BARKATULLAH UNIVERSITY, BHOPAL Repealed Ordinance No. 31 SCHEME OF EXAMINATION AND COURSE OF STUDY FOR B.Ed. TWO YEAR (FOUR SEMESTERS) PROGRAMME Introduction: India has made considerable progress in school education. Philosophy of schooling and social character of school has undergone tremendous changes. Further, newer understanding about cognition demands new kind of schooling. Therefore NCF (2005) places different demands and expectations on the teacher, which need to be addressed both by initial and continuing teacher education. It requires a teacher to be a facilitator of children s learning in a manner that helps children to construct knowledge and meaning along with participation in construction of syllabi, textbooks and teaching-learning materials. These roles demand the teachers be equipped with an adequate understanding of curriculum, subject-content and pedagogy. In view of this the longer duration courses for teacher preparation play a crucial role in teacher preparation. Intensive efforts are necessary for teacher preparation. Now, teacher education is expected to prepare teachers who are equipped with professional competencies in creating an enabling learning environment for students to develop the ability for self-learning, independent thinking, problem solving, critical thinking and reflection. For this to happen new kind of teacher with enabling qualities is required, the teacher has to enable learner s thinking and meaning making without fear of being penalized in any way. A lot of diversity in pedagogy and assessment is necessary for teachers. Professional role of teachers and their engagement in academic pursuits are integrally related and present two major dimensions- theoretical understanding of education and dealing with action decisions and the processes of knowledge creation. Both together have the potential to enable students proceed towards self-learning and independent thinking. The teacher as a professional is required to develop his / her own understanding of these challenges. Teacher education programmes have to define teacher s roles with reference to an emerging vision of school education. The overall approach to reformulating a curriculum for teacher education needs to keep in mindlocating teacher education in the context of education, nature of knowledge base of education and teacher education and emerging national concerns imparting educational practice. Objectives of the Programme: The objectives of the programme are to: Develop perspectives among pupil-teachers towards chills learning and future societies. Gain insight of philosophical, sociological and psychological basis of education. Reflect on the past and plan for the future demands of global society. Develop skill of curriculum transaction in context of constructivist pedagogy in the era of inclusiveness. Integrate ICT and e-learning with classroom learning. Cherish and practice the values enshrined in the constitution of India, like equality, liberty etc. Uphold the professional ethics of teacher and its accountability. 1
Duration of the course: Two academic years (with four semesters), this can be completed in a maximum of three years from the date of admission in the programme. Eligibility: Candidates seeking admission to B.Ed. Programme should have obtained at least 50% marks in the Bachelor s Degree or any other equivalent qualification; while candidates seeking specialization in senior secondary teaching should have also obtained 50% marks in the Master s degree in a school subject or any other equivalent qualification. Bachelors in Engineering / Technology with specialization in science and mathematics with 55% marks or any other qualification equivalent thereto are eligible for admission to the programme. Admission Process: Admission shall be made on prescribed merit i.e. on the basis of marks obtained in the qualifying examination and / or in the entrance examination or any other selection process as per the policy of the government/ university. Reservation and relaxation for SC/ST/OBC/PWD and other applicable categories shall be as per the rules of the Government. Fee: The institution shall charge only such fee as prescribed by the provisions of NCTE/ AFRC (Guidelines for Regulations of tuition fees and other fees chargeable by unaided teacher education institution) Regulations, 2002 as amended from time to time. Attendance: Attendance will be required for qualifying the candidate for appearing in the examination as under: (1) Theory classes : 80% (2) Practicum and Internship : 90% Scheme of Examination: The examination shall consist of two parts namely: (a) Theory (b) Practice in Teaching, Practical and Sessional The examination of theory papers will be held in the month of November/ December and May/ June. The practicum and internship activities will have to be completed before commencement of theory examination and marks shall have to be submitted to the university immediately. Minimum passing marks in each theory paper is 36% and in practical examination shall be 50%. However, passing marks in aggregate shall be 40%. Passing in theory and practical separately is necessary. All other matters not specially provided in this ordinance shall be governed by the relevant provisions of the general ordinance of Barkatullah University/ NCTE. The courses of studies will be reviewed, revised and approved by the Board of Studies (Education) from time to time. 2
Course /paper COURSE STRUCTURE SEMESTER I (18 Weeks= 16 Weeks for teaching+2 Weeks for School Exposure) Periods Per week Total Marks Internal (Formative) External (summative) PE 1: Childhood and Growing Up 6 100 30 70 PE 2 : Contemporary India and 6 100 30 70 Education CPS 2 : Pedagogy of School 6 100 30 70 Subject-1 Part- I CPS 3 : Pedagogy of School 6 100 30 70 Subject-2 Part- I CPS 4 : Assessment for Learning 3 50 15 35 EPC 3 : Understanding ICT and its 3 50 15 35 Application-I EPC5 : Health, Yoga, and Physical 2 - - - Education School Exposure 2 25 25 Weeks Engagement with the Field: Tasks - - - - and Assignments for PE 1, PE 2, CPS 1, CPS 2, CPS 3 and EPC 3 Total 525 175 350 SEMESTER II (18 Weeks= 16 Weeks for teaching+1 Week for School attachment +1week for community living camp) Course /paper Periods Per week Total Marks Internal (Formative) External (summative) PE 3: Learning and Teaching 6 100 30 70 PE 5 : Knowledge and Curriculum 6 100 30 70 CPS 2 : Pedagogy of School 6 100 30 70 Subject-1 Part- II CPS 3 : Pedagogy of School 6 100 30 70 Subject-2 Part- II EPC 3 : Understanding ICT and its 3 50 15 35 Application-II EPC5 : Health, Yoga, and Physical 2 50 15 35 Education-II School Attachment 2 Week 25 25 -- Community Living Camp 1 Week 50 50 -- Engagement with the Field: Tasks ----- ----- --- ----- and Assignments for PE 3, PE 5, CPS 2, CPS 3, CPS 4 and EPC 3, PE 7 Total 575 225 350 3
