A Muslim charity is
giving Christmas gifts to homeless people in all major cities in UK on Christmas
day. In my opinion Christian community should give Christmas presents to
non-Christian communities. I just want to know how many native Brits invite
their Muslim neighbours in their home for dinner on Christmas day? Muslim
community has two religious festivals per year. On those days, Muslims should
give Eid gifts to non-Muslims and invite their non-Muslim neighbours for dinner.
This process is called community cohesion and integration. This process is also
called anti-racism.
A report by the Institute for Community Cohesion found that native parents were
deserting some schools after finding their children out numbered by pupils from
ethnic minorities. Schools in parts of England are becoming increasingly
segregated. The study focused on 13 local authorities. Many of the schools and
colleges are segregated and this was generally worsening over recent years. This
is RACISM because British society is the home of institutional racism. My
statement regarding Muslim schools where there is no place for non-Muslim child
or a teacher is based on educational process and not on racism. Muslim children
need Muslim teachers during their developmental periods. For higher studies and
research, Muslim teacher is not a priority.
The British establishment is wrong in thinking that Imams are to blame for
extremism. Imams are not solution to the problem for extremism. Extremism is
nothing to do with Imams. Extremism is not created from abroad, it is coming
from within. Britain fails to help Muslim communities feel part of British
society. Race trouble is being predicted by the Daily Express, because of an
ethnic boom in UK major cities. Muslim communities need imams for the solutions
of their needs and demands in their own native languages. Muslim parents would
like to see their children well versed in Standard English and to go for higher
studies and research to serve humanity. The fact is that majority of Muslim
children leave schools with low grades because monolingual teachers are not
capable to teach Standard English to bilingual Muslim children. A Muslim is a
citizen of this tiny global village. He/she does not want to become notoriously
monolingual Brit.
Children’s mother tongue is fragile and easily lost in the early years of
school. Language lies at the heart of any culture. The different languages
spoken provide clear links with the family and community traditions which enrich
British culture. To reject a child’s language in the school is to reject a
child. Children cultural and linguistic experience in the home is the foundation
of their future learning and we must build on that foundation rather than
undermine it. Increased cultural and language awareness could help to combat
hooliganism.
A Muslim is a citizen of this tiny global village. he/she does not want to
become notoriously monolingual Brits. British schooling has been forcing them to
become notoriously monolingual Brits. It is a fact that British schooling is the
home of institutional racism and British teachers are chicken racist. It is a
crime against humanity to deprive a child form his/her mother tongue. Arabic is
a religious language and all Muslims must learn and be well versed in Arabic to
recite and understand the Holy Quran. Ed is very proud of his comprehensive
school because students were speaking 60 languages. After leaving school, all
those who spoke different languages, could only speak English because there is
no arrangement for them to learn their own languages at school. Even teachers
discouraged them to speak their language in school. British schooling regards
bilingualism as a problem and not an asset. Sadiq, the Mayor of London and Amin,
chairman of the Conservative Muslim Forum were the product of British schooling.
They are very proud that they are unable to speak, read and write Urdu language.
I do not blame them. It is the fault of the British schooling.
Speaking English does not promote integration into British, American and
Australian societies, and broaden opportunities. English speaking Muslim youths
are angry, frustrated and extremist, thanks to state schools with monolingual
non-Muslim teachers and English language. English language is not only a lingua
franca but also lingua frankensteinia. Human right are also covers linguistic
right. Cultural and linguistic genocide are very common. British schooling is
murdering community languages like Arabic, Urdu and others. English is today the
world killer language. Linguistic genocide is a crime against humanity and
British schooling is guilty of committing this crime. Language is not just a
language. It defines one's culture, identity and consciousness. It defines how
we think, communicate and express ourselves. The fact is the most South Asian
Muslims have come to know Islam by way of Urdu, the children's alienation from
the language that connects them the heritage of their parents and grandparents
is disturbing. As a matter of fact, one has to get to know his mother tongue
well if one is to master any other language.
The largest ethnic minority groups in British schools are children of Pakistani
origin: a community often accused of resisting assimilation and integration. Ann
Cryer, the ex-MP for Keighley blamed Imams for not speaking English. She should
blame British schooling for not teaching Urdu/Arabic to Pakistani children, thus
depriving them of understanding the Sermons in Arabic/Urdu. They are unable to
enjoy the beauty of Urdu/Arabic literature and poetry. Imams are not part of the
problem rather than the solutions. There is a proposal to teach Urdu as a
compulsory language instead of French and German in British schools. The British
Government is urged to remove the requirement in the National Curriculum that
children between the ages of 11-14 study at least one European language. The
linguistic abilities of large number of Muslim children were being ignored
because they had to learn another European language as well as mastering
English. The Government must promote the status of Arabic/Urdu languages instead
of languages of European origin. Tim Benson, head of Nelson primary school in
Newham said that the “nationalistic curriculum failed to recognise the
staggering array of linguistic abilities and competencies” in schools such as
his, where the pupils spoke more than 40 languages. The linguistic dexterity of
families speaking an array of languages was celebrated but the “awesome
achievements” of children mastering three or four languages were barely
recognised by the education system. Social and emotional education comes with
your own language-literature and poetry. A DFEs document clearly states that
children should be encouraged to maintain and develop their home languages. A
study shows that bilingualism is a positive benefit to cognitive development and
bilingual teacher is a dire necessity and is a role model. The price of ignoring
children’s bilingualism is educational failure and social exclusion.
Bilingualism could be developed by bringing a partner from Pakistan. The kids
will get better at both languages. One will speak English while the other will
speak Urdu.
Muslim children need to learn Qur'anic Arabic, Urdu and other community
languages to keep in touch with their cultural heritage and enjoy the beauty of
their literature and poetry. They must develop their cultural, linguistic and
spiritual identity before they are exposed to wider society, otherwise, they
would be lost in western jungle. For this purpose, they need state funded Muslim
schools with Muslim teachers. There are hundreds of state and church schools
where Muslim children are in majority. In my opinion, all such schools may be
opted out as Muslim Academies. There is no place for a non-Muslim child or a
teacher in a Muslim school.