# Pedagogical Innovation in Urdu Language Teaching:
Assessment and Challenges

Shahzaman Haque

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Shahzaman Haque. Pedagogical Innovation in Urdu Language Teaching: Assessment and Challenges. Describing and Teaching the Grammar of Foreign Languages, May 2025, Séoul, South Korea. pp.343–359, 2025. hal-05041565v2

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# Pedagogical Innovation in Urdu Language Teaching: Assessment and Challenges

## Abstract:

Despite its recognition as an official language in both India and Pakistan, Urdu appears to lack substantial support from pedagogical innovation. There is a noticeable trend of Urdu speakers transitioning to English—a language that holds considerable prestige and permeates all domains of upward social mobility in both nations. Additionally, Urdu's designation as the secondary language of Islam in the Indian subcontinent has increasingly confined its primary function to religious contexts. Educational materials for Urdu instruction remain largely outdated and particularly focus on Muslim learners. While the early 21st century has witnessed emerging innovations in Urdu language education that target a broader demographic, free from religious affiliation, Islamic ethnocentrism continues to be a significant factor. Recent developments include the introduction of instructional websites featuring concise video content and mobile applications providing digital dictionaries for language learners.

Keywords: Urdu language, pedagogical innovation, language teaching, digital resources, cultural context

## 1. Introduction

The Urdu language occupies a distinctive position within South Asia's linguistic landscape and in the diaspora, with a total population of 246 million speakers in the world—the 11th most widely spoken language of the world (Ethnologue 2025¹). As Pakistan's national language and one of India's twenty-two scheduled languages, Urdu embodies a rich cultural heritage encompassing centuries of literary, artistic, and intellectual achievement (Rahman, 2011). Nevertheless, its position remains largely symbolic in India as an official language in certain States,<fnref n="2" /> while in both nations, the English language—holding official status in both countries—dominates competitive examinations and scientific domains. Consequently, pedagogical approaches to Urdu instruction have remained predominantly static, failing to evolve alongside contemporary educational frameworks and technological innovations. This paper examines the current state of Urdu language pedagogy, focusing specifically on educational innovations, their efficacy, and the persistent challenges within this field. The teaching and learning of Urdu face multifaceted challenges in the modern educational context. These include the dominance of English in professional and academic spheres, the increasingly restricted perception of Urdu as a language primarily associated with Islamic religious practices,<fnref n="3" /> and the limited availability of

<footnote n="1">¹ https://www.ethnologue.com/insights/ethnologue200/</footnote>

<footnote n="2">² Urdu is one of the co-official languages in five Indian States: Jammu & Kashmir, Delhi, Uttar Pradesh, Bihar and Telengana.</footnote>

<footnote n="3">³ The linguistic and cultural nexus between Urdu and Islamic identity has been extensively documented in scholarly literature (see Rahman (2006); Haque (2020)). Furthermore, Farouqui's (1994) seminal work elucidates how the linguistic discourse surrounding Urdu has been fundamentally intertwined with its symbolic representation of Muslim cultural identity, thus substantiating its characterisation as an Islamic language.</footnote>
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

innovative teaching materials and methodologies (Basha, 2023). Urdu textbooks often remain outdated and overtly religious or narrowly focused on adherents to Islam:<fnref n="4" /> thus, they fail to address the needs of diverse learners who might be interested in the language for academic, cultural, or professional reasons.

The early twenty-first century has witnessed significant scholarly and institutional endeavours aimed at rejuvenating Urdu language pedagogy through methodological innovation. In this context, innovation refers to conceptual and practical advancements that transcend the parameters of conventional instructional paradigms. As Emo (2015, p. 172) conceptualises it, innovation encompasses “those initiatives which are new to those who introduce them”—a definition that acknowledges the contextual nature of pedagogical advancement. Within the specific domain of Urdu language instruction, methodological approaches that integrate technological affordances with linguistic pedagogy constitute significant innovations in the field. The emergence of digital platforms, mobile applications, and multimedia resources has opened new avenues for Urdu language instruction (Kadir and Siddiqui 2018). These developments merit careful examination to assess their effectiveness and potential for broader application. The digital transformation of language pedagogy may bring particular implications for languages like Urdu that have historically relied on traditional teaching methodologies.

This paper aims to provide a comprehensive analysis of pedagogical innovations in Urdu language teaching, evaluating both successes and limitations of current approaches. Drawing on theoretical frameworks from language pedagogy and applied linguistics, it seeks to identify strategies that can enhance the teaching and learning of Urdu in diverse educational contexts. The research questions guiding this investigation include:

1. What are the primary challenges facing Urdu language pedagogy in contemporary educational settings?

2. How have recent technological and methodological innovations addressed these challenges?

3. What policy and practical recommendations can be made to support the continued development of innovative Urdu pedagogy?

By addressing these questions, this paper contributes to the scholarly discourse on language pedagogy while offering practical insights for educators, curriculum developers, and policymakers involved in Urdu language education.