SEMESTER III (18 Weeks= 16 Weeks for Internship+2 WeeksPre Internship) Course /paper Duration Total Marks Internal (Formative) External (summative) Pre-Internship 2 Weeks 50 50 --- Internship 16 Weeks 200 200 --- Total 250 250 ---- SEMESTER IV (18 Weeks) Course /paper Periods Per week Post Internship 2 Weeks Total Marks Internal (Formative) External (summative) 50 50 --- PE 4: Gender, School, an Society 3 50 15 35 PE 6 : Creating an Inclusive School 3 50 15 35 CPS 1: Language Across the 3 50 15 35 Curriculum EPC 1 : Reading and Reflecting on 3 50 15 35 Texts EPC 2 : Arts in Education 3 50 15 35 EPC 4 : Understanding the Self 3 50 15 35 PE-7: Environmental Education 3 50 15 35 PE-8: Education for Peace 3 50 15 35 CPS 4 : Assessment for Learning 3 50 15 35 Engagement with the Field: Tasks and Assignments for PE 4, PE 6, EPC 1, EPC 2, EPC 4 and EPC 3, PE 7 and PE 8 Total 500 185 315 4
SUMMARY Semester Total Internal External I 525 175 350 II 575 225 350 III 250 250 ---- IV 500 185 315 1850 835 1015 Note: PE= Perspective Course; CPS= Curriculum and Pedagogy Studies; EPC= Enhancing Professional Capacity 5
SEMESTER - I Note: 18 Weeks = 16 weeks for teaching + 2 weeks School Exposure PE 1: Childhood and Growing Up Contact hours: 4 hrs per week Max. Marks: 100 Internal : 30 External : 70 Objectives: On completion of this course, the students will be able to: develop an understanding of meaning and process of human development in general and childhood in particular; acquire theoretical perspectives and develop an understanding of dimensions of human development and developmental tasks with special reference to child and adolescent; develop an understanding about the impact/influence of socio cultural context in shaping child development especially with respect to the Indian context; make them cognizant of specific issues of adolescent behavior in schools and the critical role of teacher in balanced development; develop the competencies in dealing with children of diverse socio cultural contexts. situate individual development in a social-cultural context; develop an understanding about the impact/influence of socio cultural context in shaping human development; develop an understanding about children in difficult circumstances (disadvantaged or deprived section of society including girls) and the impact/influence of these on their development; explore the factors contributing to individual development and facilitate learner development. Unit 1: Introduction to childhood development Human Development: Meaning, nature and principles of development Role of heredity and environment in development Stages of development: Childhood to adolescence Dimensions of development: physical, motor, speech, emotional, social, moral Development as a resultant of interaction between and among individual potential (innate, inherited, acquired) and external environment (physical, socio-cultural, economic and technological) Theories of child development: Cognitive development (Piaget, Vygotsky, Bruner); Psycho-social development (Erikson); Moral development (Piaget & Kohlberg) Unit II: Development of Personality in different Socio-cultural contexts Development of self concept, self esteem, self efficacy and self realization (Maslow s theory) Attitude and interest development Personality, temperament and traits Character Development Culture and personality Socio-cultural contexts: Meaning, nature and influences in Personality Development 6
Role of social agencies in development of personality: o Family: Child rearing practices, types of family, working parents, problems in family (single parent, alcoholism), o Peer: Peer influence, and friendship o School: School culture, climate (physical and psychological), teacher values o Neighbourhood: type and its influence o Ethnicity, culture and gender o Socio-economic status and language Unit III: Understanding Adolescent s development Nature of Adolescents: stage of development, socio-cultural context Characteristics and concerns of Adolescents: o Biological; Physical; sexual; emotional o Cognitive: Abstract Thinking, Meta-cognition o Psychological: Identity, individual and sense of independence o Social: Adolescents expectation, social expectation, parental expectation, skepticism, peer culture, role model o Moral and spiritual: conformity and non-conformity Experiences of adolescents in different Indian socio-cultural contexts Gender stereotypes and gender role classifications Unit IV: Socio-cultural contexts in shaping child development Nature of socio-cultural context and Socio-cultural practices Media Exposures Socio economic status: Access to Education and Technology School Ethos Community Life Dealing with learners from varied socio-cultural context: Sensibilities and strategies Unit V: Diversity: Opportunities, Challenges and Marginalization Issues Diversity: Opportunities, Challenges- prejudices and discrimination Children in difficult circumstances: behavioral problems and their management Marginalization: Meaning and Issues Deprived sections of Indian Society: o Growing up in a dalit household o Growing up in minority community: Impact on learning o Child labour and its psychological impact with reference to learning and education o Growing up as a girl and its impact on learning o Migrant children o Street children: impact on learning Modes of Transaction Lecture cum discussion Individual and group assignment through self-study in the library and presentation in a seminar Observation of children different situations in schools (during games, interval and other activities) and out of the schools, Preparing reflective diaries / journal Interpretation, analysis and reflection on observation in a group Interaction and discussion with classroom teachers and peer group 7
