From dilworth_parkinson at byu.edu  Tue Feb  3 18:26:23 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 11:26:23 -0700
Subject: Arabic-L:GEN:E-mail Outage at Arabic-L
Message-ID: <TUE.3.FEB.2004.112623.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:E-mail Outage at Arabic-L

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:moderator
Subject:E-mail Outage at Arabic-L

BYU's servers were shut down for several days last week as a result of
the virus attack.  Most of the messages you sent eventually came
through, although it appears that some may not have.  I am posting
today, so if your message is not posted by, say, Thursday, send it
again.
Thanks,
Dil

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:09 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:09 -0700
Subject: Arabic-L:LIT:Ibrahim Al-Koni info?
Message-ID: <TUE.3.FEB.2004.120209.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Ibrahim Al-Koni info?

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Ulla Prien <prien at hum.ku.dk>
Subject:Ibrahim Al-Koni info?

Does anybody know how to contact the Libyan author Ibrahim al-Koni? As  
far as I know he lives in Switzerland?
   
A colleague of mine is doing research on his work and would very much  
like to get in touch with him. 
 
best regards
 
Ulla Prien 
Mail: prien at hum.ku.dk
University instructor
 
The Carsten Niebuhr Institute, Copenhagen, Denmark
 
------------------------------------------------------------------------ 
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End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:01:56 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:01:56 -0700
Subject: Arabic-L:TRANS:Hadith responses
Message-ID: <TUE.3.FEB.2004.120156.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Hadith responses

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Dil Parkinson <dil at byu.edu>
Subject:Hadith responses

Thank you so much to all those who responded with the text of the  
Hadith I needed or a similar one.  I received 14 responses in all,  
pretty overwhelming!  It will take me a couple of days to post a  
summary, but I will do so.
Dil
 
------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:26 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:26 -0700
Subject: Arabic-L:PEDA:Request for Info on Arabic CMC
Message-ID: <TUE.3.FEB.2004.120226.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Request for Info on Arabic CMC

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Mahmoud Al-Batal <albatal at emory.edu>
Subject:Request for Info on Arabic CMC

Dear Arabic-L members
 
We are contacting you in the hope that you may direct us to
colleagues who are researching Internet-mediated intercultural
foreign language education in which at least one of the partner
languages is Arabic.  Specifically, we are talking about email / chat
/ videoconferencing projects between classes in different countries
where one group is comprised of speakers of Arabic and the other
group is comprised of learners of Arabic.  This configuration is also
known as telecollaboration.

We would like to invite persons working in this area to submit a
manuscript to a volume that we are co-editing  entitled:

Computer-mediated Intercultural Foreign Language Education.

The volume is forthcoming from Heinle & Heinle in 2005 in the
American Association of University Supervisors and Coordinators
  (AAUSC) series that is under the editorship of Sally Magnan, the
current editor of the Modern Language Journal.

The full call for papers is located here:

http://www.personal.psu.edu/faculty/j/a/jab63/2005aausccall.html

Abstracts of 400 words or less are due by June 1, 2004.  Full
manuscripts are due Sept 1, 2004.  They would then go out for blind
peer review. Submission of a manuscript does not guarantee inclusion
in the volume. Publication of the volume is scheduled for early 2005.

If you could direct this query to any colleagues you know who might
be interested, we would greatly appreciate it.

with best regards wa salam, Julie Belz and Steve Thorne
-- 
  Julie A. Belz
http://www.personal.psu.edu/faculty/j/a/jab63/homepage.html
Assistant Professor of Applied Linguistics and German
Department of Germanic and Slavic Languages and Literatures
Program in Linguistics and Applied Language Studies
Center for Language Acquisition, Affiliate
Penn State University
311 Burrowes Building
University Park, PA 16803
814.865.5481

------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:01:59 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:01:59 -0700
Subject: Arabic-L:PEDA:U of Maryland Job
Message-ID: <TUE.3.FEB.2004.120159.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:U of Maryland Job

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:"Lampe, Gerald" <glampe at nflc.org>
Subject:U of Maryland Job

 Assistant or Associate Professor of Arabic

The School of Languages, Literatures, and Cultures at the University of  
Maryland, College Park, seeks applicants for the position of Assistant  
or Associate Professor of Arabic. This is a nine-month, tenure-track  
appointment. Starting date: August 23, 2004. Duties include  
administration and development of a rapidly growing Arabic language  
program in the School, coordination of courses and instructors,  
selection and development of teaching materials, testing, research and  
evaluation. The successful applicant should demonstrate the vision  
needed to lead development of an Arabic Studies major within three  
years. The successful applicant will be expected to teach in the  
program, conduct basic and applied research on Arabic language learning  
and teaching, and contribute to the School’s graduate programs in  
second language acquisition.