<footnote n="4">⁴ “We teach Urdu in America. We learned we can’t use Pakistani textbooks”. (Article published in Pakistani newspaper *Dawn* on April 16, 2019, by Asma Begum and Mushtaq Bilal).</footnote>
## 2. Historical Context of Urdu Language Teaching

### 2.1 Colonial Legacy and Traditional Teaching Methods

Drawing on the scholarly perspectives of Maulvi Abdul Haq (2016), the conceptualisation of mother tongue instruction in pre-colonial India was notably absent until the eighteenth century. A prevailing epistemological assumption of the era suggested that mother-tongue competence was an inherent, intrinsic skill requiring no formal pedagogical intervention. Complementing this analysis, Rahman (2000, p.32) posits that the formal academic engagement of native and near-native speakers with Persian during this period simultaneously facilitated organic, albeit informal, language learning of Urdu. Abdul Haq (2016, p.14) illuminates a critical moment in linguistic historiography: the initial codification of Urdu—a language previously known by multiple appellations, including Hindustani and Hindi—was primarily undertaken by foreign scholars. The pioneering grammatical work by John Joshua Ketelaar, a Dutch grammarian, in 1743, represents a watershed moment in the linguistic documentation of the language. From the mid-eighteenth century, European colonial linguists embarked on systematic scholarly engagement with Urdu, motivated by a complex interplay of academic inquiry and colonial administrative objectives. Linguistic scholars from various colonial powers—including Portuguese linguists who produced the *Grammatica Hindostan* in 1778 and British scholars like John Gilchrist (active from 1787)—initiated comprehensive efforts to develop structured linguistic resources. These scholarly interventions transcended mere academic curiosity: by meticulously creating dictionaries and grammatical treatises, European grammarians fundamentally reshaped the scholarly understanding and systematic documentation of Urdu.

The establishment of Fort William College in Calcutta in 1800 (July 10) marked a significant milestone in the institutionalisation of Urdu language instruction. Under the guidance of John Gilchrist as the Director, the college developed standardised Urdu teaching materials that would influence pedagogical approaches for generations to come. Indigenous intellectuals such as Inshallah Khan Insha Dehlavi and Mir Amman emerged as pivotal early contributors to the development of Urdu pedagogical materials. These native scholars played a crucial role in transitioning Urdu language documentation from an enterprise exclusive to colonial scholars to a more nuanced, locally informed linguistic discourse. These early methods emphasised the memorisation of vocabulary, grammar rules, and classical texts, reflecting the prevailing language teaching paradigms of the 19th century; in particular, translation as an important tool (Yadav 2021), rather than any emphasis on communicative abilities.

Noteworthy among the seminal yet insufficiently documented texts in scholarly discourse on Urdu grammatical structures and compositional frameworks is the tripartite treatise, *Risala Qawaed-e-Urdu*, authored by Mirza Nisar Ali Baig and Munshi Faizullah Khan during 1860-61. As elucidated by Nawazish (2015), this compendium constituted the initial curricular material for Urdu language learners across various educational strata within academic institutions throughout the North and West provinces of British colonial India. The comprehensive tripartite structure of *Risala Qawaed-e-Urdu* encompasses extensive analytical exposition of Urdu
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

morphological systems and syntactic paradigms, establishing a foundational framework for subsequent pedagogical approaches to Urdu linguistic instruction.

## 2.2 Post-Independence Developments in India and Pakistan

The latter half of the 20th century witnessed significant shifts in the perception and status of Urdu, with direct implications for its teaching. The language became increasingly associated with Muslim identity politics, particularly in India, where linguistic divisions often aligned with communal boundaries.<fnref n="5" /> The establishment of Pakistan fundamentally reconfigured Urdu's linguistic and cultural positioning. Rooted in a religious ideological framework, Urdu was strategically elevated as a symbolic representation of Muslim literary and intellectual heritage. This deliberate positioning simultaneously cast Urdu as a privileged language of Qur'anic interpretation and scholarly discourse. Pakistan's nascent linguistic policy, deeply intertwined with religious identity, inadvertently created a complex dialectic of inclusion (in Pakistan) and marginalisation (in India). Consequently, Indian linguistic policies gradually distanced themselves from Urdu, further circumscribing its academic and pedagogical reach. Simultaneously, the growing dominance of English as the language of higher education, professional advancement, and global communication created strong incentives for learners to prioritise acquisition of English over regional languages, including Urdu.

In Pakistan, where Urdu was designated as the national language despite being the mother tongue of only a minority of the population, significant resources were allocated to its promotion and teaching.<fnref n="6" /> The establishment of the Anjuman-e-Taraqqi-e-Urdu (Association for the Advancement of Urdu) and later the National Language Authority (Muqtadra Qaumi Zaban) represented institutional efforts to standardise and modernise Urdu language teaching. However, these initiatives often perpetuated traditional pedagogical approaches, rather than introducing innovative methodologies.