Observation followed by reflective discussion in a group Library study Project work Sessional work Develop strategies to create a culturally compatible classroom Read Ambedkar s life history and discuss his struggle in achieving self realisation Conducting case study on one student who has difficulties in learning at Elementary stage. Analysis of a case of adolescent learner with maladjusted /deviant behaviour. Development of Portfolio and Reflective Journal Design/suggest activities for developing critical consciousness about various social and political issues. Prepare a plan of activities for students of various levels of schooling which can be shared with the parents. Develop strategies on critical perspectives on socio-cultural realities Discussion on representation of following in media: o gender (including trans-gender), o class, o poverty o marginalization o difference and diversity, and stereotyping Case studies of development of following children: o living in an urban slum, o growing up as a girl o growing up in a dalit household o Discussion and sharing in group Suggested readings: Aggarwal, J.C. (2009). Child Development and the Process of Learning, Shipra Publication, Delhi Agochiya, D. (2010). Life Competencies for ADOLESCENTS-Training Manual for Facilitators, Teachers and Parents, Sage Publication, New Delhi. Ambron, S.R. (1981) Child development, Holt, Rincehart and Winston, New York. Bakan, J. (2011). Childhood Under Siege- How Big Business Ruthlessly Targets Children, The Bodley Head, London. Bhatt, N. (2007). Human Development: A Lifespan Perspective, Aavishkar Publisher Distributors, Jaipur Bickhard, M.H. (1978). The Nature of Developmental Stages, Human Development 21, pp. 217-233. Chaube, S.P. (2007). Developmental Psychology, Neelkamal Publications Pvt. Ltd. Hyderabad. Glickman, C. & Wolfgang, C. (1981). Solving Discipline Problems: Strategies for Classroom Teachers. Boston: Allyn and Bacon. Govinda, R. (2011). Who goes to school? Exploring exclusion in Indian education. Oxford University Press. Hall, C., & Hall, E. (2003). Human relations in education. Routledge. Hurlock, E.B. (2009). Child Development (Sixth Edition), Tata McGraw-Hill Publishing Company Ltd. New Delhi Hurlock, E.B. (2009). Developmental Psychology- A Life-Span Approach, (Fifth Edition), Tata McGraw-Hill Publishing Company Ltd, New Delhi. 8
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. Laura, E. Berk (2005). Child Development, Sixth Edition, Pearson Prentice Hall, New Delhi Mangal, S.K. (2012). Advance Educational Psychology (Second Edition) PHI Learning Pvt Ltd. New Delhi Marks, D.F., Murray, M., Evans, B. and Estacio, E.V. (2011). Health Psychology: Theory, Research and Practice, (Third Edition) Sage Publication, New Delhi. Mishra, A. (2007). Everyday life in a slum in Delhi. In D.K. Behera (Ed.) Childhoods in South Asia. New Delhi: Pearson Education India. Mukunda, K.V. (2009). What did you ask at school today? A handbook of child learning. Harper Collings. Nambissan, G.B. (2009). Exclusion and discrimination in schools: Experience of dalit children. Indian Institute of Dalit Studies and UNICEF. Nandy, A. (1987). Traditions Tyranny and Utopias: Essays in the Politics of Awareness, Delhi Oxford University Press, New Delhi. NCERT. (2006a). Position paper-national focus group on education with special needs (NCF 2005). New Delhi: NCERT. NCERT. (2006b). Position paper-national focus group on gender issues in the curriculum (NCF 2005). NCERT. NCERT. (2006c). Position paper-national focus group on problems of scheduled caste and scheduled tribe children (NCF 2005). New Delhi: NCERT. Papalia, D.E., Olds, S.W. & Feldman, R.D. (2006). Human Development (Ninth Edition), Tata McGraw-Hill Publishing Company Ltd. New Delhi Parekh, B.C. (2000). Rethinking multiculturalism: Cultural diversity and political theory (pp. 213-230). Palgrave. Parry, J. (2005). Changing childhoods in Industrial Chattisgarh. In R. Chopra & P. Jeffery (Eds.), Educational regimes in contemporary India. Sage Publication. Pathak, A. (2013). Social implications of schooling: Knowledge, pedagogy and consciousness Aakar Books. Rampal, A., & Mander, H. (2013). Lessons on food and hunger. Economic & Political Weekly, 48(28), 51. Rogoff, B., Baker-Senett, J. Lacasa, P., & Goldsmith, D. (1995). Development through participating in sociocultural activity. New Directions for Child and Adolescent Development, 1995(67), 45-65. Santrock, J.W. (2007). Educational Psychology (Second Edition) Tata McGraw-Hill Publishing Company Ltd, New Delhi. Saraswathi, T.S. (1999). Adult-child continuity in India: Is adolescence a myth or an emerging reality? In T.S. Saraswathi (Ed.), Culture, socialization and human development: Theory, research and applications in India. New Delhi: Sage Publication. Sarawathi, T.S. (Ed) (1999). Culture Socialization & Human Development- Theory, Research and Application in India, Sage Publication, New Delhi. Schneider, F.W., Gruman, J.A. & Coutss, L.M. (2012). Applied Social Psychology (Understanding and Addressig social and Practical Problems) (Second Edition) Sage Publication, New Delhi. Sharma, N. (2003). Understanding adolescence. NBT India. Sharma, R. (2006). Child Psychology and Development, Shubhi Publications, Gurgaon. 9
Sherfield, R.M., Montgomer, R.J. & Moody, P.G. (2005) Cornerstone Developing Soft Skills (Fourth Edition), Pearson Education, Delhi Slater, A.M. & Quin, P.C. (Eds.) (2012). Developmental Psychology- Revisiting the Classic Studies, Sage Publication, New Delhi. Slater, M.A., & Quinn, P.C. (Eds.) (2012). Developmental Psychology- Revisiting the Classic Studies, Sage Publications Pvt. Limited, New Delhi Venkatesan, S. (2004). Children with Developmental Disabilities: A Training Guide for Parents, Teachers and Caregivers, Sage Publication, New Delhi. Whitebread, D. (2012). Development Psychology & Early Childhood Education, Sage Publication, New Delhi. 10