Minimum requirements: Ph.D. in second language acquisition,  
linguistics, applied linguistics, or equivalent; native or native-like  
fluency in Arabic and English; publications on the acquisition and  
teaching of Arabic; college-level Arabic language teaching experience

Additional desirable qualifications: Experience with writing Arabic  
language teaching materials and training teachers of Arabic

Salary: Commensurate with qualifications

Women and minorities are particularly encouraged to apply. The  
University of Maryland is an Affirmative Action Equal Employment  
Employer.

Applications should include a cover letter stating how you believe you  
meet the required qualifications, a c.v., and full contact information,  
including email addresses, for three academic or professional referees.  
Deadline: For best consideration, applications (hard copy) should be  
received by 4 p.m., March 1, 2004. Send to: Professor Michael H. Long,  
Director, School of Languages, Literatures, and Cultures, 1105 Jimenez  
Hall, College Park, Maryland 20742.

------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:14 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:14 -0700
Subject: Arabic-L:LING:Arabic Papyrology School
Message-ID: <TUE.3.FEB.2004.120214.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Arabic Papyrology School

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Andreas Kaplony <papyri at oriental.unizh.ch>
Subject:Arabic Papyrology School

We are glad to announce the launch of the "Arabic Papyrology School" at
http://www.ori.unizh.ch/aps.

1. The basic idea of the "Arabic Papyrology School"

The "Arabic Papyrology School" is an interactive e-learning school which
uses the World Wide Web to promote Arabic papyrology. Students of Arabic
and Oriental studies will acquire the skills of recognizing specific
scripts, formulas and vocabulary. Professionals in history, Arabic or
Oriental studies may enlarge their knowledge of palaeography,
phraseology
and vocabulary. If you are just curious to know what the "Arabic
Papyrology School" is about, please feel welcome as well!

Special stress has been put on easy access. There  is no special
software
required on the part of the users. All the instructions are in English.

2. The "Arabic Papyrology School" at the Granada conference

The "Arabic Papyrology School" will be presented at the second
conference
of the International Society for Arabic Papyrology, which will be hosted
by the Escuela de Estudios Arabes in Granada, Spain, 24-27 March 2004.
Further information on the conference may be found under
"http://www.princeton.edu/~petras/isap/granada/program.html".

3. Reviewing the "Arabic Papyrology School"

We would never have been able to realise the "Arabic Papyrology School"
project without the help and support of a wide community of scholars,
e-learning specialists, papyri archivists and institutions funding us.
This collaboration will also be essential in the future.

We are very grateful for comments on and support for our enterprise to
use
the new media to promote Arabic papyrology.

Journal editors are kindly requested to include the "Arabic Papyrology
School" in their reviewing program

4. Using the "Arabic Papyrology School" in face to face teaching

The "Arabic Papyrology School" can take over a number of functions of
face
to face teaching, especially training in palaeography, formulas and
vocabulary. It is meant to support traditional teaching, not to replace
it.

We have designed the "Arabic Papyrology School" to fit it into the
European Credit Transfer System (ECTS), the credit point system most
European universities will have to adopt in the near future. The "Arabic
Papyrology School" will enable institutions of Arabic and Islamic
studies
to offer their students an additional course.

Faculty members are kindly asked to contact us on how to use the "Arabic
Papyrology School" in combination with the courses taught in their
institutions.

5. Links to the "Arabic Papyrology School"

Webmasters are kindly requested to put a link to the "Arabic Papyrology
School" on their websites.

Thank you for your interest in our project.