In India, Urdu's status became increasingly politicised in the post-independence period. Despite constitutional recognition as one of the twenty-two constitutional languages (Eighth scheduled List), Urdu faced challenges in educational settings, particularly in regions where it had historically flourished. The gradual replacement of Urdu with Hindi as the medium of instruction in many northern Indian states led to a decline in opportunities for formal Urdu education. Khalidi (1986) demonstrates that, because Muslims lacked political muscle, being a minority in India, Urdu was “systematically forced out of educational institutions, law courts, and administration”. The teaching of Urdu thus became increasingly confined to specialised institutions, madrasas, and minority educational establishments. Government initiatives in both countries attempted to address pedagogical issues in Urdu teaching, though with varying degrees of commitment and success. In India, the National Council for Promotion of Urdu Language (NCPUL) was established in 1996 to develop teaching materials and support Urdu education. In Pakistan, curriculum development boards produced standardised textbooks and teaching guides for Urdu at various educational levels. However, these materials often failed to

<footnote n="5">⁵ Farouqui (1994, p. 782) notes that « Urdu education has become synonymous with Muslim education ».</footnote>

<footnote n="6">⁶ Census of Pakistan, 2023 shows that Urdu was reported as mother tongue by only 9.25% speakers. Source : https://www.pbs.gov.pk/digital-census/detailed-results (Table number 11, Population by mother tongue, sex and rural/urban)</footnote>
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

incorporate contemporary language teaching methodologies or respond to changing learner needs and expectations.

By the end of the 20th century, Urdu language teaching reached a critical juncture. Traditional methods appeared increasingly inadequate for contemporary educational contexts, while the language's cultural and literary significance demanded renewed pedagogical attention. This tension between tradition and innovation would set the stage for the developments in Urdu language teaching that emerged in the early 21st century.

### 3. Current Challenges in Urdu Language Pedagogy

#### 3.1 Outdated Pedagogical Materials and Approaches

The linguistic and pedagogical evolution of Urdu textual materials reveals a complex trajectory of cultural representation and ideological transformation spanning several decades. In the early translation period (1920-1930), pioneering Urdu intellectuals engaged in sophisticated cross-linguistic literary scholarship, with notable translations such as Akbar Allahabadi's rendition of Robert Southey's *Waters of Lodore* and Zafar Ali Khan's interpretation of Alfred Tennyson's *Brook*, representing critical moments of cultural mediation and linguistic exchange. The post-partition educational discourse (1948-1949) demonstrated a remarkably secular pedagogical approach, exemplified by Ismail Merathi's works and Khawaja Hasan Nizami's "*Urdu Sabaq*" (Urdu lesson), which were meticulously designed to transcend religious boundaries, featuring content that emphasised everyday experiences and universal themes and intentionally minimised religious associations.

These early textbooks were notably inclusive, crafted to appeal to both Muslim and non-Muslim students through simple, accessible language and neutral thematic content. However, a significant ideological shift emerged in Urdu textbooks in India in the post-1980s period, as National Council of Educational Research and Training (NCERT) materials increasingly incorporated Islamic thematic elements and narratives with Muslim protagonists, particularly at primary educational levels. This transformation marked a pronounced departure from the earlier secular approach, reflecting broader sociopolitical recalibration in educational narratives and cultural representation. The progression from cosmopolitan, translation-oriented pedagogical materials to more culturally specific and religiously inflected texts illuminates the intricate relationship between linguistic pedagogy, cultural identity, and the evolving national narrative, demonstrating the role of educational materials as crucial sites of cultural negotiation and ideological transmission.

Most Urdu textbooks and teaching materials also continue to employ methodologies rooted in grammar-translation approaches that dominated language teaching in the early to mid-20th century. The approach remains the same as in the era prior to Fort William College, seeing the learning of mother tongue as unnecessary. In this sense, the materials were conceived to address the needs of native speakers who already possessed communication skills and whose sole purpose might be to learn the Urdu script and read the language. Thus, these materials typically emphasised decontextualised grammar rules, isolated vocabulary lists, and literary texts selected more for their cultural prestige than their relevance to learners' needs.
An examination of contemporary Urdu language learning materials reveals persistent methodological limitations in pedagogical approaches. S.T. Hussain's (2009) *Modern Method to Learn Urdu*, despite the suggestion of innovation in its title, exemplifies the conservative nature of Urdu language instruction. The text demonstrates clear adherence to traditional linguistic pedagogical frameworks, primarily characterised by prescriptive grammatical methodology and an over-emphasis on mastering the technicalities of the script. The disconnect between these traditional approaches and contemporary understanding of effective language acquisition represents a significant barrier to pedagogical innovation. The content of teaching materials presents additional challenges. Many textbooks reflect social and cultural contexts that appear anachronistic to contemporary learners, featuring scenarios, examples, and cultural references that do not match current realities. This outdated content diminishes the relevance of the language learning experience and fails to prepare learners for authentic communication in modern contexts.