PE 2: Contemporary India and Education Contact hours: 4 hrs per week Max. Marks: 100 Internal : 30 External : 70 Aim of the course: Education is essentially a normative endeavour, hence is intentional. It intends, rather deliberately, to socialize children into a value frame or normative structure. In contemporary times, Constitution of India is providing a value frame to education. While negotiating with the value frame education has to socialize children into Constitutional value frame. Indian Constitution envisioned a humane society based on freedom, equality, and justice and evolved many institutions to realize the vision. In this regard, education is considered as an agency of transformation and classroom as the shaper of the visioned destiny. Since teachers ought to play crucial role in realizing the vision, they are to be informed the Constitutional vision to develop normative perspectives regarding education and thereby emerging concerns and issues. The normative perspective a teacher holds in turn guides his/her actions and acquires a meaning to action. The course, Contemporary Indian Society and Education is intended for the purpose; it aims at the development of perspectives about vision of contemporary educational reality, its concerns and issues. Objectives: The course aims at develop critical consciousness about educational issues and concerns. Therefore, after reflective debates, students are expected to: Understand the basic features of Indian society and polity Appreciate the plurality of Indian culture Understand the Normative Vision of the Constitution of India Understand and contextualize ideals of the Constitution of India Appreciate humanistic agenda of the Constitution of India Value and recognize the role of education in realizing the ideals of the Constitution Develop critical awareness about the issue of education that are coming in the way of realization of the values of the Constitution Understand and develop positive attitudes towards various forms of exclusions Critically understand the policy framework of Indian Schooling Unit-I: Understanding Indian Society a. India: The Historical Evolution India as Ancient civilization: Characteristics India as the seat of higher learning: Essential Features and Nature India as Political Entity: Historical Evolution b. India as a Society: Characteristics and Nature Society: Meaning and Features India: Essential Properties o Geographical Diversity o Linguistic Diversity o Cultural diversity o Religious plurality o Social stratification c. India as Evolving Nation State 11
India as an Evolving Nation State: Vision, Nature and Salient Features o Democratic and secular Polity o Federal Structure: Implications to Educational Arrangements and responsibilities d. India as Developing Economy: Salient Features and Paradoxes o Development and Displacements o Development and Environmental Degradation o Growing incomes and widening inequalities Indian Economy and Education o Agriculture Sector and educational linkages o Industrial Sector and educational linkages o Service Sector and educational linkages Globalization and India as Knowledge Economy: Role of Education Unit-II: Normative Vision of Modern India and Education: Constitution of India a. Making of the Constitution of India Human Society: Normative Relations Indian Society: Multiple Normative Frameworks A critical understanding Modern Indian Society: Constitutional Normative Framework Constitution: Meaning and Functions Formation of Constituent Assembly: Nature and functions Constituent Assembly Debates on Language and Education b. Constitution of India: Basic Philosophy and Features Preamble Fundamental Rights and Duties Directive Principles of State Policy Language Policy related Schedule Constitution of India and Educational Provisions Unit III: Policy Frameworks for Public Education in India: Competing Demands and Policies a. Educational Policy Frameworks in India: A Brief Historical Account Constituents of Educational policy: o Purpose of Education o Legitimate Knowledge o Assessment o Medium of Instruction o Admission policies and o Administration policy British attempts to formulate Colonial policy of education: 1835, 1854, and 1882 Downward Filtration theory: Its critique Demand for Education For All by Mahatma Jyotiba Phule, Dadabai Nouroji and Gopala Krishna Gokahale Unit-IV: Education Policy Frameworks in Independent India Priorities in Educational policy during early years of Independence: Social, and Sectoral National Development and modernization: Indian Education Commission- 1964-66 National Policy on Education: 1968 and 1986: Salient Features and nature SSA and RMSA interventions and their impact on school opportunities 12
Unit-V: Indian Education: Concerns and Issues a. Education in India: Privilege to Right Education as Privilege: Educational Opportunities: A critical note on Indian educational past Demand and Efforts for Education as Right: A brief historical inquiry Constitutional Journey of Right to Education: Debates in the constituent assembly to RTE-ACT-2009 via Directive Principles of State Policy RTE-Act 2009: Salient Features Right to Education and Right to Education Act-2009 A Debate b. Child Rights: Education International Child Rights Convention-1989 Constitutional provisions on child rights Right of underprivileged children-girl child and differently abled children Deprived childhood Child labour and schooling: alternative Schools-nature c. Democratization of School Education Universalization of School Education-Access, Retention and Success Equalization of Educational Opportunities; Growing inequalities in schooling: Detailed Sociological analysis Quality and Equity in Schooling Suggested modes of learning engagement are: Group discussions, debates and dialogue on the themes Studying relevant portions of documents relevant to the themes Presentations based on readings Conduct surveys of various educational contexts (eg. Schools of different kinds) and make interpretative presentations based on these Study writings on analysis of education-development interface and make presentations The suggested modes of assessment are: Level of initiative, and participation in group work Quality of conducting surveys and presentations based on these Originality of interpretation of field studies and experiences in terms of the course themes Individual term paper on a selected theme Appropriate criteria need to be worked out for each of the above. Suggested Readings: Agrawal, J.C. & Agrawal S.P. (1992). Role of UNESCO in Educational, Vikas Publishing House, Delhi. Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society, NCERT, New Delhi. Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi. Govt. of India (1992). Programme of Action (NPE). Min of HRD. Mani, R.S. (1964). Educational Ideas and Ideals of Gandhi and Tagore, New Book Society, New Delhi. Manoj Das (1999). Sri Aurobindo on Education, National Council for Teacher Education, New Delhi. 13
