Language & Literature

Faculty of Language and Literature

Initially, Faculty of Language and Literature (FLL) was part of the Teacher-Training Academy established in 1982, then was transformed into Kabul Pedagogical Institute. FLL was primarily created as a department of literature and then promoted to faculty of language and

literature in 1985. As per the need of the country’s schools and Afghan government policy, Mo HE added the department of Arabic language as part of the FLL in 1995. Kabul Pedagogical Institute was named as Kabul Education University in 2002, with the faculty of language and literature being the active and widely recognized one on campus. Currently, FLL includes six departments, namely Pashto, Dari, Arabic, English, Turkish, and Russian departments which are producing professional teachers to primary and secondary schools and teacher training institutes across the country. Presently, seventy-eight male and female faculty members are serving as teachers and administrators in four sections (pre-service, in-service, night-shift, and Master’s program) to almost 1972 students.

Aims of the Faculty of Language and Literature ( FLL)

• Educating the new generation of students equipped with contemporary knowledge and skills;
• Producing professional educators for Afghan Ministry of Education;
• Offering professional teachers and skilled translators for national and international organizations;
• Developing personal and professional growth of faculty members and students;

 

Vision

The FLL at Shahid Rabbani University is striving to provide world-class learning opportunities of international and local languages as per the needs of Afghan society via training professional teachers equipped with professional and leadership skills. FLL is determined to function as a trustworthy institution of education within the nation and region.

 

 

Mission

Using current educational technologies and modern-day curriculum, FLL is accommodating professional teachers and educational leaders equipped with research and a strong commitment to the education sector of the country. 

 

Values

• Educating students in accordance with the human, Islamic, and national values based on the world-class standards that meet requirements of ministry of education and other national and international organizations
• Promoting a credit-based system of quality education using cutting-edge educational technologies
• Upholding research culture in the fields of literature and striving towards self-reliance and autonomy of the institution.
• Improving the quality of research and instruction based on the Faculty and university’s strategic plans
• Observing Islamic and human values as well as academic ethics and values following MoHE’s guidelines.

 

Graduate Accommodation

FLL is offering programs in Dari, Pashto, English, and Russian and Arabic languages since 1988 while started Turkish language and literature since 2016.

 

Student Enrollment

Students at the FLL get enrolled via a national entrance exam (Kankor).

a. After completion of high school, students take national entrance exam to get into the FLL;

b. After completion of teacher training college (14th grade), students take a specific entrance exam;

c. Students are admitted to the Faculty through a specific entrance exam;

 

Strengths of the Faculty

 

• Presence of qualified, experienced, and high-ranking faculty members

• Availability of effective teaching and developmental plans

• Application of credit system

• Establishing academic partnerships with national and international universities including journalism faculty of Kabul University and other private universities, as well as Indiana University Bloomington, Turkish Education Foundation, and Vios Amra

• Strong departmental partnership within all departments of the FLL.

• Encouraging students’ enrollment and participation

• A functioning administration at department and Faculty levels

• Innovative teaching approaches based on present-day research and scientific findings.

• Provision of rigorous learning opportunities to develop students’ personal and professional growth

• Following Mo HE’s guidelines within a friendly learning environment based on Islamic ethics and academic standards.

• Availability of a research center to pave the ground for cutting-edge research by students

• Improving instruction quality based on self-

Assessment by faculty members each semester.

Master’s Degree Programs

The master’s programs namely TESOL, Pashto literature, and Dari literature with a concentration towards education are designed and implemented to develop students’ professional skills needed for the world of work. The courses are taught based on present-day teaching approaches and methodologies. The curriculum for master’s programs is developed based on national and international standards that meet students’ needs per domestic and regional work requirements.

Employment Opportunities for FLL Graduates

FLL graduates have numerous employment opportunities both within the country and abroad.

• FLL graduates get employed as professional teachers with the Ministry of Education.

• FLL graduates work as committed individuals with other sectors of the government

• FLL graduates work as translators and interpreters with national and international organizations

• FLL graduates employ as faculty members with public and private universities

• FLL graduates work in teacher education colleges across the country

• FLL graduates work as spokespersons, writers, and other roles

• In general, LL graduates employ as professional and educated individuals with various administrations of the Afghan government and international organizations.

