Prof. Dr. Tariq Umrani

Prof. Dr. Tariq Umrani

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Education/Research

18/10/2024

๐—ก๐—ฒ๐—ฒ๐—ฑ ๐—ณ๐—ผ๐—ฟ ๐—ฆ๐—ฒ๐—ฝ๐—ฎ๐—ฟ๐—ฎ๐˜๐—ฒ ๐—ง๐—ฒ๐˜€๐˜๐˜€ ๐—ณ๐—ผ๐—ฟ ๐—˜๐—ป๐—ด๐—น๐—ถ๐˜€๐—ต ๐—Ÿ๐—ถ๐˜๐—ฒ๐—ฟ๐—ฎ๐˜๐˜‚๐—ฟ๐—ฒ ๐—ฎ๐—ป๐—ฑ ๐—Ÿ๐—ถ๐—ป๐—ด๐˜‚๐—ถ๐˜€๐˜๐—ถ๐—ฐ๐˜€ ๐—–๐—ฎ๐—ป๐—ฑ๐—ถ๐—ฑ๐—ฎ๐˜๐—ฒ๐˜€

This post advocates for the need to conduct separate qualifying tests for English literature and linguistics candidates applying for positions as English lecturers and English Subject Specialists.

English literature and English linguistics/Applied Linguistics are entirely different fields. Historically, universities, not only in Pakistan but globally, offered English Literature as a major discipline catering to the English teaching profession in universities and colleges. Modern Linguistics/Applied Linguistics emerged as an independent discipline in the 1950s, introduced in Pakistani universities around 2000. The emergence of HEC and international scholarship opportunities in the first decade of 21st century led to the growth of professionals in Linguistics/Applied Linguistics, facilitating the launch of English language education programs in Pakistani universities.

Today, Pakistani universities offer English language education programs under various names like English linguistics/Applied Linguistics, English Language Teaching (ELT), and TESOL. These programs focus on language nature and functions, especially English, and second language teaching and learning. This differs significantly from English literature, which concentrates on literature's nature, history, criticism, genres, and major literary works in English or translation.

The introduction of new disciplines by universities reflects intellectual evolution, professional demands, and career opportunities. Government bodies like the Sindh Public Service Commission (SPSC), Federal Public Service Commission (FPSC), and private organizations now accept these new disciplines for hiring professionals.

However, graduates with linguistics/applied linguistics degrees face challenges during selection processes. SPSC, for example, sets the same question paper for English literature and linguistics candidates, mostly literature-focused. This puts linguistics candidates at a disadvantage, as they are tested on a subject outside their expertise. This practice violates principles of fair play and equal opportunity and needs correction.
The practice of conducting a uniform test for English literature and linguistics candidates causes frustration among graduates. Many linguistics students lack literature background and struggle to prepare for literature-based exams. Forcing them to cover literature courses through crash programs is impractical and unjustified.

The University of Sindh's faculty induction practices, conducting separate tests for English literature and linguistics graduates, can serve as a model. It is crucial for government bodies to recognize and implement the following:

1. English literature and English linguistics/Applied Linguistics are distinct disciplines.
2. Tests and interviews should be conducted separately based on the major discipline.
3. Introduction of Linguistics in FPSC and SPSC syllabi for competitive exams (CSS/PCS).

Addressing this issue is vital to provide equal opportunities to deserving candidates. We are planning to formally contact the Sindh government and SPSC to rectify this policy malpractice.

Understanding Proxemics for Intercultural Communication Competence 28/04/2024

Understanding Proxemics for Intercultural Communication Competence

Understanding Proxemics for Intercultural Communication Competence Anthropologist Edward T. Hall coined โ€œProxemicsโ€ to study spatial useโ€™s impact on social interaction. It includes four comfort zones: intimate, personal, social, and public. Proxeโ€ฆ

Student-Centered Learning 22/04/2024

Student-Centered Learning

Student-Centered Learning Student-centered learning (SCL) has its roots in the educational philosophies of John Dewey, Jean Piaget, and Lev Vygotsky in the early 20th century. It prioritizes student needs, active learning, โ€ฆ

Theoretical and Conceptual Frameworks 03/04/2024

Theoretical and Conceptual Framework

Theoretical and Conceptual Frameworks Theoretical and conceptual frameworks form the basis of research in English linguistics and language teaching. Theoretical frameworks are established theories guiding research, such as Noam Chomskyโ€ฆ

