English Language Course In Urdu 100 Days Pdf Free Download

[Paul]

Forthe past seven years my academic and professional experience has focused on preventing gender based violence and promoting public health. While I was in India, I was surprised by how often people talked about the occurrence of domestic violence without ever addressing structural causes or solutions. My experiences in India reinforced my desire to become fluent in Urdu. Participating in the Critical Language Scholarship (CLS) Program was the perfect way to embark on my journey. I completed my Master's in Public Health just days before I started the CLS Program. At the time I thought it would be a great way to learn Urdu, and then come back to the states and continue working as public health researcher.

As soon as my Urdu classes started I realized two months would not be enough time for me to learn Urdu as well as I wanted to. I considered living in India, which was not something I had ever envisioned for myself as an option. Through conversations with the CLS cohort I found out about other opportunities for Americans to study Urdu, which led me to the American Institute of Indian Studies (AIIS) Urdu Fellowship, a year-long intensive language program housed in the same institute that runs the CLS Urdu Program.

Living with the realities of poverty and seeing its direct connection to child labor and unsafe work conditions has reinforced my passion for improving public health conditions in India. Without CLS, I would not have the language ability to understand how communities are attempting to deal with these issues and what their priorities were. When healthcare professionals have cultural and linguistic competence, they are better equipped to help their patients. Without spending the time to learn Urdu, I would be at a significant disadvantage working with communities to improve their health and well-being.

Since my time on CLS, I have participated on both the AIIS Urdu Fellowship program and the AIF Clinton Fellowship Program to continue learning Urdu and about issues relating to India. The AIF Clinton Fellowship has been a great opportunity for me to integrate my academic background, advocacy work, and language skills to find solutions to the complex health issues that arise from structural inequality. Now I have the opportunity to combine my language skills with my professional skills to give back to a community.

The Critical Language Scholarship Program is a program of the U.S. Department of State, with funding provided by the U.S. Government and supported in its implementation by American Councils for International Education.

The first step in learning Urdu is getting familiar with the script. Urdu uses the Persian script, which is written from right to left. Spend your first day learning the 38 letters of the Urdu alphabet. Practice writing each letter and understand their sounds. Resources like online videos and alphabet charts can be extremely helpful.

Urdu has a rich set of vowels and consonants. On day two, delve deeper into the sounds of Urdu. Learn about the short vowels (Zabar, Zer, Pesh) and long vowels (Alif, Wao, Yay). Practice combining vowels with consonants to form simple syllables.

Learning Urdu in 30 days is an ambitious goal, but with dedication and consistent practice, you can make significant progress. Remember, language learning is a continuous journey, so keep challenging yourself and exploring new ways to immerse yourself in the language. Happy learning!

All basic foreign language teaching takes place in the schools for undergraduate education. There are a total of six undergraduate education schools, some of which teach multiple languages. Additionally, there are half a dozen organizations and divisions which support the ongoing undergraduate and continuing education programs.

Each school is composed of departments, in which instruction of individual foreign languages takes place. Each department is headed by a civilian chairperson, who is responsible for the instructional program, manages the assigned instructors and staff, and oversees foreign language education and the faculty development process. Instructors, organized into teams, are responsible for teaching classes, evaluating student performance, and developing and maintaining course materials.

Middle East Schools I and II are responsible for 64-weeks of instruction in Modern Standard Arabic (MSA) in the Egyptian, Iraqi, and Levantine dialects. Dialects are taught from the beginning in the classroom, along with one to two hours of foundational MSA each day. Additionally, instructors teach culture, customs, religion, geography, and socio-economic conditions of the countries students are learning about.

In addition to the first-class international staff, DLIFLC supplements the unique learning experience at the Institute with state-of-the-art technology while students are issued laptops and tablets for use in class and at home.