Mistry, S.P. (1986). Non-formal Education-An Approach to Education for All, Publication, New Delhi. Mohanty, J., (1986). School Education in Emerging Society, sterling Publishers. Mukherji, S.M., (1966). History of Education in India, Acharya Book Depot, Baroda. Naik, J.P. & Syed, N., (1974). A Student s History of Education in India, MacMillan, New Delhi. NCERT (1986). School Education in India Present Status and Future Needs, New Delhi. Ozial, A.O. Hand Book of School Administration and Management, London, Macmillan. Radha Kumud Mookerji. Ancient Indian Education (Brahmanical and Buddhist), Cosmo Publications, New Delhi 1999. Sainath P. (1996). Every body loves a good drought. Penguin Books New Delhi. Salamatullah, (1979). Education in Social context, NCERT, New Delhi. Sykes, Marjorie (1988): The Story of Nai Talim, Naitalim Samiti: Wardha. UNESCO; (1997). Learning the Treasure Within. Dr. Vada Mitra. Education in Ancient India, Arya book Depot, New Delhi 1967 Ministry of Education. Education Commission Kothari Commission. 1964-1966. Education and National Development. Ministry of Education, Government of India 1966. Learning without Burden, Report of the National Advisory Committee. Education Act. Ministry of HRD, Department of Education, October, 2004. National Policy on Education. 1986. Ministry of HRD, Department of Education, New Delhi. SeventhAllIndiaSchool Education Survey, NCERT: New Delhi. 2002 UNDPA. Human Development Reports.New Delhi. Oxford: OxfordUniversity Press. UNESCO. (2004) Education for All: The Quality Imperative. EFA Global Monitoring Report.Paris. Varghese, N.V. (1995). School Effects on Achievement: A Study of Government and Private Aided Schools in Kerala. In Kuldip Kumar (Ed.) School effectiveness and learning achievement at primary stage: International perspectives. NCERT. New Delhi. World Bank, (2004). Reaching the Child: An Integrated Approach to Child Development. OxfordUniversity Press, Delhi. 14
CPS 2 (A): & 100 & 30 & 70 ;g ikb~;øe eq[; :i ls Hkk"kk i<+kus okys v/;kidska dks /;ku esa j[kdj,d folr`r :ijs[kk ds :i esa cuk;k x;k gsa gesa vk kk gs fd bl :ijs[kk ls v/;kidksa dks Hkk"kk dh d{kk ds ek/;e ls cppksa l`tukred n`f"vdks.k djus esa enn feysxha lhkh euq"; fofhkuu mn~ns ;ksa ds fy, Hkk"kk dk blrseky djrs gsa] mnkgj.k ds fy,] n`f"v cf/kr ;k Jo.kcf/kr cpps Hkh laizs"k.k dh tfvy vksj le`) O;oLFkk dk iz;ksx djrs gsa] mlh izdkj tsls,d lkeku; cppk djrk gsa Hkk"kk dsoy laizs"k.k dk lk/ku gh ugha gs cfyd ;g,d ek/;e Hkh gs ftlds lgkjs ge vf/kdka k tkudkjh izkir djrs gsaa ;g,d O;oLFkk gs tks dkqh lhek rd gekjs vkl&ikl dh oklrfodrkvksa vksj?kvukvksa dks gekjs eflr"d esa O;ofLFkr djrh gsa gesa ;g Hkh ;kn j[kuk pkfg, fd ge dsoy nwljksa ls ckr djus ds fy, gh ugha] cfyd vius vkils Hkh ckr djus ds fy, Hkk"kk dk blrseky djrs gsaa vf/kdka k cpps Ldwy vkus ls igys dsoy,d Hkk"kk ugha cfyd vusd Hkk"kk, lh[k ysrs gsaa Ldwy vkus ls igys cppk yxhkx ik p gtkj vfkok mlls Hkh vf/kd 'kcnksa dks tkurk gsa vr% cgqhkkf"kdrk gekjh igpku vfkok vflerk dh fu/kkzjd gsa ;gk rd fd nwj&njkt ds xk oksa dk rfkkdffkr ^,dy Hkk"kh* Hkh vusd laizs"k.kkred flfkfr;ksa esa lgh rjhds dh Hkk"kk blrseky djus dh {kerk j[krk gsa vuds v/;;uksa ls irk pyk gs fd cgqhkkf"kdrk dk lakkukred fodkl] lkekftd lgu khyrk] fodsafnzr fparu,oa 'ksf{kd miyfc/k ls ldkjkred laca/k gksrk gsa Hkk"kk oskkfud n`f"v ls lhkh Hkk"kk, pkgs os cksyh] vkfnoklh ;k f[kpm+h Hkk"kk, lc leku :i ls oskkfud gksrh gsa Hkk"kk,,d&nwljs ds lkfu/; esa Qyrh&Qwyrh gsa lkfk gh viuh fo ks"k igpku Hkh cukdj j[krh gsa cgqhkkf"kdrk d{kk esa ;g fcydqy vfuok;z gksuk pkfg, fd gj cpps dh Hkk"kk dks leeku fn;k tk, vksj 15
cppksa dh Hkk"kkbZ fofhkuurk dks f k{k.k&fof/k;ksa dk fgllk eku dj Hkk"kk fl[kkbz tk,a fo kfkhz tku ik, xsa fd lhkh cpps rhu lky dh mez ls igys gh dsoy vius Hkk"kk dh cqfu;knh lajpuk, lh[k tkrs gsa cfyd os ;g Hkh lh[k tkrs gsa fd fofhkuu ifjflfkfr;ksa esa budk fdl izdkj mfpr iz;ksx djrk gsa blfy, cppksa dks O;kdj.k dh tkudkjh lanhkz esa nh tkuh pkfg,a gj Hkk"kk dh viuh O;oLFkk gksrh gsa ml O;oLFkk dks tkuus dh izfø;k esa fo kfkhz ;g tku ik, xs fd Hkk"kk] 'kcn okd; vksj izksfä dis courseds Lrj ij fu;eksa ls ca/kh gqbz gsa buesa ls dqn fu;e gekjh tuetkr Hkk"kk&{kerk esa igys ls gh [kwc gksrs gsa ysfdu vf/kdka k fu;e lkekftd&,sfrgkfld ifjos k esa laizs"k.k ds ek/;e ls curs gsa lkekftd o {ks=h; fofo/krk ns[kus dks feyrh gsa bl rjg dh Hkkf"kd fofo/krk d{kk esa ges kk miflfkr jgrh gs vksj,d f k{kd dks mldh tkudkjh gksuh pkfg,a lkfk gh tgk rd lahko gks mldk ldkjkred iz;ksx djuk pkfg,a fo kfkhz eksf[kd vksj fyf[kr Hkk"kk ds varj dks tku ik, xsa eksf[kd Hkk"kk viuh izd`fr esa {kf.kd vksj fyf[kr Hkk"kk dh rqyuk esa cgqr tynh cnyus okyh gksrh gsa ;g Hkh tku ik, xs fd oklro esa lalkj dh lhkh Hkk"kk, dqn ekewyh cnyko@lalks/ku@ifjorzu ds lkfk,d gh fyfi esa fyf[k tk ldrh gsa lalkj dks mn~?kkfvr djus dh fo ks"krk ds vykok Hkk"kk ds dbz izdk;kzed rro gsa dfork] x vksj ukvd u dsoy gekjh lkfgfr;d laosnuk khyrk dks ifj"d`r djrs gsa cfyd gekjs lksan;zcks/k dks Hkh le`) cukrs gsa] fo ks"k:i ls ibu&vocks/ku,oa fyf[kr ds mppkj. dksa euq"; u dsoy lksan;z dh ljkguk djrs gsa cfyd vusd ckj lksan;zcks/k vk;keksa dks fu;af=r djus okys fu;eksa dks O;ofLFkr :i ls Øe Hkh djrs gsa og Hkk"kk ds lksan;zijd i{k dh i;kzir ljkguk] 'kq)rk vksj lgh ds izfr yxko dh vis{kk Hkkf"kd xq.korrk vksj l`tukredrk dks vko ;d :i ls izkfkfedrk nsrh gsa 16