The integration of televisual technology in language instruction, particularly within Hindi-Urdu classrooms as meticulously documented by Afroz Taj (1998) in the United States, constitutes a significant pedagogical innovation that has maintained its relevance for more than three decades. This methodological approach represents an important milestone in the evolution of language teaching methodologies. Nevertheless, despite its longevity, a critical examination of its efficacy and limitations is warranted. The implementation of interactive platforms through audio-visual methodologies—which I have incorporated extensively in my Urdu instruction through carefully curated documentaries, news segments, cinematic extracts, dramatic performances, and authentic audio recordings of native speakers—unquestionably stimulates engagement and enthusiasm among novice language learners. These resources provide invaluable exposure to authentic language usage within culturally relevant contexts. However, my pedagogical experience has led me to conclude that these materials, despite their apparent advantages, possess inherent limitations that prevent their acceptance as optimal instructional tools. The constraints of these conventional audio-visual resources necessitate a reconsideration of our instructional approaches.

In the next section, I shall examine contemporary digital methodologies and technological instruments through which Urdu language acquisition might be rendered more intellectually stimulating and pedagogically accessible. This analysis will explore how digital transformation can address the limitations of traditional audio-visual approaches while enhancing the overall efficacy of Urdu language instruction.

# 4. Assessment of Recent Innovations

## 4.1 Digital Learning Platforms and Resources

The early 21st century has already witnessed significant developments in digital platforms dedicated to Urdu language learning. These digital resources have begun to transform the landscape of Urdu language teaching in several important ways. The integration of technology-mediated language instruction represents an established pedagogical approach for numerous foreign languages such as English and French; however, it is noteworthy that pioneering Computer-Assisted Language Learning (CALL) initiatives emerged in the United States and Britain for Slavic and Russian-English language instruction during the period spanning 1965-1985 (see Gruba 2004, p. 625).
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

Initially, CALL methodology employed computers as supplementary instructional tools that functioned independently of Internet connectivity. According to Cameron (1999, p. 2), the fundamental objective of Computer-Assisted Learning was to “improve the learning capacity of those who are being taught a language through computerised means”. The evolution of digital language pedagogy has witnessed a transition from exclusively “Computer-Assisted Language Learning” (CALL) to “Mobile-Assisted Language Learning” (MALL), or the integrated approach of “Computer & Mobile Assisted Language Learning” (CMALL).

From the 1990s onward, network technology and Internet proliferation became ubiquitous throughout developed nations, prompting CALL methodologies to incorporate innovative language teaching strategies that leveraged emergent technologies. The Indian subcontinent, however, experienced delayed Internet implementation until approximately the mid-1990s, meaning technology-enhanced language instruction remained an unfamiliar practice. In the specific context of Urdu language acquisition, the script itself presented a significant impediment, as contemporary software applications lacked Urdu script compatibility. Even now, Urdu keyboards remain uncommon within both Indian and Pakistani technological ecosystems.

Gul et al. (2021) show in their study that mobile game-based learning offers a significant advantage for Urdu language acquisition, particularly for learners with special educational needs. Their research demonstrates that educational applications with gamified elements enhance vocabulary retention and word recognition in Urdu. The multimodal approach of games—integrating visual, auditory, and tactile stimulation—creates an immersive environment well-suited to mastering Urdu's complex orthographic system, with its connected script and diacritical marks. The researchers found that applications featuring progressive difficulty levels, real-time feedback, and incentive systems effectively sustain learner engagement while supporting advancement from basic character recognition to word construction.<fnref n="7" /> This technological approach proves particularly valuable in addressing the challenges of Urdu's right-to-left directionality and context-sensitive character formation, offering an accessible and engaging complement to conventional teaching methodologies.

Another empirical investigation, conducted by Hassan et al. (2019) examined the acquisition processes of Urdu as a second language among school-aged children (7-9 years) in Pakistan through the implementation of Mobile Assisted Second Language Learning Application (MASLL) methodologies, yielding significant pedagogical implications. The researchers deployed a narrative-centred mobile application entitled *Kahaniyan*<fnref n="8" />, which incorporated gamification elements within a structured linguistic framework. Findings indicated that participants demonstrated substantial engagement with the narrative textual components, and while initial

<footnote n="7">⁷ Research was drawn from one mobile application, *Taleemabad*, on Android phone but the application is also on iOS. The participants were children whose mean age was 13.5 years and they were diagnosed with mild to moderate levels of intellectual disability.</footnote>

<footnote n="8">⁸ During the composition of this manuscript (April 2025), the *Kahaniyan* application referenced in Hassan et al.'s (2019) study was not accessible either through iOS or Android mobile operating systems, raising questions regarding its continued availability and long-term pedagogical viability. Furthermore, a methodological inconsistency emerges within the researchers' documentation practices: the application's nomenclature appears exclusively within the publication's title and abstract, but is conspicuously absent from the principal textual exposition.</footnote>
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

phonological challenges were observed—particularly regarding vowel articulation—these pronunciation aberrations diminished markedly after learners completed the application’s sequential task-based activities. Notwithstanding these promising outcomes, it is imperative to acknowledge that gamification approaches within Urdu language pedagogy remain significantly underrepresented and underutilised within contemporary instructional paradigms, suggesting a substantial gap between technological capabilities and implemented educational resources.

