Muhammad Tufail Chandio

In the present civilized and advanced world, religion is taken as the torch-b earer of peace, security and love. That is why society highly respects religion and also allows freedom of constructing places of worship and the practice of religion. During a visit to countries where religion is respected, tourists' are not only drawn to places of entertainment, b ut also to the churches, mosques, and minarets. Their architecture, structure and decoration are an example of human art and skill. This article hypothesizes that Islam is a religion of peace and tolerance, and enjoins upon its followers to maintain cordial ties with the believers of other religions. Islam doesn't only respect the places of worship of other religions, but allows their construction and expansion. The above hypothesis will be proved from the verses of the Holy Quran, the sayings of the Holy Prophet and instances from the lives of the Companions of the Holy Prophet. The opinions of all the Muslim Schools of Thought will also be discussed. The respect for the places of worship of other religions will be illustrated from the history of the Muslims. Findings and recommendations will be discussed.

This research paper presents a critical review of the literature on a structured team learning method namely, cooperative learning. The review aims to evaluate the effectiveness of cooperative learning in large language classes in the context of developing countries. Cooperative learning is not simply group work; it is far more structured form of team work where students work in an organized manner to master objectives of the given task. The theoretical underpinnings of cooperative learning i.e. social interdependence, cognitive and motivational theoretical perspectives indicate that it may be a very effective method to teach any language because it promotes social interaction which is very motivational aspect for the learners' of a language. Furthermore, cooperative learning, alongside improvement in social interaction of students, helps student develop their critical reasoning because social discussion are more likely to focus on cognitive skills. Therefore, empirical research into cooperative learning strategies focusing on their implementation in large English language classes especially is in line with the theoretical underpinnings of cooperative learning. Empirical research suggests that cooperative learning is likely to be an effective teaching and learning approach in large ESL classes. _________________________

The research study critically traces the historical background of the introduction of the western education system with English as the medium of instruction in the Indian subcontinent and its impact on the teaching of various subjects and local languages in the postcolonial phase. It analyzes the transitional shift from the indigenous/regional vernaculars to engraftment (translating western knowledge into indigenous languages for teaching) and eventual shift to English as the medium of instruction, which thwarted the process of engraftment and development of indigenous languages. The study analyzes that how the education in the subcontinent was affected in the wake of diametrical shift in the British political policy from orientalism, engraftment, conciliation and consolidation to hostility, antagonism and oppression. Although, the study repudiates the popular myth of the revolutionary changes claimed by the British education system in the subcontinent, yet it establishes that how in the longer term it contributed to the academic, literary, social, political and economic advancement of the region. Nevertheless its repercussions for the regional languages were immense. The study reveals that how English, which was the language of power, authority and center, became a means of retaliation, communication and resistance at the hands of natives. The study, in its nature, is descriptive and historical one.

English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and-pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.

The current paper aims to examine Exploratory Practice as a form of practitioner research. It highlights the usefulness of EP for practitioner as well as learners. Adopting an explanatory approach the research discusses the main concepts and methods employed in EP. Informed by literature review the paper attempts to suggest ways in which EP could be conducted as a well established methodology for investigating phenomenon related with teaching and learning. From the statement and identification of puzzle to monitoring and data collection a step by step analysis, the paper studies the various stages of EP and studies their implications. Introduction Today when English has become a global medium of communication and access to information, English Language teaching is considered a field worth exploring. This paper aims to discuss Exploratory Practice (EP), which is a kind of practitioner research. Developments in EP have mainly taken place over the past 15 years .It is a kind of practitioner research aimed at enhancing the worth of language education within the classrooms. Basically EP started as a reaction to both academics oriented research and Action, first as a general framework of rules and regulations not as a set of actual classroom practices. Since principles have a global bearing ,whereas classroom practices are essentially local in their nature ,so the principles were coming g from years of experience and expertise of professionals of the field of education and were discussed with a global perspective.

The purpose of this article is to illustrate varied " learning approaches, " or a broad array of learning experiences rooted in learning theory, which can be used by teachers to foster creativity in students effectively. This will include details pertaining to the developmental, cognitive and instructional learning taxonomies identified by Moseley et al. (2005a, 2005b) and supported by Lenning et al. (2013) in their research. The account will also exhibit how the mentioned learning frameworks directly correlate to the usefulness of modular teaching, and workshop model of instruction, as reliable teaching methods. Learning theories pertaining to the utilization of these models have been detailed on the grounds established by Sharples (2002) as their research setup as well. The specifics contained within this article will: • Provide ways to help other writers understand the researcher's 'thinking and working' (Sharples, 2002, p.xii). • Allow 'academics and writing researchers build up their own forms of understanding,' following an evaluative study or critique of the researcher's perspectives (ibid).

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