Hkk"kk dh i<+kbz dsoy Hkk"kk dh d{kk rd gh lhfer ugha jgrh cyd vu; fo"k;ksa dks lh[kus ds nksjku Hkh Hkk"kk lh[kus dk dk;z Hkh pyrk jgrk gsa fokku] lkekftd fokku ;k xf.kr dh d{kk, Hkh,d rjg ls Hkk"kk dh gh d{kk gksrh gsa Nk=k/;kid ds fy, ikb ds varxzr vk, fo"k;ksa ls laca/k j[kus okys vu; fo"k;ksa dks Hkh mdsjus dh dyk dks tkuuk gs rkfd os fo kffkz;ks a esa lexz :i ls rdzlaxr fopkj djus dh {kerk dk fodkl dj ldsa vksj mugsa Kku dk lexz vkuan ns ldsa le; dh cnyrh ek x vksj lkfk ikb~;p;kz esa Hkh lalks/ku dh vko ;drk jgrh gs rkfd cpps cnyrs l;e ds lkfk py ldsaa uohu vfkok la kksf/kr ikb~;p;kz ds vk/kkj ij gh ikb~;øe ds vuqlkj fqj ikb~;iqlrdsa fodflr dh tkrh gsa ikb~;p;kz] ikb~;øe rfkk ikb~;iqlrd dh le> v/;kidksa esa gksuh vko ;d gs rkfd og lgh <ax ls d{kk esa cppksa rd bugsa igq pk ldasa fo kfkhz tku ik, xs fd ewy;kadu lexz n`f"vdks.k dh ekax djrk gsa ewy;kadu dh Hkwfedk cppksa dh l`tukred vksj Hkk"kk iz;ksx esa mudh l`tukred iz;ksx laca/kh tkudkjh dks vkdkj nsdj isuk cukuk gsa bl izfø;k esa v/;kid dks gjsd fo kfkhz ds ewy;kadu laca/kh vyx&vyx fof/k;ksa vksj vkstkjksa dks viukuk gksxka fo kfkhz dh le> vksj fodkl dks tk pus ds fy, mudh lel;kvksa vksj muds vkrefo okl] mudh {kerk dks utnhd ls igpkuuk gksxka ewy;kadu dh izfø;k lrr vksj lexz gsa ;gk fo kffkz;ks a dk ewy;kadu dsoy vad ;k xzsm ls u gksdj ikb~;øe ds mn~ns ; rd igq puk gsa blfy, fyf[kr ijh{kk ek=k ewy;kadu esa lgk;d ugha gks ldrk] fyf[kr ijh{kk ds lkfk&lkfk fofhkuu rjhdksa ls fo kfkhz dk fujh{k.k tsls iksvzqksfy;ksa esa fd, x, dk;z] ckrphr] lkewfgd dk;z esa lk>snkjh] fo kfkhz dk Lo;a dk ewy;kadu Hkh t:jh gsa lh[kus dh izo`fùk vksj fodkl dks vyx&vyx vksj u,&u, rjhdksa ls tk puk gksxka blds fy,,d =Sekfld fjiksvz rkfydk Hkh rs;kj dh tkuh pkfg,a jk"vªh; ikb~;p;kz dh :ijs[kk 2005 fo kfkhz dsafnzr f k{kk ij cy nsrh gsa ewy;kadu dks Hkh fo kfkhz dsafnzr cukuk gksxka Hkk"kk ds Lo:i vksj O;oLFkk ckjhfd;ksa dks le>uk Hkk"kk lh[kus dh l`tukred izfø;k dks tkuuk Hkk"kk;h n{krk izkir djuk 17
cppk] ifjos k % Ldwy] lekt vksj le> ds chp ds laca/k dks tkuuk ikb~;p;kz] ikb~;øe vksj ikb~;iqlrd dk fo ys"k.k dj cppksa dh le> ds vuqlkj <kyuk Hkk"kk vksj lkfgr; ds laca/k dks tkuuk Hkkoksa vksj fopkjksa dh Lora= vfhko;fdr djuk vuqokn dk egùo vksj Hkwfedk dks tkuuk fo kffkz;ks a dh l`tukredrk dks igpkuuk fo kffkz;ks a dks cgqhkkf"kdrk ds fy;s izksrlkfgr djuk ewy;kadu jpukredrk ds vk/kkj ij djuk Hkk"kk f k{k.k esa mfpr vf/kxe lkexzh dk mi;ksx djuk fofhkuu lkfgfr;d fo/kkvksa ds izfr #fp tkx`r djuk cppk tc Ldwy vkrk gs rks mlds ikl Hkk"kk dk :i ekstwn gksrk gsa blfy, d{kk esa cppksa dh Hkk"kk dks leeku nsus ls mldk vkrefo'okl c<+sxk tks lh[kus dh cqfu;kn gsa Hkk"kk D;k gs@hkk"kk ds y{k.k@hkk"kk ds fofo/k :i@hkk"kk vksj O;kdj.k cpps dh Hkk"kk Hkk"kk&cksyh ¼LFkkuh; Hkk"kk½ ok.kh vksj ys[ku Hkk"kk f'k{k.k ds mn~ns'; f'k{kd&f'k{kkfkhz ds laca/k dh Hkk"kk cppksa dk ifjos k,oa 'kkys; vuqhkoksa ls Hkk"kk lh[kuk & nqdkuksa ij yxs gksfmzax ¼cksMZ½ ij fgunh o vaxzst+h dk fefjr izhkko & fokkiuksa o fqyeksa ls fgunh dks izksrlkgu & cppksa ds?kjsyw o Ldwyh ifjos'k dh Hkk"kk ij ppkz & NksVs lewg esa cav dj Hkkjrh; Hkk"kkvks a ds fy, fufezr iksth'ku isij dk v/;;u vksj mldk fo'ys"k.k &d{kk Ng ls ckjg dh fgunh dh fdugha nks fdrkcksa esa tsamj vksj 'kkafr laca/kh fcanqvksa dh lwph rs;kj dj ml ij ppkz djsa 18
dksbz O;kdj.k Hkk"kk dh pky dks cny ugha ldrka yksd O;ogkj ls Hkk"kk ifjpkfyr gksrh gsa Hkk"kk dk l`tukred utfj;k Hkk"kk dh cukov Hkk"kk;h dks'ky & lquuk] i<+uk] cksyuk vksj fy[kuk le> ls i<+uk,oa eksu okpu mfpr vkjksg & vojksg mfpr fojke fpugksa dk iz;ksx] lqys[k cgqhkkf"kdrk dh le>,oa cgqhkkf"kdrk dks,d midj.k ds :i esa iz;ksx & vfganh Hkk"kh {ks=ksa ds Nk=ksa dh mppkj.k laca/kh dfbukbz;kas ij ppkz dj cgqhkkf"kdrk dks,d lalk/ku ds :i esa igpku djkus laca/kh,d ifjppkz dk vk;kstu & lhkh fo kfkhz d{kk Ng ls vkb dh fgunh iqlrdksa ls lanhkz esa O;kdj.k ds nl uewus bdv~bs djsa vksj mu ij ppkz djs &,d jpuk dh lhkh fo kfkhz leh{kk djsa rfkk,d&nwljs dh leh{kk fcanqvksa ij d{kk esa ppkz djsa & fjiksvz rs;kj djuk Hkk"kk ds dks'kyksa dks laiw.kzrk esa ns[kk tkuk pkfg, vksj Lrj ds vuqqlkj lhkh dks'kyksa ij vyx&vyx Hkh cy fn;k tkuk pkfg, tsls i<+uk] le> dj i<+uk] xgu ibu ¼baVsuflo jhfmax½] Å/okZ/kj ibu ¼oVhZdy jhfmax½a eksf[kd,oa fyf[kr vfhko;fdr varxzr Hkk"kk fodkl esa O;kdj.k dh Hkwfedk 19
fgunh Hkk"kk ds fofo/k :i & x ] i vksj O;kdj.k ¼okD; ds xq.k,oa izdkj] jl] Nan] vyadkj dk iz;ksx½ Hkk"kk] lkfgr; vksj lksun;z'kkl= eksf[kd] eqfnzr o bysdvªkwfud ehfm;k Hkk"kk Hkk"kk esa vuqokn dk egro &,d gh fnu ds fdugha rhu v[kckjksa ds laikndh; dh Hkk"kk ij ckrphr dj mudh fo"k; izlrqfr dks js[kkafdr djsa & Hkk"kk] ehfm;k o lald`fr ij vkys[k & fgunh ds fodkl eas ehfm;k dk ;ksxnku & {ks=h; Hkk"kk ds fdlh,d ys[k dk fgunh esa vuqokn fofhkuu vfhko;fdr;k Hkk"kk dh ckjhfd;ksa dks tkuus dk lcls vpnk ek/;e gsa] i % ifjhkk"kk o dko; ds rro i) i ds fofo/k :i ii) i o Hkk"kk ds uokpkj x % i) ifjhkk"kk ii) fofo/k fo/kk, & dgkuh] miu;kl] ukvd],dkadh] fuca/k] vkykspuk] thouh] vkredfkk] lalej.k] ek=kllkfgr;] js[kkfp=] Mk;jh o i= ys[ku & fp=ksa ds vk/kkj ij dgkuh vksj dfork fy[kuk &,d dgkuh dk pkj vyx&vyx lewg }kjk fo'kys"k.k vksj izlrqfr & fo kffkz;ks a dks i<+us dks dgh tk ldrh gs dqn vpnh dgkfu;k tsls&cm+s HkkbZ lkgc&izsepan] rhljh dle&q.kh'oj.ukfk js.kq] vrhr ds pyfp=&egknsoh oekz lkekftd fokku] xf.kr] fokku dks tksm+rs gq, fgunh f'k{k.k 20
jpukoknh mikxe & vfkz,oa fgunh Hkk"kk f k{k.k esa iz;ksx fo kffkz;ks a ds vuqhkokas dk f'k{k.k esa egro vf/kxe lzksrksa dk egro,oa izdkj Hkk"kk esa tsamj dk glr{ksi Hkk"kk vksj lÿkk dk laca/k d{kk esa fofhkuu vf/kxe ifjflfkfr;ksa dk izr;{khdj.k ¼fotqykbZts ku½ jkt; dh Hkk"kkuhfr vksj f k{kk & Hkk"kk f'k{k.k ds nksjku mfpr LFkku ij fokku ls tqm+h ckrksa ij ppkz tsls & ikuh ls lacaf/kr ikb i<+kus ds ckn typø dh tkudkjh nsuk] ikuh dh cpr ij ckrphr] ty dh rjy volfkk ls Bksl volfkk dk gydk gksus dk dkj.k dk irk yxkus dk dk;z djokuk] eksle ls lacaf/kr dfork i<+kus ds ckn eksle ds oskkfud igyw ds ckjs eas ckrphr & Hkk"kk dh iqlrdksa esa tsamj ls lacaf/kr fgllksa ij ppkz djokuk ppkz&ifjppkz vkwfm;ks&ohfm;ksa ek/;e ifjos'k ds lalk/kukas dk iz;ksx d{kk esa laokn dk ekgksy dk;z'kkyk] dk;zxks"bh rfkk fo"k;&fo'ks"kkksa ds lkfk ckrphr i=&if=dkvks a ij ppkz vksj mudh leh{kk jk"vªh; ikb~;p;kz dh :ijs[kk( 2005],u-lh-bZ-vkj-Vh- Hkkjrh; Hkk"kkvks a ds fy, fufezr iksft'ku isij],u-lh-bz-vkj-vh- cpps a dh Hkk"kk vksj v/;kid] d`".k dqekj us'kuy cqd VªLV] izkfkfed f'k{kk esa Hkk"kk f'k{k.k] fxtqhkkbz c/ksdk] ekwuvsljh cky f'k{kd lfefr] jktynslj 1991 21
