Professionalizing Urdu Language Teaching in Multilingual Context: Evidence from the Government College of Education, District Central Karachi

Abstract

In Pakistan’s multilingual landscape, Urdu holds national significance as both a medium of instruction and a subject in public schools. However, a persistent misconception suggests that native fluency alone is sufficient for effective Urdu teaching. This assumption is further reinforced by classroom observations, which expose the non-professional and traditional methods still commonly practiced in Urdu language instruction. To challenge this belief through the lens of the Scholarship of Teaching and Learning (SoTL), the Government Elementary College of Education, Hussainabad (Karachi) introduced an Urdu Specialization Course in the final year of its four-year B.Ed. program. This course was designed to deepen pre-service teachers’ theoretical and pedagogical understanding of Urdu language instruction, with a specific focus on addressing the needs of multilingual classrooms in urban Karachi. It integrates modern language acquisition theories, AI-based assessments, micro learning, hybrid teaching strategies, and reflective practices. Emphasis is also placed on bilingual education methods and translanguaging strategies, aligning instruction with the linguistic realities of students. The course underwent rigorous internal and external review processes to ensure alignment with the HEC-based teacher education curriculum. Launched in Fall 2024, it addresses gaps in inquiry-based learning, research-oriented teaching, and curriculum development for Urdu educators. Graduates of this course are placed in Zindagi Trust’s adopted schools in Karachi (SMB Fatima Jinnah School and Khatoon e Pakistan School Karachi), where they continue to be closely monitored and supported. This ongoing follow-up and tracking of their performance serve as a key indicator for evaluating the course’s broader effectiveness and long-term success. By professionalizing Urdu teaching through structured, reflective, and contextually grounded training, this initiative aims to raise instructional quality, promote curriculum innovation, and empower Urdu educators to meet the challenges of multilingual education in Pakistan.