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CDA of CNN news about Iran-Israel and USA war

Zeeshan Ali — 2026-08-03

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An Ecofeminist Study of Gendered Bodies and Earth in Kamila Shamsie’s Home Fire

Hassan Raza — 2026-08-03

This study presents the ecofeminist analysis of Home Fire by Kamila Shamsie using the approach proposed by Maria Mies and Vandana Shiva to explore the relationships between gender, ecology, and power. Though the themes of political, diasporic, and securitisation have taken centre stage in the existing studies, this research prefigures the role played by patriarchal, religious, and state institutions in controlling women and their bodies, grief, and spatial mobility in terms of ecological imagery and ritual denial. Through a qualitative close textual analysis, the study examines the motifs of soil, water, heat, burial, and embodied mourning as arenas of gendered and ecological violence, where they intersect and conflict. It claims that the refusal of burial rights, the criminalisation of grieving, and the infringement of female bodies onto surveillance are mechanisms of ecological disruption that cut body, land, and memory. Simultaneously, the care practices, rites, and perseverances of women are interpreted as ecofeminist ways of resistance relying on relational morality as opposed to juridical power. Home Fire can be placed within the context of postcolonial ecofeminist criticism, and placing it within this context, the analysis also rewrites Home Fire as urban and diasporic ecofeminist writing, which links intimate trauma to existential injustice, gendered vulnerability, and state power in a globalised world. In a wider sense, the research demonstrates the way literary narratives can be put to light to reveal the ecological injustices that are yet to be identified in the policy-oriented or technocratic discourse. It shows that grief, ritual, and embodiment are significant epistemologies that the marginalised subject uses to express resistance. Through this, the study will assist in projecting the ecofeminist critique outside of the rural or pastoral setting to the context of securitised, transnational urban space.

Linguistic Capital and Power Relations in Shark Tank Pakistan: A Bourdieusian Sociolinguistic Analysis

Ambreen Rahim — 2026-08-03

This paper investigates linguistic capital and the production of power relations in Shark Tank Pakistan from the perspective of Bourdieusian sociolinguistics. Shark Tank Pakistan is an Entrepreneurial reality television show where language is negotiated as symbolic capital to employ entrepreneurs' credibility in seeking investments and Sharks’ authority in granting investments in their businesses. The study employs Bourdieusian Sociolinguistic Analysis (1991) and conversational analysis (CA) to investigate how persuasive strategies are used by entrepreneurs for legitimacy in investment negotiations and how Sharks assert authority through questioning and interruptions. For this purpose, four episodes are purposively selected from Shark Tank Pakistan season one (2024-2025). The results indicate authority and identity as negotiated with conversational control and turn-taking and the persuasion and negotiation techniques as linguistic capital, which is a combination of the ethical, emotional, market appeals to credibility. The code-switching between Urdu and English is the indicator of social stratification as a sign of cultural embeddedness and professional and financial power. It is also through interactions that a neoliberal meritocratic ideology is reproduced, where success is seen to be based on individual ability and initiative and structural obstacles are kept very private. Altogether, the paper proves the way in which televised pitches perform authority, justify entrepreneurs, and support socio-economic hierarchies in modern Pakistan.

Urdu-English Vocabulary Development Assessment in Bilingual Young Children: Focusing on Domain-Specific Vocabulary Growth and Conceptual Scoring

Uzma Ghumman — 2026-08-03

This study examined vocabulary acquisition in Urdu-English bilingual toddlers across five domain-specific topic areas: animals, vehicles, kitchenware, food, and body parts, over six months. The final analytic sample comprised 110 children from Urdu-dominant households in North Nazimabad, Karachi, assessed at two time points using structured picture-card vocabulary tasks. Vocabulary knowledge was scored in three ways: Urdu-only, English-only, and conceptual scoring, which credited knowledge of a concept in either language.

Results showed measurable vocabulary growth across domains from T1 to T2, with receptive knowledge consistently exceeding expressive production. Conceptual scoring produced the most complete estimate of bilingual lexical knowledge, whereas English-only scoring underestimated children’s vocabulary and increased the risk of classifying children as having low vocabulary when they knew the relevant concepts in Urdu. Baseline-adjusted models further indicated that domain-matched caregiver input, child interest, interactive English exposure, and SES were associated with vocabulary development in theoretically meaningful ways.

Overall, the findings support the use of bilingual and conceptual scoring in early vocabulary assessment and show why domain-specific interactional experience must be considered when interpreting lexical development in multilingual Pakistani contexts.

Perceptions of Pakistani University Teachers About The Influence of Popular Social Media on Their Spoken Language: A Sociolinguistic Exploratory Study

Ahsan Afzaal Ahmed — 2026-08-03

The purpose of this study was to find out how Pakistani university instructors perceive the effects of utilizing well-known social media sites on their spoken English. These days, social media platforms are important places for people to engage with one another. Language use has been profoundly impacted by social media in several ways, including writing and speaking. New forms of written language, such as blogs, tweets, Facebook posts, Instagram status updates, and more, have proliferated since the internet's inception and the substantial growth of social media networks. Globally, people use social media platforms to communicate interactively. The current study is exploratory in nature and has employed qualitative techniques to gather information through interviews. The study examined the alterations or patterns, inclusions, and exclusions that university instructors see in their spoken English that are attributable to the impact of widely used social media on their spoken language. Data was collected through interviews and was analyzed thematically using Braun and Clark (2016) thematic analysis model. The study finds that the social media can be considered a strong addition to spoken English development among university teachers in Pakistan. Social media can be used to add value to language skills and pedagogical performance; however, when used irresponsibly, it can breach the rules of formal language.