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[Solved] ENG501 Assignment 1 Spring 2021


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MA ELT

History of English Language (ENG 501)

 

Spring 2021

Assignment No. 1

Total Marks: 20

Lectures: 4-9

 

Instructions:

  • Upload your assignments in a proper format, i.e. MS word file. Only doc and docx formats are allowed. Corrupt files will be awarded zero marks.
  • The assignments should be zoomed in at 100%.
  • Please avoid plagiarism; plagiarized work will be marked zero.
  • After the due date, the assignments submitted via email would NOT be entertained.
  • Please avoid submitting copied assignments; otherwise, such a case would be referred to the discipline committee and awarded zero marks.
  • The font color should be preferably black and font size 12 Times New Roman.

 

Q.1 Write a note on the significance of English Language in the Pakistani Context.                                 (Marks 20)

Note: For guidance, consult the topic no. 20.

 

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@noor
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Mjy eng501 k complete handouts chahiye pls send krden .Assignment bnani h. 40 tk lessons valy handouts milty bs


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admin
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@noor-2

Pls check in ENG501 Handouts section, https://www.whichquery.com/vu/forum/eng501-handouts/

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admin
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ENG501 Assignment 1 Spring 2021

Credit: Maha Malik

 

MA ELT

History of English Language (ENG 501)

 

Spring 2021

Assignment No. 1

Total Marks: 20

Lectures: 4-9 Instructions:

  • Upload your assignments in a proper format, i.e. MS word file. Only doc and docx formats are allowed. Corrupt files will be awarded zero
  • The assignments should be zoomed in at 100%.
  • Please avoid plagiarism; plagiarized work will be marked
  • After the due date, the assignments submitted via email would NOT be
  • Please avoid submitting copied assignments; otherwise, such a case would be referred to the discipline committee and awarded zero
  • The font color should be preferably black and font size 12 Times New

 

 

Q.1 Write a note on the significance of English Language in the Pakistani Context. (Marks 20)

Note: For guidance, consult the topic no. 20.

As time is passing, the language of the English men and Americans seems to grow in significance. English is becoming the most common form of communication in the world and most of the countries in the world have their academic curriculum being taught in English. It is time for Pakistan to also make a shift from the Urdu medium system of education to the English system because it’s the need of the hour.

Since independence, Urdu was promoted to become the language to be used in all factions of the country. However as time passed people started realizing that international standards required them to learn a language which is understood by majority of the world. The people of Pakistan realized that for their country to develop they need to know how to communicate in English or they will be lost in the competing forces of the world.

The British education system was introduced after few years of independence. People started shifting from the local Urdu medium education to the British education system. However the transition took a lot of time as private school sector was very small in the beginning. Only the elite could educate their children with the British education system as it was very expensive. However when the trend of private schools began to emerge, students from a British educational background were preferred for jobs all over the country. The government of Pakistan realized the growing importance of English and then made English as a compulsory language to be taught in all schools.

English continues to be the source of communication in both the private and government offices. In this era of globalization with increasing amounts of international trade one needs to know how to communicate in English. People in Pakistan are in continuous contact with international traders and all of them have to communicate in English. The various business softwares used in organizations such as Multinational Companies and Banks are all in English and one needs to be totally familiar with the language to operate them. There are various critics who believe that English is harmful for the country. They argue that our culture and our traditions require Urdu to be the language for all purposes. They say that by adopting English we are going to forget our culture and lose our identity as English is not what defines us.

The trend of communicating in English has grown to the extent that the elite of the country use English as the medium to communicate with their friends and family in daily life. The younger generation feels inferior if they cannot communicate in English properly. Many of the young children have a stronger grip of English than Urdu. Majority of the population in the country  now prefers the British education system and public schools are only filled by people of the lower income class who could not afford private education.

No doubt learning English is very important for the people of Pakistan but they should not forget that it is not the language which defines them or their culture. English should be used as a medium of education but the value of the mother language Urdu should not be undermined.

Pakistan was part of a large area in South Asia which had been under the British control for  about ninety years, from the mid-nineteenth century onwards. During the period of British control, English was the main language of administration and it became fairly widely known through formal education. Also during that period, several other languages of the region were used as identity symbols for various ethnonationalist and religious movements. Because English had not been associated with any of these movements, it could be seen as neutral in relation to them. It is ideologically useful to the post-independence government of Pakistan trying to unify a newly established political entity, while at the same time carrying on the day-to-day tasks of education and administration. These factors favored keeping English as an official language. However, its retention was strongly opposed by religious parties ‘who felt that maintaining the status of English symbolized a new form of colonization’ (Mahboob and Ahmar, 2008, p. 245). They wanted an Islamic state with a local language. In response, successive governments in the first thirty years of the postcolonial period passed recommendations to develop and elevate the status of other languages, Urdu in particular, but did little to implement them before 1977.

General Zia-ul-Haq paved the way for more comprehensive Islamisation and an attempt at Urdunisation in all domains. For example, in 1978 all schools were instructed to move toward Urdu as the sole medium of instruction. Schools for the elite continued to teach in English and the demand for English medium education grew, even – covertly – among government supporters. However, soon there was realization that they had embarked on this policy too hastily and without adequate planning. Language policy in subsequent governments has also promoted English.

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