DLIFLC further enhances the learning environment with the implementation of immersions for one to two days at a time off campus. The students are completely immersed in the target language and culture as they carry out real-life situation scenarios which range from negotiations at a border crossing, haggling at an open market for goods, to making hotel reservations over the telephone. Faculty, staff and students dress in traditional garb, prepare foreign cuisines, and most importantly, only speak in the target language during these exercises.

DLIFLC set up the ELTF shortly after September 11, 2001, in response DoD requirements for language capability in certain less-commonly taught languages. The department was originally named the Operation Enduring Freedom Task Force, then later renamed to the Global War on Terrorism Task Force. Language courses taught in the Multi Language School fall under Categories I to IV. Currently, UML teaches French, Hebrew, Indonesian, Japanese, Pashto, Spanish and Tagalog. In the past, the school also taught Dari, Hindi, Kurmanji, Punjabi, Sorani, Turkish, and Urdu.

The Undergraduate Education Persian Farsi School employs highly educated native speakers as instructors to maximize teaching efficiency and effectiveness. While in class, students are completely immersed in the target language.

Instructors are highly educated native Chinese speakers or near-native speakers who teach traditional Chinese culture topics such as traditions, music, dress, dance, food, religion, history, literature, and arts. The program boasts a student-centered model of learning. Through innovative teaching approaches and sound technology integration, the faculty members equip their students with the tools and skills they need to be autonomous learners and prepare them to thrive in the course as well as in their future careers.

In addition to classroom instruction, the school further enhances the learning environment by implementing overnight off-campus immersions from one to two days at a time. Students are completely immersed in the target language and Chinese culture as they carry out real-life situation scenarios. The school also provides unique experiential extracurricular activities such as the Chinese Singing Club, Calligraphy Club, and the Erhu (a traditional Chinese music instrument) Club where students work with the organizers weekly or bi-weekly during lunch time or after class. Students are motivated to explore and assimilate into the target language and culture by actively participating in these fun activities.

The school also provides a comprehensive support system such advising sessions and language Diagnostic Assessment for students who encounter learning difficulties. Students can meet with a Specialists to discuss their issues and receive individualized learning strategies to overcome their difficulties. Diagnostic Assessment Specialists conduct assessment interviews with students to identify the root causes of their learning challenges and provide tailored learning plans for them to improve on their weaker areas.

The school offers a dynamic learning community committed to academic excellence with its well-established curriculum, high-caliber faculty, and diverse extracurricular activities. If language is a portal to other cultures, then the Mandarin Chinese program is the gateway to that portal, where meaningful connections are made between its accomplished graduating students and 1.3 billion Chinese speakers around the globe with six thousand years of exciting history.

The Undergraduate Education Korean Language School offers a 64-week long basic course as well as two 19-week intermediate and advanced course. The students not only obtain high proficiency in their newly acquired Korean language, but also become knowledgeable about the Korean culture, customs and history.

The Korean School also offers a variety of extracurricular activities and annual school-wide events such as the Korean Speech Contest in June and Korean Writing Contest in October, which encourages competition and serves as motivation for students.

DLIFLC has separate Undergraduate Education Russian and Chinese Mandarin schools but the large number of attendees for these languages has called for the creation of another school which teaches both languages.

The Chinese Mandarin program is a 64-week intensive course while the Russian program is a 48-week intensive course. Both teach students to a high level of foreign language proficiency. Instructional methods are focused on a mixed methods approach. Utilizing interactive teaching activities, students actively engage in language production from the early stages of the course, while a target language immersive environment in and outside of the classroom. Topics go far beyond conventional foreign language courses by treating topics that encompass in depth exploration of issues related to history, geography, politics, economy, society, and culture.

Faculty, as world language educators, also situate instruction within national Proficiency Guidelines and World-Readiness Standards for Learning Languages. As highly educated native Chinese Mandarin and Russian speakers or near-native speakers, faculty use their broad pedagogic, extensive teaching, and socio-cultural backgrounds to creatively expand on core curriculum topics through innovative teaching approaches with effective use of technology, out of class activities, and ongoing in-service professional development within and outside of the institute.

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