On distribution relations of polylogarithmic Eisenstein classes

We show that for Siegel modular varieties of arbitrary genus, the natural distribution relations satisfied by certain integral Eisenstein cohomology classes defined by Kings admit an adelic refinement. This generalizes the classical relations for Siegel units on modular curves.Comment: 19 pages, 10 figure

Norm relations for CM points on modular curves

In this expository note, we prove the horizontal norm relations for the anticyclotomic Euler system of CM points on modular curves with a view towards higher dimensional generalizations.Comment: Expository, 12 page

The English Learner’s Identity in O’ Level EFL Classroom and Its Effect on EFL Learning Investment

The relation between language and identity is not a new thing to discuss, but it has a powerful influence on learner’s self. This issue specifically with English non-native learners is prominent through its greater demand in academic and popular discourse on language usage and its learning throughout the country of Pakistan. The aim of the study is to investigate the construction of identity of L2 learners within English-only ideology in O’ level classroom and its impact on EFL Learning Investment. The findings of the present study indicate that the huge impact of investment on learner’s identity inside and outside the classroom. In this study, data was collected from three learners from Hyderabad, Sindh, Pakistan whose identities are in a state of adaptation in the process of learning. It is observed that English language has a dominance by its number of learners which are increasing day by day and it has become a medium of communication by many of the cultures adopting it as a ‘must learn language’. Keywords: Identity; investment; English learners’ identity; English language learning. DOI: 10.7176/RHSS/11-18-04 Publication date:September 30th 202

Identifying the Grammatical Errors Committed by EFL Learners: A study of Public Sector Universities Sindh, Pakistan

Grammar is considered very important for learning a foreign language as it is an important pedagogical skill and a significant part of target language proficiency. Teachers are, thus, supposed to identify L2 learners’ common grammar mistakes for addressing them in their teaching.   This study is intended to investigate the most common errors made by Pakistani students at university level. Data was collected through Google Survey by dispatching questionnaire to the participants (n=80) also distributed manually. The data was analyzed using SPSS software version 21. The results show that Pakistani university EFL students make a large number of both intra-lingual and inter-lingual errors.  The results also revealed that there was consensus found about the effectiveness of error correction. Teachers supported the use of different methods and stated that it has a positive impact on EFL learners' correct use of grammar. It is recommended that grammatical errors need more attention and the teachers need to provide essential feedback to minimize the error occurrence. Keywords: Error Analysis, GTM, Perceived Common Errors, Interlanguage, L1 Interferenc

Semiotics Analysis of Food and Beverages Billboards in Hyderabad, Sindh

Advertisement is one of the vital part of our daily lives. Advertisements are of the various types but the billboards are common and omnipresent. The billboards are categorized under outdoor advertisement. This study is conducted in the context of Hyderabad, Sindh. The researcher has analyzed food and beverages billboards under the theory of Barthes’ semiology. The scholar has analyzed the data under the first and second order of Roland Barthes’ theory. The denotation and connotation meaning have been analysed. The researcher has used qualitative methodology. The results show that advertisers used various linguistic sign, colors and images in order to manipulate the audiences to sell their product. Keywords:billboards, semiotics, Hyderabad, Roland Bathes DOI: 10.7176/JLLL/81-01 Publication date:August 31st 202

Exploring challenges in implementation of Learner-centered Approach in Pakistani EFL Classrooms

This research focuses on the challenges that teachers confront in EFL classrooms at private secondary schools in Hyderabad, Pakistan. The study employs a qualitative research design conducted at five private secondary schools in Hyderabad, Pakistan. Classroom observations and semi-structured interviews are used to obtain data. Five EFL teachers were observed while teaching English in the classroom, and three of them were interviewed. Purposive sampling was used in this investigation. Thematic analysis is used to examine the data. It was discovered that teachers encounter challenges as a result of huge classrooms, a lack of resources, and approaches that have previously been provided to them. Keywords: Difficulties, EFL teachers, Learner-centered approach, EFL classrooms DOI: 10.7176/JLLL/81-07 Publication date:September 30th 2021

English Language Teaching in Multilingual Classrooms: A Study of L2 Teachers’ Strategies to Manage Many Languages

The teaching plus learning practices have become a challenge for ESL teachers and learners significantly at the undergraduate level in Pakistan.  This difficulty occurs to teachers when they have to deal with ESL learners from such diverse backgrounds. In Pakistan, the English languages is majorly taught as second language at college and university levels in public and private sectors. At general level, English language is in practical pedagogy as a compulsory subject from schools to colleges and universities. The English language today is used as the world’s language some also call it as ‘’Universal language’’ because of its wide usage across the world, that contributes into the usage and learning of the language in all the domains and areas of study (Yunus, 2013).  This research study attempted to investigate the strategies ESL teachers use in multilingual English language classrooms at undergraduate level in universities to deal with learners and cope up with such linguistic diversity in classrooms.  The qualitative research paradigm was employed with structured online interviews of the undergraduate teachers of University of Sindh, Mehran University of Engineering and technology, Jamshoro, and Quaid-e-Awam University of Engineering, science and technology, Nawabshah, Sindh, Pakistan respectively. The study proposed that there are diversified learners in multilingual ESL classrooms at undergraduate level in universities having different backgrounds. The teachers use multiple strategies to cater multilingual learners in ESL classrooms and these situations have both positive and negative effects on learners’ performances. Keywords: English language teaching, English as Second language (ESL), learner’s experiences, learner’s difficulties, language learners, teacher’s strategies, pedagogy. DOI: 10.7176/JLLL/64-02 Publication date: January 31st 202

English Colonialism and Imperialism in India

This paper traces dominancy of English language in India which was under the direct influence of British empires. India was the most powerful state and was colonized so far by the British Empire. Its imprints can be seen still now, especially the language imperialism. English was encouraged for the purpose of business and trade earlier, than it became the superior language of India. Later on it became the way to escape from social class system and was mostly learnt by the upper class. This study answers the questions: Does English language be praised or condemned? How Indians have responded to English language? What efforts were made by British missionaries to incorporate English language in the universities and colleges of India?In order to estimate the extensive impacts of colonialism a distinction needs to be made between the direct and indirect impacts and instrumentation. The article also presents the characteristics of language imperialism following the same blueprint as industrialist economic supremacy. Keywords: British, India, Colonialism, Imperialism

Development of Fundal Varices in Cirrhotic Patients after Eradication of Esophageal Varices

Background: To analyze the development of fundal varices in cirrhotic patients after eradication of esophageal varicesMethods: In this observational study 150 patients of liver cirrhosis, with the history of upper gastrointestinal tract bleed and esophageal varices of grade F2 and F3 but absence of fundal varices, were included. Patients who had previous history of banding were excluded.Results: Eighty one (54%) patients were male. Mean age of the patients was 49.34±11.45 years. Twenty two (14.66%) developed fundal varices of which 2(1.33%) patients developed fundal varices at 2 months, 8(5.33%) patients developed fundal varices at 4 months following banding, and 12(8%) patients developed fundal varices at 6 months following banding of esophageal varices. Fourteen (63.63%) patients had GOV2 while 8(36.36%) had IGV1. Conclusion: New fundal varices develop with increasing frequency in patients treated with esophageal variceal band ligation, and the incidence has a time-dependent relationship