Current research indicates that while various online platforms offer simplistic Urdu “games”— primarily consisting of elementary word-image matching activities, i.e. flashcards, that barely qualify as true gamified learning: a thorough analysis of both iOS and Android marketplaces demonstrates a significant gap in authentic, comprehensive Urdu language learning games.<fnref n="9" /> The digital platform *Urdujini* features an engaging implementation of the classic hangman game, specifically designed to enhance lexical retrieval abilities and orthographic precision. This interactive linguistic exercise presents a particularly valuable resource for practitioners of the Urdu language who have attained considerable proficiency, corresponding to at least the B2 or C1 levels according to the Common European Framework of Reference for Languages (CEFR).

<figure><img src="image_2.png" /><figcaption>Figure 1. : Hangman Game in Urdu</figcaption></figure>

Comprehensive online learning platforms have emerged as significant resources for Urdu learners worldwide. However, only a select few have achieved notable recognition, such as the Urdu learning program developed by Rekhta,<fnref n="10" /> while numerous other websites suffer from obsolescence or limited functional materials. YouTube constitutes a substantial repository of Urdu instructional content, encompassing a spectrum from rudimentary script acquisition for novices to sophisticated analyses of poetry and literary criticism for advanced learners.

Various universities from the Indian subcontinent contribute to this educational ecosystem by hosting regular lectures delivered by distinguished professors, complemented by numerous independent educators offering specialised Urdu curricula. The conversational program curated by Mango Learning features daily conversational exchanges articulated with precise native pronunciation.<fnref n="11" />

<footnote n="9">⁹ https://www.lingo-play.com/ (Interactive basic level learning platform).</footnote>

<footnote n="10">¹⁰ https://rekhtalearning.com/</footnote>

<footnote n="11">¹¹ My exploratory engagement with this platform has been limited to its complimentary introductory module, which provided access only to the preliminary lesson. This introductory content presents a remarkably constrained linguistic scope, encompassing merely three lexical greeting items, accompanied by cursory cultural annotations</footnote>
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

Another prominent digital platform for Urdu acquisition is Urdupod101.com, which has garnered considerable popularity.<fnref n="12" /> This resource similarly emphasises conversational proficiency and naturalistic dialogue through numerous interactive video presentations. These digital platforms typically offer methodologically structured courses that integrate audio-visual components with interactive elements, thereby addressing multiple linguistic competencies simultaneously.

In contrast to conventional textbooks, these digital resources demonstrate superior capacity for incorporating authentic linguistic materials, contextualizing language acquisition, and providing immediate evaluative feedback to learners—attributes that significantly enhance the effectiveness of the language acquisition process. Digital platforms have also facilitated more diverse pedagogical approaches. Many online resources incorporate principles from communicative language teaching, presenting language in authentic contexts and emphasising meaningful interaction. Video lessons demonstrating natural conversation, pronunciation guides with audio support, and interactive exercises that provide immediate feedback represent significant advances over traditional textbook-based instruction. However, critical assessment of these digital innovations reveals certain limitations. Many platforms still reflect traditional sequencing of linguistic content, beginning with script acquisition before proceeding to communicative functions. The quality and theoretical underpinnings of these resources vary considerably, with some offering little improvement over traditional methods, despite their digital format. Additionally, access barriers persist in relation to digital literacy, internet connectivity, and technological resources, particularly in regions where Urdu is widely spoken.

## 4.2 Urdu dictionary and script on mobile telephone

The last decade has witnessed a significant proliferation of mobile applications dedicated to Urdu lexicography, including both bilingual and monolingual dictionary resources.<fnref n="13" /> These digital tools manifest in two primary forms: offline applications that function autonomously without requiring connectivity, and online resources that need Internet access for operation. This technological advancement offers substantial pedagogical utility across the spectrum of Urdu language acquisition, serving both novice learners and those with advanced proficiency. Within the domain of bilingual lexicographic applications, English is the principal language paired with Urdu; there is a conspicuous absence of comprehensive bilingual resources pairing Urdu with other major world languages, such as French, German, or Arabic—a lacuna in the lexicographical landscape that merits

regarding their sociolinguistic significance. Based on this initial exposure, I have formed the preliminary assessment that the Urdu language curriculum offered through this digital platform lacks the comprehensive pedagogical framework necessary for substantive language acquisition. Beyond the aforementioned Mango Learning platform, my extensive investigation has revealed a conspicuous absence of Urdu language instructional resources across prominent mobile educational applications, including Duolingo and Rosetta Stone—a finding that directly contradicts the assertions documented by Basha and Charyulu (2024, p. 7266).

<footnote n="12">¹² They also have a YouTube channel *Learn Urdu with Urdupod101.com* with 157 000 members.</footnote>

<footnote n="13">¹³ Some of the mobile based Urdu dictionaries are: *rekhtah* dictionary (English, Hindi, Urdu and Urdu in Roman script), *Urdu lughat* (dictionary), Offline *Urdu lughat* dictionary, Urdu dictionary *Feroz ul lughat*)</footnote>
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

scholarly attention and remediation. These mobile tools present several distinct advantages over their traditional predecessors. The digital medium allows instantaneous lexical retrieval, phonological representation through audio pronunciation, contextual understanding via exemplar sentences, and diachronic linguistic insights through etymological annotations. The enhanced accessibility and functionality of these mobile resources have substantially diminished the impediments to vocabulary acquisition and textual comprehension for individuals engaged in Urdu language study.