fnok LoIu] fxtqhkkvz cs/dk] us'kuy cqd VªLV 'ksf{kd Kku vksj opzlo] xzafk f'kyih] fnyyh vfhko;fdr vksj ek/;e],u- lh- bz- vkj- Vh- l`tu Hkkx 1],u-lh-bZ-vkj-Vh- fofo/k fo/kkvksa dh izd`fr] nsoh 'kadj volfkh fgunh lkfgr; dk laf{kir bfrgkl],u-lh-bz-vkj-vh- fgunh lkfgr;] gt+kjh izlkn f}osnh lkfgr; lgpj] gt+kjh izlkn f}osnh mnkjhdj.k dk lp] Hkknqjh] vfer vksj nhid us;j] jktdey izdk ku] ubz fnyyh] 1996 Hkkjr dh jk"vªh; lald`fr],l- vkfcn gqlsu] us kuy cqd VªLV] ubz fnyyh] 1998 Hkkjr dk lafo/kku],l-lh- d ;i] us kuy cqd VªLV] 1995 Hkkjrukek] lqfuy f[kyukuh] jktdey izdk ku] ubz fnyyh] 2000 gekjk i;kzoj.k] vuqie fej] xka/kh 'kkafr izfr"bku] nhu n;ky mik/;k; ekxz] ubz fnyyh] 1998 jkt lekt vksj f k{kk] d`".k dqekj] jktdey izdk ku] fnyyh] 1993 fganqlrku dh dgkuh] tokgj yky usg:] llrk lkfgr; e.my] ubz fnyyh] 1997 f k{kk esa cnyko dk loky% lkekftd vuqhkoksa ds uhfr rd] vfuy lnxksiky] xzafk f kyih] fnyyh] 2000 vk/kqfud Hkkjr esa lkekftd ifjorzu],e-,u- Jhfuokl] jktdey izdk ku] fnyyh] 1995,u-lh-bZ-vkj-Vh- tujyl i. tujy vkwq bafm;u,twds'ku ii. nh izkbejh VhplZ iii.,tqds'kuy,clvªsdv iv. bafm;u,tqds'ku fjo;q 22
www.ncert.nic.in www.languageinindia.com (Full text downloadable) http://www.britishcouncil.org/india (British council website) http://www.asian-efl-journal.com (Full text downloadable) http://www.eric.ed.gov (Education Resources Information Center (ERIC)) 23
CPS 2 (A): 100 30 70 ek/;fed Lrjkoj gks.kk&;k ejkbhp;k fo"k;kps o v/;kiukps Lo#i tk.kwu?ks.ks- ejkbh Hkk"ksP;k cksy.;kr vkf.k ys[kukr vl.kkjs varj tk.kwu izekf.kr Hkk"ksP;k v/;;ukph vko ;drk tk.k.ks- v/;kiukps ra= vo;x >ky;kl v/;kiukr xq.kkred ok< gksrs o R;keqGs f k{k.kkpk ntkz mapko.;kr enr gksrs- Hkk"ksP;k mppkjkrwu o ys[kukrwu vfhko;dr gks.kk&;k lksan;kzapk ijhp; d#u ns.ks o fon~;kfkkz ap;k Bhdk.kh lks an;z n`"vhpk fodkl dj.ks Hkk"ksP;k v/;kiukrwu mrre f k{k.k r;kj gks.;klkbh dks.kdks.kr;k {kersph vko ;drk vlrs rs tk.kwu?ks.ks- 1 rs 3 izr;sdh 1 xq.k vls olrqfuib iz u,dw.k 10 1 rs 3 nh/kskzrrjh 10 xq.kkaps 3 iz u f k{k.kkr ekr`hkk"kssps LFkku o egro] ekr`hkk"kk vkf.k lkekftd O;ogkj] Lons k o ekr`hkk"kk] ek;cksyh o O;fDreRokpk fodkl] lekt o Hkk"kk] Hkk"kk vkf.k ekuokpk ijlij laca/k] Hkk"kk vkf.k lald`rh] lkekftd,drk o Hkk"ksps egro] Hkkjr ns k vkf.k cgqhkkf"kdro f=hkk"kk lw=] Hkk"ksph ekul kkl=h; csbd] Hkk"kk f k{k.kkph izfdz;k] ygkuewy o Hkk"kkxzg.k] la/kh o okrkoj.k br;knh- ejkbhp;k v/;kiukph mfn"vs ekr`hkk"ksp;k v/;kiukph mfn"vs] ejkbhpk vh;kldze o R;kps Lo:i] jpuk o lel;k] ikb~;&iqlrdkph fufezrh o laiknu] ejkbhpk f k{kd] ekr`hkk"kk v/;;u&v/;kiukps lozlkeku; gsrw] /;s;s] fofo/k 'ks{kf.kd Lrjkuqlkj ekr`hkk"kk ejhbhph fof k"v mfn"vs 1 iwcyc ] flduj] pkwefld] ck;xkwmfld] fi;kts Information Comunication Tecnology lax.kd ekfgrh ra=kku (ICT) ejkbh f k{k.kkr lax.kdkps egro f k{kdkp;k mfn~iuklkbh bavjusvps egro bsvusvp;k f k{k.kk lkbh gos vlysys lkfgr; bavjusv ;k lk/kukpk f k{k.klkbh mi;ksx 24
ejkbhps v/;kiu & vdksydj o ikv.kdj ejkbhps v/;kiu & e-ck- daqmys, Jhfon~;k izdk ku] iq.ks f k{k.kkps rrokku & fo-ika- cksdhy& fp= kkykizsl izdk ku] iq.ks vktps v/;kiu & yhyk ikvhy] Jhfon~;k izdk ku] iq.ks lozlkeku; v/;kiu i/nrh & y-jk-xnzs] ekwmuz cqd Msiks] iq.ks vk k; le`/nh& izkfkfed f k{kdkalkbh Lo;a v/;;u iqflrd &,l-lh-bz-vkj-vh]iq.ks izdk ku ejkbh vk k; v/;kiu i/nrh& MkW- lqjs k djanhdj, MkW- ehuk eaxywjdj izfke Hkk"kk ejkbh fo"k;kku o v/;kiu i/nrh & u-e- tks kh o brj lqfopkj izdk ku eamg] iq.ks ejkbh dforsps v/;kiu&'ksytk tks kh] uqru izdk ku] iq.ks ejkbh fo"k;kku o v/;kiu i/nrh &uk-x- iokj] uqru izdk ku] iq.ks ejkbhps v/;kiu o ewy;ekiu & MkW- yhyk ikvhy ejkbh lkfgr;kps v/;kiu Hkkx&1& jk- Jh- oklsdj] uqru izdk ku] iq.ks 'ks{kf.kd ewy;ekiu o la[;k kkl= & ok-uk- nkamsdj ejkbh fo"k;kku o v/;kiu i/nrh & u-e- tks kh] ve`rk ejkbs o dqlqe csnjdj 'ks{kf.kd d`rh la kks/ku& MkW- gseyrk ikjlf.klmkw- fyuk ns kikams ejkbhps vk k;;qdr v/;kiu& MkW- vjfoan nquk[ks v/;;u miirrh o v/;kiu& MkW- g-uk- txrki f k{ks.kkps vf/k"bku& izk- xktjs] MkW- ikvhy] izk- fpv.khl vk k;;qdr v/;kiu i/nrh& fhkaxkms fouk;d o brj] vk k; izdk ku] lksykiwj 25
CPS 2 (A) Pedagogy of Urdu Language - Part1 Contact hours- 4 hrs per week Max. Marks-100 Internal: 30 External: 70 Aims of the Course: The Course will enable teacher-learners To become aware of the nature and system of Urdu language, language acquisition and language learning, and develop a perspective on Urdu language as mother tongue education in Indian contexts. To understand the dynamic nature of beliefs and assumptions about language learning, methodologies of language teaching and appreciate the aims of language teaching, particularly Urdu Language teaching and its place and importance in learning-teaching other subject areas. To critically examine the Urdu language curricula at school level (as prescribed by the boards) and appreciate philosophical and pragmatic understanding in them. To become a language teaching professional by continuous learning and by exploring critically the existing theories and practices in language education. To develop among students adequate communicative competencies in Urdu language and to teach different forms of literature and to develop among the students suitable tools of appreciation for these. UNIT- I Nature and structure of Urdu Language: Role and aims of language education in schools Listening, Speaking, Reading and Writing (LSRW) as discrete skills vs. holistic perspective on language proficiency Basic Interpersonal Communicative Skills (BICS) and Cognitive Advance Language Proficiency (CALP) the fundamental distinction between BICS and CALP Objectives of language teaching in schools including Urdu as mother tongue and second language. Origin of Urdu language, its development, different names, area and its importance. Linguistic characteristics of Urdu, its aspects, complexity and relation with other languages. Urdu alphabets, borrowed from Arabic, Persian and Hindi; their sounds, shapes and nomenclatures, their organs of speech, vowels and consonants, shamsi alphabets and qamri alphabets. Urdu Phonology - vowels and consonants, flapped sounds, intonational pattern of Urdu, Place of Articulation. Types of writing of Urdu - Khat-e-Naskh, Khat-e- Nastaliq and Khat-e- Shikast. Urdu words - kinds of words articulate and inarticulate, division of articulate words structural (suffix and prefix), lexical, semantic - synonyms, antonyms, particles, individual words, compound words; Urdu abbreviations, spelling and pronunciation. Urdu Grammar - What is grammar? abstract system underlying all languages (i.e. Universal grammar) system underlying a particular language (a grammar of Urdu) stratificational grammar (of Linguists) pedagogical grammar of a language for teachers and students Formal grammars, Functional grammars, - Grammar in Language Education: Reflections of formal and functional grammars in language education from grammatical competence to communicative competence Discourse Grammar - focus of linguistics analysis to the discourse level grammar investigation 26
