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Criticism and Praise for Muslim Schools - Iftikhar - 12-18-2006
Established 1981
London School of Islamics
An Educational Trust
63 Margery Park Road London E7 9LD
Email: info@londonschoolofislamics.org.uk
www.londonschoolofislamics.org.uk
Tel/Fax: 0208 555 2733 / 07817 112
Criticism and Praise for Muslim Schools
Muslim schools offer a more conducive environment for learning because Islam teaches respect and stress learning whereas in state schools, there is a high level of disrespect. There is no evidence that Muslim schools foster separatism and hatred and indoctrinate children with values that endanger shared society.
There is a positive co-relation between faith, culture and language. Faith needs culture and languages to flourish. According to a research, children who study the language and culture of their parents may achieve more and become more involved citizens. Migrant Muslims speak variety of languages. State schools as well as Muslim schools give lip service to the community languages but majority of Muslim schools completely ignore or discourage community languages. The chairman of the Association of Muslim Schools Mr.Idrees Mears, a native revert totally rejects the teaching of Urdu and other languages. The same opinion was expressed by the head of state funded Islamia School as well as by the Chairman of the Nida Trust. They are not in a position to understand the needs and demands of the bilingual children because they are themselves monolinguals. It is a well known fact that social and emotional education comes with ones own language, literature and poetry. Pakistani children suffer more than other children. They speak different languages at home and when they go to the Masajid they are exposed to Urdu and Arabic. At schools they are exposed to English and at the age of 11 are exposed to European languages. Now European languages are introduced at Primary level, but Urdu is totally ignored and discouraged by the state as well as by the Muslim schools. English, Arabic and Urdu must be introduced at nursery level so that the children can grow up with three languages. We have already lost three generation and the fourth one is in the process of losing its linguistic and cultural identity by not learning Urdu. The Muslim community is suffering because of social and cultural problems of high rate of divorce, run away young girls, low academic achievements, drug addiction, drinking, teenage pregnancies, disrespect for their parents and elders, forced marriages and honour killings. It is all because our youth are cut off from their cultural roots and languages. I blame state schools because they have never been serious in the teaching of Urdu, Arabic and other community languages.
An American research reveals in 2005 that bilingual learners with no education in their first language take longer to learn English and a bilingual learner with a good education in their own language do best of all. Muslim schools are committing the same mistake by ignoring community languages. Even DFES and OFSTEAD are not serious about the importance of bilingualism and bilingual education. Their priority is the teaching of English language. No body is denying the importance of English as an economic language but equally important is the first languages of the children for social and emotional literacy.
I have been campaigning for Muslim schools since early 70s because there is no place for foreign cultures, languages and faiths in state schools. Muslim children are victim of racial abuse and discrimination. Neither Muslim community nor the DFE paid any attention to my proposal. Muslim community kept on setting up Masajid for worshiping and for the education of their children. Masajid help Muslim children to recite the Holy Quran without understanding and teach them how to perform their prayers. DFE introduced Multicultural education for the integration and assimilation of the Muslims.
I regard Muslim schools not just Faith schools but more or less bilingual schools. I set up the first Muslim school in Forest Gate London in 1981. Special attention was given to Standard English, Arabic and Urdu languages along with National Curriculum. But due to its closure, it could not become a model school for others to follow. Islamia School, founded by Yusuf Islam became the model school where there is no place for the teaching of Urdu and other community languages and only Arabic is taught.
The sound knowledge of ones owns language would appear to help – not hinder the acquisition of a second language and bilingual children may even have cognitive advantages and that the ability to speak more than one language is going to be increasingly important for the world of the future. Therefore, Muslim children and young Muslims have potentially a major educational advantage, although sadly this is not being developed well at present. British policy makers now recognise bilingualism as an educational asset rather than a problem. Education plays a central role in the transmission of languages from one generation to the next. The teaching of mother tongues is essential in terms of culture and identity. Arabic is a religious language for the Muslims but for Pakistanis, Urdu is also essential for culture and identity. Blind Muslim children in Bradford are learning to read Arabic and Urdu Braille, by a blind teacher who traveled from Pakistan. Now blind Muslim children are not going to miss out on culture, religion, language and the social aspects and integration into their own community and identity.
Majority of Muslim children are from Pakistan. They need to learn Arabic and Urdu to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Bilingualism and bilingual education should be part and parcel of each and every Muslim school. The problem is that most of Muslim schools are running by British educated Muslims who are made monolinguals by state schools. They do not feel the charm of bilingualism. They have never been given the chance to learn Arabic and Urdu along with English. An English man is proud of his language, culture and faith or no faith. In the same way a Muslim should be proud of his faith, languages and cultures. In my opinion at least three hours a day must be given for the teaching of English, Arabic, Urdu and other community languages from nursery level. The teaching of Standard English will help them to follow the National Curriculum and go for higher studies and research to serve humanity.
Iftikhar Ahmad