Beyond lexicographical resources, specialised applications dedicated to Urdu script acquisition have emerged as invaluable pedagogical instruments. Urdu occupied a disadvantaged position during the initial phases of the digital revolution, due to the absence of dedicated keyboard functionality on mobile devices and inadequate support from major technology corporations such as Microsoft and Apple. Consequently, Urdu speakers predominantly resorted to Roman transliteration for digital communication across various social media platforms. Students of Urdu at INALCO expressed considerable astonishment upon discovering that their correspondents in Pakistan and India communicated exclusively through Roman script—a practice that generated significant confusion and communicative impediments due to the distinct phonemic characteristics of French and English-based Romanised Urdu. The acquisition of Urdu proficiency in the contemporary information era presented substantial challenges when learners lacked the capacity to produce text in the native script. Within the past three to five years, a significant transformation has occurred, with mobile device manufacturers now providing robust in-built integrated support for Urdu, while document processing applications such as Microsoft Word have incorporated diverse Urdu typographical options, including *Nastaleeq* and *Jameel* Urdu fonts.<fnref n="14" /> Approximately three years ago, Urdu software developer Zeerak Ahmed introduced an independent Urdu keyboard application called *matnsaz*, designed primarily to facilitate the transition of native Urdu speakers from Romanised text to authentic Urdu script communication.

<footnote n="14">¹⁴ According to UNESCO's comprehensive analysis outlined in their report (UNESCO 2025) on the global education agenda for 2030, substantial progress in technological innovation has facilitated unprecedented linguistic accessibility through digital interfaces. Most notably, the Keyman application—a mobile-based technological solution—has exponentially expanded keyboard accessibility across approximately 2,400 languages worldwide. This technological intervention holds particular significance for linguistically marginalised communities whose languages have historically been excluded from the benefits of digital advancement. The Keyman platform transcends mere accessibility by offering users sophisticated capabilities for keyboard development and configuration across diverse operating environments, thereby enabling customisation for specific linguistic requirements. In the context of Urdu language digitisation, the application provides multiple keyboard architecture options, including Urdu phonetic systems, Urdu Basic, Latinised Urdu interfaces, and specialised Balochi-Urdu configurations—each addressing distinct user needs and proficiency levels within the broader Urdu-speaking linguistic community.</footnote>
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

<figure><img src="image_3.png" /><figcaption>Figure 2: Announcement of Matnsaz script on X (formerly Twitter)</figcaption></figure>

Although it appears unlikely that Ahmed conceived new Urdu learners as the primary target demographic for this application, the keyboard nonetheless serves as a beneficial resource for language acquisition. This technological progression represents a critical advance in addressing the digital divide that previously hindered Urdu script propagation and accessibility in educational and communicative contexts.

One of the most significant challenges in Urdu language pedagogy has been teaching the Perso-Arabic script effectively to learners accustomed to Roman script. Recent multimedia innovations have transformed approaches to script teaching, addressing this foundational aspect of Urdu acquisition. Interactive applications have further revolutionised script learning by allowing learners to practice writing with immediate feedback. Touch-screen applications that evaluate learners' handwritten input against standard forms provide corrective guidance that approximates teacher supervision. This technological innovation partially addresses the shortage of qualified Urdu instructors in many educational contexts. Animated approaches to script teaching have also emerged, using visual narratives to help learners remember character forms and sounds. These approaches draw on memory research showing that information embedded in meaningful contexts is more readily retained than isolated facts. By associating characters with memorable images or stories, these resources facilitate more efficient script acquisition. The integration of audio components with visual script instruction represents another significant innovation. By consistently pairing written forms with their pronunciation, these multimedia resources reinforce the phonological associations necessary for reading fluency. This multisensory approach aligns with contemporary understanding of effective language acquisition processes.
## 4.3 Online Social Media Platforms

A significant paradigm shift has manifested in Urdu language acquisition through the proliferation of specialised communities on prominent social media platforms, including Facebook (with its myriad groups dedicated to Urdu pedagogical practices and literary discourse), Instagram, and X (formerly Twitter).<fnref n="15" /> Given that these digital ecosystems originate from the United States, their predominant user base possesses English language proficiency and typically encounters Urdu through Roman transliteration—a phenomenon that merits scholarly examination for its implications on linguistic authenticity and pedagogical efficacy. Instagram, arguably the most influential of these digital platforms in terms of language dissemination, hosts several Urdu-centric accounts that systematically introduce neophytes, emerging speakers, and Urdu enthusiasts to carefully calibrated linguistic fragments. These digital pedagogical interventions serve the dual purpose of facilitating incremental language acquisition while sustaining intellectual engagement with Urdu as a linguistic and cultural system. Particularly noteworthy in this digital landscape are accounts such as *rehmaco* and *ishqurdu*, which employ a bilingual visual methodology juxtaposing Urdu and English content. These accounts strategically target non-native Urdu speakers through a comprehensive thematic approach encompassing literature, structured language acquisition, cinematic discourse, poetic expression, and related cultural domains.

