Understanding Multilingual Realities: A New Beginning in Urdu Teaching

Introduction: Multilingualism is the Classroom Reality:

Urdu teaching in Pakistan has faced long-standing challenges. Historical, societal, and linguistic factors، from the dominance of English to traditional textbook-focused teaching and limited teacher training, have often restricted meaningful learning.

Multilingualism, however, is the reality of our classrooms, and understanding it is the key to meaningful transformation. Recognizing this reality can open doors for teachers and students alike, making Urdu learning relevant, engaging, and empowering.

A Platform to Inspire Future Teachers

When I had the opportunity to teach Urdu pedagogy at a Durbeen-adopted college, GECE Hussainabad Karachi, I realized it was a unique platform, not just to teach content, but to prepare future teachers to navigate multilingual realities and other challenges, not only by informing them but by helping them face and resolve these challenges in practice.

With the support of Durbeen, my Urdu team, and the language department, we initiated several steps to transform teacher training into the 4-year B.Ed. program:

• Redefining the B.Ed language continuum for practical communication and expression.

• Introducing an Urdu specialization Course focused on language teaching pedagogy, research, and multilingual classroom realities, along with other on-the-ground constraints and challenges, and how to address and resolve them in practice.

• In-service trainings that emphasized learner-centered, reflective, and innovative teaching approaches.

• Working on several innovative projects, such as instructional policy development and the creation of graded Urdu and Sindhi corpora, to provide contextualized curriculum, teaching, and assessment resources.

Impact on Trainee Teachers and Classrooms

The effect of these initiatives is already visible:

• Trainee teachers are applying learned strategies in real classrooms.

• Lesson plans have become dynamic learning experiences, integrating storytelling, hands-on tasks, collaborative activities, role play, and vocabulary games.

• Textbooks are now used as resources, not rigid guides.

• Teachers act as facilitators, creating interactive and inclusive learning spaces.

Initially, some teachers struggled to reconcile traditional classroom methods with new strategies. Durbeen trainers provided on-site support, helping bridge the gap between theory and practice. Slowly, classroom dynamics began to shift, fostering creativity and active learning.

Celebrating Trainee Teachers’ Success

The real credit goes to the trainee teachers themselves. Their dedication, curiosity, and willingness to experiment are driving this transformation.

Through their efforts:

• Urdu teaching has gained professional recognition and relevance.

• Innovative strategies are enhancing student engagement.

• Research opportunities are emerging, linking practical teaching with evidence-based inquiry.

This journey is just the beginning. The influence of multilingual realities in classrooms is growing, and teachers are learning to adapt, innovate, and embrace diversity.

Looking Ahead: A Continuous Journey

The transformation of Urdu pedagogy is underway. Understanding multilingual realities is no longer optional; it is essential.

With continued support, reflective practice, and research-informed approaches, teachers can turn these classroom realities into opportunities, ensuring Urdu is not only taught but lived and experienced meaningfully by students.