- Ism, Zameer, Fail, Sifat; tenses, gender, singular, plural, antonyms, synonyms, prefix, suffix, idioms, phrases, proverb. Sanaye-Badaye (Figures of Speech), Tashbeeh, Isteara, talmeeh, kinaya, majaz etc. Sentence structure- sentence as a unit of expression, different modes of expressing ideas, punctuation; syntax. UNIT II Language Learning and Urdu: Language and learning: Centrality of language in learning Language Across Curriculum (LAC) content based language teaching registers learning through mother tongue medium at primary years of learning child s capability to learn many languages home language school language difference related problems and issues inclusive language education language disadvantage. Urdu Language and learning Urdu language as a means of construction of knowledge; language and experience; concept formation. Urdu Language and learner social and individual aspects; nature of family background; schooling; exposure; the role of mass media; affective filter; attitudes; motivation; aptitude. Urdu Language and Multilingualism: Language and society, Language and classroom, connecting knowledge to life out side the school, linguistic diversity and Urdu. Role and importance of mother tongue in teaching-aims and objectives of teaching Urdu as first language ( mother tongue), second language and third language. Three language formula. Basic language competencies: Listening:Listening as a complex process for understanding spoken language as a means of acquiring a second language as a goal oriented activity / skill approaches (i) bottom-up processing and top down processing. Parallel processing model (both approaches) to take place at various levels of cognitive organisation: phonological, grammatical, lexical and propositional. (i) listening in second language pedagogy, (ii) speech processing: (iii) listening in interactive setting and (iv) strategy use - listening practice Speaking:As a communication skill - oral skills - characteristics of speech psycholinguistic skills i.e. processing model: conceptualisation- formulationarticulation- and self-monitoring - speaking in the language classroom: providing authentic opportunities flexible users of language role plays, group discussion, using the target language outside the classroom and use of learner s input importance of feedback- self evaluation and self analysis Reading:Pedagogy of Reading early reading development - Reading as a practice, productor process(top down Bottom-up and Genre approaches) - Uses of reading: as a literacy practice and as specific to particular socio-cultural environments. Intensive reading and extensive reading - Critical reading relationship between First and second language reading Writing:Writing in Urdu language - the two major approaches to the teaching of writing: (i) product approach and (ii) process approach Process approach: Brainstorming: outlining:; drafting:revisions and proof-reading and the final draft.- recent researches - the value of focusing on various writing genres to identify, compare and contrast writing in different fields, such science and literature - integrating product, process and genre writing into a coherent whole - non academic writing letters, forms, resumes, lists, etc writing in classroom. 27
UNIT -III Urdu literature and methods of teaching: An outline history of Urdu literature in Deccan; Northern India, and Modern era; and contemporary writings. Main schools of Urdu poetry Dabistan-e- Lucknow, Dabistan-e-Delhi. Important litrary movements Aligarh movement, Romanvi movement, Progressive movement, and Jadeediat. Various forms of Urdu literature : Prose- Dastan, Novel, Afsana, Drama, Khudnawisht, Inshayya, Mazmoon. Poetry- Qasida, Marsia, Masnavi Ghazal, Rubai, Qataa, Nazm. Geet. Method of teaching of Urdu language - Oral expression, Reading Process - Oral and silent reading, intensive and extensive reading interest and reading habits; Writing Composition Objective, Methodology, Comprehension; Development of Language Skills, Communication through print media & electronic media. Scientific Study of Language: Creativity, Sensitivity, psychological dimensions of text, translation method, direct method, grammar, translation method, audio lingual approach, communicative approach, computer edit language teaching, community language learning, silent way, suggestopedia, total physical response, method of teaching, of various forms of Urdu prose, poetry and grammar. Importance of lesson plan in teaching and unit plan; techniques of lesson plan, aims and objectives in fictional prose, Non-fictional prose and poetry. Teaching aids. Teaching materials and resources: Linguistic, visual, auditory, kinesthetic, cassettes, CD s, DVD, Internet. Pedagogic dimensions of different stages of learning: Story telling: Stories as input for language learning story reading ( as opposed to teaching stories as texts) as a classroom methodology with in a Whole Language perspective Reading stories out aloud, Repeated reading, Choral reading, Story retelling and rewriting activities to build on existing language proficiency and skills - Important methods: (i) Shared reading of Big books, large size high interest books Reading cards short graded passages / stories Talking Books (cassettes / CD plus book) model speech as well as reading - Print rich environment - using stories as a device to provide print rich inputs - Selection of stories cultural social contexts telling and retelling of stories child chosen texts / stories - children created stories story writing as a process of learning across curriculum; class room demonstration. UNIT -IV Assessment: Language evaluation / assessment not be limited to be oriented to measurement of language proficiency on going continuous evaluation finding occurrences of learning how and how much recorded in teacher and learners diaries portfolios - language learning and assessment: The NCF- 2005 perspective indicators of learning current assessment practices techniques of assessment types of language tests - types of questions / tasks - recording of learning assessment reporting and communicating feedback. 28