Similarly significant is *joyofUrdu*, which has garnered substantial recognition for its accessible and empathetic approach to Urdu pedagogy. This platform transcends mere linguistic instruction by encompassing the aesthetic and cultural heritage embedded within the language. This holistic approach stems from the conceptual framework developed by its curator, Zerminae Ansari, whose personal narrative—born into an Urdu-speaking household yet unable to acquire the language within a diasporic context—informs the platform's pedagogical philosophy and cultural sensitivity.

It warrants scholarly acknowledgment that these digital platforms fundamentally operate as complementary educational mechanisms rather than comprehensive substitutes for systematic, immersive language acquisition. Their function must be conceptualised as parallel pedagogical approaches that augment—rather than replace—formal, structured Urdu language instruction. The fragmented nature of social media content, despite its accessibility and engagement value, inherently lacks the methodological rigor, sequential progression, and comprehensive scope that characterise formal language education frameworks. Nevertheless, these digital environments frequently serve as significant catalytic agents, potentially stimulating sufficient intellectual curiosity to precipitate enrolment in comprehensive language instruction programs. The transitional pathway from casual digital engagement to formal academic commitment represents a noteworthy phenomenon in contemporary language acquisition trajectories. The curiosity initially cultivated through algorithmic exposure to curated linguistic content may evolve into sustained academic commitment to comprehensive language mastery. My professional observations have documented several empirical instances wherein prospective students initially encountered Urdu through digital platforms, subsequently developing intellectual engagement with South Asian

<footnote n="15">¹⁵ On Facebook : *Learn Urdu Fast* group, *Learn Urdu, How to speak Urdu language, E-LEARNING ENGLISH TO URDU* (all names of groups, and there are hundreds of them). On X : @UrduPod101 (all other accounts related to Urdu learning are no more functional).</footnote>
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

cultural expressions through cinematic and poetic media, and ultimately culminating in formal
academic enrolment. This progression from digital exposure to institutional commitment
illustrates the potential of social media platforms to function as preliminary access points to
more comprehensive linguistic and cultural studies.

4.4 Integrating Sociophonetic Approaches in Urdu Language

As an innovative pedagogical intervention within the domain of sociolinguistics, I developed and implemented a specialised course called “Sociophonetics of Urdu” for third-year undergraduate students in the Urdu Bachelor’s programme at INALCO, Paris. This curriculum was designed to expose students to the phonological diversity present across Urdu varieties and accents spoken throughout India and Pakistan through curated audio recordings. Following a concise theoretical introduction to general sociophonetic principles, students progressively develop and master various expressions, usages, and accents of Urdu as manifested in different cities across the Indian subcontinent and within the Urdu-speaking diaspora. The assessment methodology required students to conduct original fieldwork, either locally in Paris and other French regions or remotely via telecommunications with South Asian interlocutors, documenting authentic Urdu discourse through recorded conversations or structured interviews with native speakers. Though this pedagogical approach was initially established in 2016, it demonstrates significant congruence with contemporary multimodal pedagogical frameworks that emphasise learner self-identification within curricular structures—what educational theorists have termed “Seeing yourself in the curriculum” (Kukulska-Hulme et al. 2023, p. 22). This approach positions students as simultaneous actors and subjects within the educational process. Within this instructional paradigm, Urdu language learners activate their linguistic competencies in demanding communicative contexts through direct engagement with native speakers, thereby facilitating language acquisition through meaningful, contextualised interactions that enhance both retention and practical application of sociolinguistic knowledge.

Over the duration of this pedagogical initiative, a substantial corpus of recordings has been systematically compiled through student fieldwork, which now functions as an invaluable instructional resource within the course itself. Through this collaborative archival process, students have significantly contributed to making diverse Urdu varieties accessible to their French peers, enabling collective engagement with the sociolinguistic intricacies of the language. This experiential learning framework facilitates sophisticated understanding of dialectal variations, sub-varieties, and the complex socio-political dimensions encoded within distinct Urdu accents. Additionally, the course has generated a specialised lexicographical resource documenting differential lexical usage between Indian and Pakistani Urdu speakers, providing students with critical insights into the geopolitical dimensions of language variation and the sociolinguistic implications of regional linguistic practices.

4. Future Directions

5.1 Research Needs and Gaps

Despite the progress outlined in previous sections, significant research gaps remain in Urdu
language pedagogy. Addressing these gaps is essential for continued development of evidence-
based approaches to Urdu
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

teaching. Longitudinal studies assessing the effectiveness of innovative approaches represent a critical research need. Most evaluations of pedagogical innovations have been limited to short-term assessments, without addressing questions about sustained learning outcomes. Rahman (2023) advocates the establishment of a comprehensive research program that would track learners over extended periods, assessing both linguistic competence and continued engagement with the language. Such research would provide valuable insights into which innovations produce lasting learning outcomes.