Andreas Kaplony, Johannes Thomann, David Arn

PD Dr. Andreas Kaplony, Dr. Johannes Thomann, lic. David Arn. Institute
of
Oriental Studies, University of Zurich, Wiesenstrasse 9, CH-8008 Zurich,
Switzerland, papyri at oriental.unizh.ch.

--------------------------
Arabic Papyrology School: an interactive introduction to the reading
of Arabic documents (http://www.ori.unizh.ch/aps)

Developed at the Institute of Oriental Studies, Wiesenstrasse 9,
CH-8008 Zurich, Switzerland, phone 0(041)1 634 07 36, fax 0(041)1 634
36 92,
papyri at oriental.unizh.ch, http://www.ori.unizh.ch/aps

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:21 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:21 -0700
Subject: Arabic-L:LING:wallaahi
Message-ID: <TUE.3.FEB.2004.120221.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:wallaahi
2) Subject:wallaahi
3) Subject:wallaahi
4) Subject:wallaahi

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:mmughazy at unix.cc.wmich.edu
Subject:wallaahi

There is no doubt that waallhi has the structure of an oath phrase
comprised of waaw al-ýqasam (an oath marker) and a definite NP marked
for the genitive case. There are other ýoath markers such as ta-, as
in ta-llaah-i, and one can swear by God, the addressee’s ýmother’s
life, or anything that is held high. The term “oath phrase” is rather
misleading ýthough because this phrase is used to perform different
types of speech acts other than ýissuing oaths such as promising,
threatening, and inviting. The typical use of wallaahi is ýto signal
the speaker’s commitment to the truthfulness of the propositional
content of ýhis/her utterance. For example, wallaahi titghadda ma`aana
(wallaahi you have lunch ýwith us). There is no oath here, but an
indication of the seriousness and sincerity of the ýinvitation. As for
walla, it is a colloquial reflex that is sometimes used
interchangeably ýwith wallaahi in the “oath” use.ý

There are several interesting cases where wallaahi and walla are not
interchangeable suggesting that they are different discourse
particles. The ýpaper mentioned by Mette discusses only one such case
where the use of wallaahi does ýnot involve swearing. For example,
wallahi ana maddetaksh ek-kitaab `alashaan tibii`oh ýli-maHammad
(wallahi, I did not give you the book to sell it to Mohammed). This
ýutterance means that the speaker did in fact give the addressee the
book even though the ýverb GIVE is negated and there is an “oath
phrase”. The same pattern is found with ýmetalinguistic negation,
where the negative operator is not truth functional. This use of
ýwallahi is in away similar to the English WELL as in (Well, I am not
sure), and it has the ýsame falling intonation pattern, whereas oath
uses involve rising intonation.

walla also has some uses that do not involve swearing and cannot be
replaced by wallaahi ýas in walla zamaan that may translate as (long
time no see). There is another use where ýwalla expresses disbelief as
in walla w-Ha-tishteri Mercedes (wallah and you will buy a ýMercedes).
Note that the wa- is obligatory in this use, which distinguish it
from wallaahi.

The fact that these uses are not strictly compositional is what
motivates calling them ýdiscourse particles.

I hope these notes are useful

Thank you

Mustafa Mughazy
Western Michigan University
Kalamazoo, MI

------------------------------------------------------------------------ 
--
2)
Date: 03 Feb 2004
From:normvc at mail.hum.au.dk
Subject:wallaahi

Here is more on the Wallah particle.
Thank you all for comments during the last weeks. However, to illustrate
further how Wallah is used in Danish I have included extracts of
transcriptions below.
I am trying to get hold of following questions:

1: Is the use of wallah in these three examples similar to it's use in
Arabic (or in other languages that have imported the particle)?
2: My informants only use the form "wallah", is that correct in these
examples? Should a native arab-speaker use a different form in these
contexts?
3: Reading-suggestions concerning this subject velcomed!