Sociocultural Theory 14/01/2024

Sociocultural Theory

Sociocultural Theory Sociocultural theory, developed by psychologist Lev Vygotsky, emphasizes the impact of social interaction and language on learning. The zone of proximal development (ZPD) is a crucial concept, reprโ€ฆ

07/01/2024

๐—๐—ผ๐—ถ๐—ป ๐˜๐—ผ๐—บ๐—ผ๐—ฟ๐—ฟ๐—ผ๐˜„ ๐—ณ๐—ผ๐—ฟ ๐—™๐—ฟ๐—ฒ๐—ฒ ๐—œ๐—ป๐˜๐—ฟ๐—ผ๐—ฑ๐˜‚๐—ฐ๐˜๐—ผ๐—ฟ๐˜† ๐—–๐—น๐—ฎ๐˜€๐˜€

๐—ช๐—ฟ๐—ถ๐˜๐—ถ๐—ป๐—ด ๐—ฆ๐—ธ๐—ถ๐—น๐—น๐˜€ ๐—ณ๐—ผ๐—ฟ ๐—–๐—ผ๐—บ๐—ฝ๐—ฒ๐˜๐—ถ๐˜๐—ถ๐˜ƒ๐—ฒ ๐—˜๐˜…๐—ฎ๐—บ๐˜€

๐—–๐—ผ๐˜‚๐—ฟ๐˜€๐—ฒ ๐˜€๐˜๐—ฎ๐—ฟ๐˜๐˜€: ๐— ๐—ผ๐—ป๐—ฑ๐—ฎ๐˜†, ๐—๐—ฎ๐—ป๐˜‚๐—ฎ๐—ฟ๐˜† ๐Ÿด, ๐Ÿฎ๐Ÿฌ๐Ÿฎ๐Ÿฐ
๐—–๐—ผ๐˜‚๐—ฟ๐˜€๐—ฒ ๐—ฑ๐˜‚๐—ฟ๐—ฎ๐˜๐—ถ๐—ผ๐—ป: ๐—ง๐˜„๐—ผ ๐—บ๐—ผ๐—ป๐˜๐—ต๐˜€
๐—–๐—ผ๐˜‚๐—ฟ๐˜€๐—ฒ ๐—™๐—ฒ๐—ฒ: ๐—ฃ๐—ž๐—ฅ ๐Ÿญ๐Ÿฑ,๐Ÿฌ๐Ÿฌ๐Ÿฌ

๐——๐—ฎ๐˜†๐˜€: ๐— ๐—ผ๐—ป๐—ฑ๐—ฎ๐˜† ๐˜๐—ผ ๐—ง๐—ต๐˜‚๐—ฟ๐˜€๐—ฑ๐—ฎ๐˜†
๐—ง๐—ถ๐—บ๐—ฒ: ๐Ÿฐ๐—ฝ๐—บ ๐˜๐—ผ ๐Ÿฒ๐—ฝ๐—บ

๐—™๐—ฎ๐—ฐ๐—ถ๐—น๐—ถ๐˜๐—ถ๐—ฒ๐˜€: ๐—Ÿ๐—ถ๐—ฏ๐—ฟ๐—ฎ๐—ฟ๐˜†, ๐—ด๐—ถ๐—ฟ๐—น๐˜€' ๐—ฐ๐—ผ๐—บ๐—บ๐—ผ๐—ป ๐—ฟ๐—ผ๐—ผ๐—บ, ๐—ช๐—ถ๐—™๐—ถ

๐—”๐—ฑ๐—ฑ๐—ฟ๐—ฒ๐˜€๐˜€: ๐—›๐—ผ๐˜‚๐˜€๐—ฒ ๐—ก๐—ผ ๐Ÿญ, ๐—ข๐—น๐—ฑ ๐—ช๐—ฎ๐—ต๐—ฑ๐—ฎ๐˜ ๐—–๐—ผ๐—น๐—ผ๐—ป๐˜†, ๐—ข๐—ฝ๐—ฝ๐—ผ๐˜€๐—ถ๐˜๐—ฒ ๐—ง๐—ฒ๐—ฐ๐—ต๐—ป๐—ถ๐—ฐ๐—ฎ๐—น ๐—–๐—ผ๐—น๐—น๐—ฒ๐—ด๐—ฒ, ๐—ค๐—ฎ๐˜€๐—ถ๐—บ๐—ฎ๐—ฏ๐—ฎ๐—ฑ, ๐—›๐˜†๐—ฑ๐—ฒ๐—ฟ๐—ฎ๐—ฏ๐—ฎ๐—ฑ