Comparative studies of pedagogical approaches across different learner populations would address another significant research gap. Current research often focuses on particular demographic groups—university students, heritage learners, or religious scholars—without systematic comparison of how different approaches might be more or less effective with different populations. Comparative research would support more targeted and effective pedagogical interventions.

Assessment validation studies represent another research priority. As innovative teaching approaches emerge, corresponding assessment methods must be developed and validated. Traditional assessment instruments often fail to capture the communicative competencies emphasised in contemporary approaches. Such research would support the alignment of teaching methods and assessment practices.

Implementation studies examining the practical challenges of pedagogical innovation constitute another important research direction. Research examining how innovations in Urdu teaching are actually implemented in different institutional and cultural contexts would identify barriers to adoption and strategies for overcoming them. This applied research would bridge the gap between theoretical development and practical application.

Neurolinguistic research specific to Urdu acquisition represents a frontier area with significant potential. Studies examining the cognitive processes involved in acquiring Urdu script, processing its grammatical structures, and navigating between its various registers could inform more effective teaching approaches. Preliminary work by Durrani et al. (2023) using functional magnetic resonance imaging (fMRI) suggests that Urdu script processing activates distinct neural pathways compared to Roman script, with potential implications for teaching methodologies.

## 5.2 Policy Recommendations

Effective advancement of Urdu language pedagogy requires supportive policy frameworks at institutional, national, and international levels. Based on the analysis presented in previous sections, several policy recommendations emerge as particularly important for fostering continued innovation and improvement. National language education policies should explicitly recognise and support Urdu teaching innovation.<fnref n="16" /> Policies that establish innovation grants, recognise curriculum development as scholarly work, and create centres of excellence for language pedagogy would provide crucial support for continued advancement. In both India and

<footnote n="16">¹⁶ The National Education Policy 2020, published by the Ministry of Human Resource Development in India, emphasises innovation and digital literacy while also focusing on the promotion of language teaching. However, Urdu and other regional languages are not explicitly mentioned in this policy document.</footnote>
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

Pakistan, language policy documents should specifically address the modernisation of Urdu teaching methodologies rather than focusing exclusively on questions of status and promotion. Teacher education policies require particular attention. Policies requiring Urdu teacher education programs to include training in contemporary methodologies, technology integration, and materials development would ensure that the teacher supports innovation rather than impeding it. Certification requirements should include demonstrated competence with innovative approaches rather than simply traditional knowledge.

Policies on technology infrastructure must consider the specific needs of language education: access to appropriate hardware, software, and connectivity is a prerequisite for many innovative approaches to Urdu teaching. This persistent constraint can be addressed by policies ensuring that educational technology planning includes language-specific considerations. Assessment and accreditation policies should evolve to recognise and validate innovative approaches. Whereas traditional standardised assessments often reinforce traditional teaching methods by testing only the knowledge and skills developed through those approaches, policies that broaden assessment criteria and recognise multiple pathways to language proficiency would create alignment between innovative teaching and institutional evaluation systems.

## 6. Conclusion

This comprehensive examination of pedagogical innovation in Urdu language teaching reveals a field in transition, with significant achievements alongside persistent challenges. The historical context of Urdu instruction, characterised by traditional methodology has created a complex landscape for pedagogical innovation. Nevertheless, the emerging developments in digital resources, institutional initiatives, theoretical frameworks, and technological integration demonstrate promising directions for the continued evolution of Urdu language pedagogy. The development of online learning platforms, mobile applications, multimedia approaches to script teaching, and digital dictionaries has dramatically expanded access to Urdu learning resources beyond traditional institutional contexts. These developments have begun to address the resource limitations that historically constrained Urdu teaching.

Technological integration in Urdu pedagogy extends beyond digitising existing resources to creating entirely new learning modalities. The emergence of AI-assisted learning tools, virtual reality applications, and specialised language technologies demonstrates the potential for technology to transform the learning experience itself. While these technologies remain unevenly implemented, their early results suggest promising directions for addressing persistent challenges in Urdu acquisition, particularly for learners outside immersion environments.

Despite some of these achievements in Urdu pedagogy, significant challenges persist. Online social media platforms serve an invaluable function in the linguistic recruitment pipeline by creating initial exposure, fostering preliminary interest, and potentially catalysing commitment to formal language acquisition processes, but they cannot substitute for structured language instruction. Competition with English and other languages for educational resources and learner attention remains intense. Most fundamentally, the gap between innovative
To Cite : S. Haque (2025). *Pedagogical innovation in Urdu language teaching : Assessment and challenges*. Actes du colloque international, "Describing and Teaching the Grammar of Foreign Languages", 29-30 mai 2025, Université nationale de Séoul, Séoul, Corée du Sud, pp. 343-359.

approaches and widespread practice remains substantial, with many Urdu programmes continuing to rely on traditional methodologies and outdated materials.

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