language environment is that the learning or Urdu gives them a different perspective to view and analyze life. Therefore, the knowledge of Urdu is not just knowledge of language, rather it is another perspective given to the children with the help of which they are able to view and analyze life differently.

Conclusion:

In a nutshell, it is imperative that Urdu speaking parents who live in foreign countries where Urdu is not the first language, they must make sure that in addition to learning the first language of those countries, the children also keep on using their native language so that they stay intact with their heritage, get a new perspective to see life and the communication between parents and children becomes effective.


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Key Criterions For Assessing The Proficiency In Urdu Language Learning

When it comes to learning a foreign language, there are different criteria on the bases of which the proficiency of a learner is viewed and analyzed. If the progress in learning is not judged on regular bases in a proper way, then one cannot properly asses the kind of progress one is making in the learning process.

Proficiency in learning urdu language

When it comes to learning a foreign language like Urdu, taking admission in an Urdu learning schools is the first step in the process. However, when one formally starts learning, then it becomes imperative that the learner keeps track of learning and assesses it on regular bases. The lines below give some factors that need to be considered when assessing the proficiency in Urdu language.

Correct Use Of Grammar:

The first and perhaps the most important factor that needs to be assessed when weighing the proficiency in Urdu language is the use of grammar by the learner. In Urdu, grasping the grammar is one of the hardest things to do and requires great practice. Therefore, if a learner is able to use the grammar of the language properly, then his or her progress in learning of Urdu can be regarded as satisfactory. Similarly, if the learner is not able to use the grammar of the language properly, then the progress of the learning is not satisfactory.

Diversity in Vocabulary:

The second tool criteria that can be used to weigh and analyze the progress made by a learner in learning Urdu language is the diversity in the Urdu vocabulary used by the learner. In this regard, it is imperative that the analyzer of the learner him or herself has sufficient knowledge about the language and is able to understand the different kinds of words used by the learner in the language. Moreover, in order to improve the vocabulary the learner can read different Urdu magazines, listen to songs and so on to ensure that the vocabulary gets diversified. Ergo, the diversity in vocabulary is another tool that can be used for the assessment of the progress made by the learner when pursuing learning of Urdu as a second language.

Pronunciation:

The third tool that can be used pertaining to assessment of progress in Urdu is the pronunciation of Urdu. When it comes to analyzing the linguistic competence of a learner, the speaking of a learner holds the primary position. In analyzing pronunciation, the judge needs to make sure that the pronunciation of the learner is according to the standard Urdu language and not the slang or its dialectic forms. Therefore, if and when a learner is able to speak the Urdu words and phrases in the right form with right sounds , stress and intonations, only then can a learner be regarded as proficient in Urdu language.

Bottom Line:

In a nutshell, it is imperative that a learner views and analyzes his or her competency on the bases of pronunciation of the language, the correct use of grammar and the diversity of vocabulary. The better a learner is in these areas, the more proficient he or she is in Urdu.