๐—™๐—ผ๐—ฟ ๐—ถ๐—ป๐—ณ๐—ผ๐—ฟ๐—บ๐—ฎ๐˜๐—ถ๐—ผ๐—ป ๐—ฎ๐—ป๐—ฑ ๐—ฟ๐—ฒ๐—ด๐—ถ๐˜€๐˜๐—ฟ๐—ฎ๐˜๐—ถ๐—ผ๐—ป
๐—ก๐—ฒ๐—ต๐—ฎ๐—น ๐——๐—ฎ๐—ฟ๐˜€: ๐Ÿฌ๐Ÿฏ๐Ÿฏ๐Ÿฏ ๐Ÿฎ๐Ÿณ๐Ÿฏ๐Ÿฑ๐Ÿด๐Ÿด๐Ÿญ
๐Ÿฌ๐Ÿฏ๐Ÿฐ๐Ÿฑ ๐Ÿฏ๐Ÿฌ๐Ÿฌ๐Ÿฏ๐Ÿณ๐Ÿฌ๐Ÿฌ

Native Speaker Fallacy 04/01/2024

Native Speaker Fallacy

Native Speaker Fallacy Robert Phillipson coined the term โ€œnative speaker fallacyโ€ in 1992 to critique the belief that native speakers are the best language teachers. This model disregards the diversity of natโ€ฆ

02/01/2024

๐—ช๐—ฟ๐—ถ๐˜๐—ถ๐—ป๐—ด ๐—ฆ๐—ธ๐—ถ๐—น๐—น๐˜€ ๐—ณ๐—ผ๐—ฟ ๐—–๐—ผ๐—บ๐—ฝ๐—ฒ๐˜๐—ถ๐˜๐—ถ๐˜ƒ๐—ฒ ๐—˜๐˜…๐—ฎ๐—บ๐˜€

๐—–๐—ผ๐˜‚๐—ฟ๐˜€๐—ฒ ๐˜€๐˜๐—ฎ๐—ฟ๐˜๐˜€: ๐— ๐—ผ๐—ป๐—ฑ๐—ฎ๐˜†, ๐—๐—ฎ๐—ป๐˜‚๐—ฎ๐—ฟ๐˜† ๐Ÿด, ๐Ÿฎ๐Ÿฌ๐Ÿฎ๐Ÿฐ
๐—–๐—ผ๐˜‚๐—ฟ๐˜€๐—ฒ ๐—ฑ๐˜‚๐—ฟ๐—ฎ๐˜๐—ถ๐—ผ๐—ป: ๐—ง๐˜„๐—ผ ๐—บ๐—ผ๐—ป๐˜๐—ต๐˜€
๐—–๐—ผ๐˜‚๐—ฟ๐˜€๐—ฒ ๐—™๐—ฒ๐—ฒ: ๐—ฃ๐—ž๐—ฅ ๐Ÿญ๐Ÿฑ,๐Ÿฌ๐Ÿฌ๐Ÿฌ

๐——๐—ฎ๐˜†๐˜€: ๐— ๐—ผ๐—ป๐—ฑ๐—ฎ๐˜† ๐˜๐—ผ ๐—ง๐—ต๐˜‚๐—ฟ๐˜€๐—ฑ๐—ฎ๐˜†
๐—ง๐—ถ๐—บ๐—ฒ: ๐Ÿฐ๐—ฝ๐—บ ๐˜๐—ผ ๐Ÿฒ๐—ฝ๐—บ

๐—™๐—ฎ๐—ฐ๐—ถ๐—น๐—ถ๐˜๐—ถ๐—ฒ๐˜€: ๐—Ÿ๐—ถ๐—ฏ๐—ฟ๐—ฎ๐—ฟ๐˜†, ๐—ด๐—ถ๐—ฟ๐—น๐˜€' ๐—ฐ๐—ผ๐—บ๐—บ๐—ผ๐—ป ๐—ฟ๐—ผ๐—ผ๐—บ, ๐—ช๐—ถ๐—™๐—ถ

