The Delights and Difficulties of Showing Urdu Elocution and Spelling
Instructing can be a remunerating yet testing experience, and each instructor has their portion of critical minutes. For my purposes, one perspective that brings both entertainment and dissatisfaction is rectifying elocution and spelling mistakes in Urdu. In a new class, I requested that my understudies read a solicitation prior to recording it on paper. Much to my dismay that this blameless activity would prompt both giggling and a significant example.
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One understudy, strikingly alluding to me as “#بدبخت جناب” (awful sir), grabbed my eye. Without overlooking anything, I rectified her elocution and inquired as to whether her name was genuinely “فوزیہ.” She wavered however highlighted the composed solicitation where “فدویہ” was obviously recorded. A minor mistake, however it was only the start.
Then, we experienced a letter addressed to a family member, and the initial line read “#السلام علیکم یا اہل القبور” (harmony arrive, O occupants of the graves). It appeared to be the essayist might have erroneously expected to be the relative had died, making the hello rather dreary.
Then, at that point, came the complex universe of addressing a letter to an uncle. Rather than composing a basic greeting, one understudy changed “امید ہے آپ بخیریت ہوں گے” (trust you are well) into “#امید ہے آپ بیغیرت ہوں گے” (trust you are improper). An unobtrusive yet huge change in significance.
As we dove further into experimental writing, the expression “پھپھو” (bubble) veered off in a strange direction when understudies demanded perusing it as “#پھپھو ندی” (bubble waterway). In the interim, figs dangling from trees became “درختوں پر #انجینئر لٹکے ہوئے تھے” (engineers swinging from trees), exhibiting the unexpected humor that frequently goes with language learning.
In a piercing second, an understudy shared a piece of verse that unexpectedly took a dim turn. The lines “محبت مجھے ان جوانوں سے ہے، #ستاروں پہ جو ڈالتے ہیں گند” (Love for me is in the adolescent who toss soil on the stars) left us pondering the startling turns that imagination can bring.
The excursion went off in an unexpected direction when the subject of involving foulness in images was raised. Shockingly, an understudy inquired, “میم کیا ہم #لعنت کا استعمال کر سکتے ہیں؟” (Might we at any point involve curses in images?). The blamelessness of the inquiry featured the requirement for direction in exploring the scarcely discernible difference among humor and propriety.
To my bewilderment, the understudy had drawn motivation from my notes, where I had stated, “جہاں مشکل پیش آئے وہاں #لعنت کا استعمال کریں” (use curses where hardships emerge). An update that setting matters, and here and there, even good natured direction can be misjudged.
While trying to direct the conversation away from foulness, I suggested a straightforward conversation starter, “Could you at any point characterize the term ‘ڈائجسٹ رائٹر’?” The reaction, “#ہاضمے والی رائٹر” (digest essayist), added a bit of humor to the class, displaying the inventiveness that blossoms in startling spots.
As the week advanced, I experienced an understudy’s disarray in regards to the utilization of “لغت” (word reference) and “لعنت” (revile). A delicate update that chasing learning, even a solitary letter can improve things significantly.
Pondering these minutes, I understood the significance of encouraging a positive learning climate where mix-ups are revised as well as celebrated for the giggling and examples they bring. Showing Urdu, with its many-sided articulation and spellings, isn’t just about conveying language abilities yet additionally about exploring the subtleties and social nuances that make the excursion critical.