 

Achievements and Challenges of the Language and Literature Faculty in 1398

In spite of some security issues and threats the faculty of Languages and Literature had the following achievement in 1398. The achievements have been obtained as the result of tireless efforts of the faculty members. During the last year, the academic and administrative members of Languages and Literature faculty continued to do their jobs with full devotion, patriotism, and Islamic sense while challenges existed on their way. In addition to the achievements of the last year, we did have some problems which challenged the activities of the faculty. These challenges and achievements are listed as below:

 

The list of Achievements and Challenges

No.	Achievements	Remarks
1	Establishment of two master’s programs in the national languages of Afghanistan:  Dari and Pashto.
2	Graduation of 42 students from Master of Education in TESOL.
3	Graduation of (     ) bachelor degree students from Dari, Pashto, English, Arabic, Russian, and Turkish language and literature departments.
4	Signing an agreement with the Turkey Cooperation Foundation.
5	Ten lecturers have been sent for master and doctorate programs abroad.
6	Equipping the classrooms with educational technologies.
7	Four lecturers from the English department have been introduced to the online program of World Learning.
8	On time distribution of transcripts to the students.
9	Publication of TESOL master students’ thesis.
10	Review of curriculum of departments with the help of MoHE
11	Review and renovation of the lecture notes.
12	Publication and compilation of books for the students.
13	Executing the academic promotions of lecturers on time.
14	Preparation of the brochures for the faculty and six departments
15	Reinforcement of the students-centered learning approach.
16	Implementation of OBE and SCL approaches in the faculty.
17	Review and preparation of strategic plan, operation plan, and implementation plan of the faculty.
18	Recruitment of two contract-based lecturers for Turkish language department by the institute of Younis Amra.
19	Conducting a course with 50 - 80 percent discount for the students of Turkish language department by the institute of Younis Amra.
20	Launching an essay writing competition between the students and rewarding the students.
21	Launching night-shift classes
22	Assigning experienced and professional members in each committee of the faculty.
23	Conducting honorary conferences by the lecturers.
24	Communicating with the representatives of the students via WhatsApp.
25	Preparing an effective mechanism for investigating the complaints and taking immediate action toward it.
26	Creating WhatsApp groups for communication with faculty members, departments, and committees.
Challenges		Possible Solutions
1	Lack of faculty and department level libraries	Making a library for each department using the developmental budget or with the support of national and international organizations.
	Lack of scholarships for students	Providing scholarships through two channels: Ministry of Higher Education Scholarships with the support of foreign embassies.
	Lack of professional people in university level committees.	Experience and professionalism should be the criteria for the membership in committees
	Lack of enough attention to lecturers’ capacity building.	The workshops should be conducted based on the identified priorities.
	Lack of workshops for updating the contents of the subjects.	Subject-based workshops should be conducted to update the contents of the subjects.
	Lack of short-term scholarships for lecturers.	Arranging scholarships for lecturers by MoHE, from developmental budget, or with the support of foreign embassies.
	Lack of clear instruction regarding the quality assurance issues.	Those who work in the quality assurance committees should be well-trained and a clear course of action should be draft out including a sample.
	Lack of attention to the maintenance of electronics.	The related departments should be instructed to pay complete attention to the maintenance of electronics.
	Occupation of some of the lecturers in the committees of MoHE	The lecturers should be introduced to the committees based on an agreement with the departments. The participation in the committee’s meetings should be one or two days a week based on the needs. The days of participation in committee’s meeting should be reported to the departments in written form.
	Lack of better conditions for improving the academic degree of the lecturers.	Arrangement of scholarships, workshops, and conferences for the lecturers.
	Lack of language labs for language teaching.	Specifying a classroom for language lab, and preparing equipment through contacting national and international organizations or from the developmental budget of the university.
	Lack of update teaching materials in different fields of study.	Libraries should be established first and then embassies should be asked for contributing books.
	Lack of the cooperation of US, Russia, and Saudi Arabia embassies to the related departments.	A committee of communications and relations should be established to create links and connections with foreign embassies.
	Limited opportunities for teaching practice of Russian language.	Opportunities of teaching Russian language should be created for Russian language learners or a working area should be specified to them. Technical institute
	Lack of Turkish language lecturers in Turkish department	For meeting the needs of this department two lectureship positions should be considered to it.
	Lack of regular electricity supply	The directorate of electricity should be contacted for supplying regular electricity to the university.