๐—”๐—ฑ๐—ฑ๐—ฟ๐—ฒ๐˜€๐˜€: ๐—›๐—ผ๐˜‚๐˜€๐—ฒ ๐—ก๐—ผ ๐Ÿญ, ๐—ข๐—น๐—ฑ ๐—ช๐—ฎ๐—ต๐—ฑ๐—ฎ๐˜ ๐—–๐—ผ๐—น๐—ผ๐—ป๐˜†, ๐—ข๐—ฝ๐—ฝ๐—ผ๐˜€๐—ถ๐˜๐—ฒ ๐—ง๐—ฒ๐—ฐ๐—ต๐—ป๐—ถ๐—ฐ๐—ฎ๐—น ๐—–๐—ผ๐—น๐—น๐—ฒ๐—ด๐—ฒ, ๐—ค๐—ฎ๐˜€๐—ถ๐—บ๐—ฎ๐—ฏ๐—ฎ๐—ฑ, ๐—›๐˜†๐—ฑ๐—ฒ๐—ฟ๐—ฎ๐—ฏ๐—ฎ๐—ฑ

๐—™๐—ผ๐—ฟ ๐—ถ๐—ป๐—ณ๐—ผ๐—ฟ๐—บ๐—ฎ๐˜๐—ถ๐—ผ๐—ป ๐—ฎ๐—ป๐—ฑ ๐—ฟ๐—ฒ๐—ด๐—ถ๐˜€๐˜๐—ฟ๐—ฎ๐˜๐—ถ๐—ผ๐—ป
๐—ก๐—ฒ๐—ต๐—ฎ๐—น ๐——๐—ฎ๐—ฟ๐˜€: ๐Ÿฌ๐Ÿฏ๐Ÿฏ๐Ÿฏ ๐Ÿฎ๐Ÿณ๐Ÿฏ๐Ÿฑ๐Ÿด๐Ÿด๐Ÿญ
๐Ÿฌ๐Ÿฏ๐Ÿฐ๐Ÿฑ ๐Ÿฏ๐Ÿฌ๐Ÿฌ๐Ÿฏ๐Ÿณ๐Ÿฌ๐Ÿฌ

Ethnocentrism in Intercultural Communication 19/12/2023

Ethnocentrism in Intercultural Communication

Ethnocentrism in Intercultural Communication Ethnocentrism, the bias favoring oneโ€™s own culture, impedes intercultural communication by fostering stereotypes, misunderstandings, and discriminatory attitudes. It diminishes willingness toโ€ฆ

Shakespearean Tragedy 16/12/2023

Shakespearean tragedies uniquely blend elements of a tragic hero with a fatal flaw, roles of fate and chance, soliloquies, dramatic irony, supernatural elements, and cathartic effects on the audience. The tragic hero, usually of high rank, has potent potential but a critical flaw that leads to their downfall. The unforeseeable interplay of fate and chance, along with the hero's soliloquies and dramatic irony, adds depth and emotional impact. Supernatural elements further heighten the drama while the tragic downfall provides a cathartic release for the audience....

Shakespearean Tragedy Shakespearean tragedies uniquely blend elements of a tragic hero with a fatal flaw, roles of fate and chance, soliloquies, dramatic irony, supernatural elements, and cathartic effects on the audienโ€ฆ

Qualitative Data Collection 10/12/2023

Qualitative Data Collection

Qualitative Data Collection Qualitative data collection involves gathering non-numerical information through observation, interviews, and interaction to gain deep insights into specific phenomena. Methods include focus groupsโ€ฆ

Photos from INDUS EDUCATION SERVICES's post 02/12/2023

๐—”๐—ฐ๐—ฎ๐—ฑ๐—ฒ๐—บ๐—ถ๐—ฐ ๐—ฎ๐—ป๐—ฑ ๐—ฃ๐—ฟ๐—ผ๐—ณ๐—ฒ๐˜€๐˜€๐—ถ๐—ผ๐—ป๐—ฎ๐—น ๐—ช๐—ฟ๐—ถ๐˜๐—ถ๐—ป๐—ด ๐—ฆ๐—ธ๐—ถ๐—น๐—น๐˜€

๐—™๐—ฅ๐—˜๐—˜ ๐——๐—˜๐— ๐—ข ๐—–๐—Ÿ๐—”๐—ฆ๐—ฆ
๐— ๐—ผ๐—ป๐—ฑ๐—ฎ๐˜†, ๐——๐—ฒ๐—ฐ๐—ฒ๐—บ๐—ฏ๐—ฒ๐—ฟ ๐Ÿฐ
๐—ง๐—ถ๐—บ๐—ฒ: ๐Ÿฏ๐—ฝ๐—บ

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