(In parenthesis: pause in seconds : (0.4) = pause of 0.4 second )

Ex 1: A turkish boy (who does not speak arabic) talking to his arab  
friend:

Turkish boy:	han e-  (0.5) han er i arresten (0.1) ew han er i arresten
Translation:	He i-  (0.5) he is in detention (0.1) ew he is in detention

Arab boy:	nej
Translation:	no

Turkish boy:	wallah han (d)er
Translation:  wallah he is

	(0.2)

Arab boy:	jeg kan sige wallah han er i institution
Translation:	I can say wallah he is in an institution

	(0.4)

Turkish boy:	hvad snakker du om mand i dag Hamsa han så ham os han råber
Translation: what are you talking about man today Hamsa he saw him us he
shouts

Ex 2. Same two boys, later on the same recording:

Arab boy:	 vi laver teater nu
Translation:	 we are doing theatre now

	(0.4)

Arab boy:	(   )
Translation:  ((undetectable))

	(1.3)

Turkish boy:	den der (.) godnat (0.1) æ: Gellerup eller hva
Translation: that one (.) goodnight (0.1) uhm Gellerup ((name of
neighbourhood)) or what

	(.)

Arab boy:	((smaskelyd)) vi er færdige med den
Translation:	((smacking of lips)) we are done with that one

	(0.4)

Arab boy:	vi (kan) ikke lave mere med den der (0.2) Mohammed o:g Raad de
er i
	Fængsel
Translation:	we (can) not do more with that one (0.2) Mohammed a:nd Raad
they are in jail

	(7.1)

	((sound))

	(0.1)

Turkish boy:	når de kommer ud af fængsel så kan i bare lave den der
godmorgen
		Da-Danmark
Translation:	when they get out of jail then you can just do the
goodmorning De-Denmark

	(0.2)

Arab boy:	huh
Translation:	huh

	(0.5)

Turkish boy:	wallah
Translation    (rising intonation on first syllable)  wallah
	
	(2.8)

Ex. 3: Two girls, both of arabic descent

Girl 2:             gæt hvad der sket
Translation:  guess what happened
	
Girl 1:	 hvad?
Translation:	 what?
	
Girl 2: 	 .hh Sahra der er nogen der har trækket hendes tørklæde af
Translation: (inbreath) Sahra somebody has pulled her headscarf off

	(0.5)

Girl 1:	 wallah?
Translation:	wallah (question-like intonation)

	(0.2)

Girl 2: 	wal?lah (0.2) tre gange
Translation:	wallah (intonation dropping on last syllable) three times

Best regards
Med venlig hilsen

Mette Vedsgaard Christensen
Ph.d.-stipendiat

Institut for Nordisk Sprog og Litteratur
Aarhus Universitet
Niels Juels Gade 84
8200 Århus N

Direkte telefon: 89 42 19 44

------------------------------------------------------------------------ 
--
3)
Date: 03 Feb 2004
From:wasamy at umich.edu
Subject:wallaahi

> 1) To Waheed:
>
> Original Question by Kenneth: "Pardon my ignorance, but I am curious to
> know why "wa-Allah" is being considered a particle, and not a phrase"
>
> Waheed said: Wallaahi consists of "wa", and "allah". Wa is called waaw
> al qasam, and has the effect of making the case of the following noun
> genetive. Wallaahi is equivalent to "by God", and it means
> really/honest/I swear.
>
> Kenneth answers: Hello Waheed. Exactly my point. Doesn't that make it a
> prepositional phrase? Why is a prepositional phrase being considered a
> particle?

Kenneth, Hi.

wa allaahi is not a particle.  It is phrase, made up of waw al-qasam +  
the
noun allaah.

Additionally, according to Ibn Hisham, waw al-qasam is a Harf (a
preposition).

So wa allaahi is a prepositional phrase.

The cause of the confusion might be that the waw is orthographically  
always
joined to the following noun (i.e. there's no space between the waw and  
the
following noun).  In other words wallaahi is written as one word.

Waheed

------------------------------------------------------------------------ 
--
4)
Date: 03 Feb 2004
From:rberjak at shaw.ca
Subject:wallaahi

Hi,

Wa Allah as some had indicated means By God . In Arabic it is a phrase  
and not an article . it is a prepostional phrase consistent from jar  
(wa) and majroor (Allah). This is a phrase with no doubt.

  Rafik Berjak

------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:24 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:24 -0700
Subject: Arabic-L:LING:LDC job
Message-ID: <TUE.3.FEB.2004.120224.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject::LDC job

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:reposted from LINGUIST
Subject:LDC job

University or Organization: Linguistic Data Consortium
Department: University of Pennsylvania - LDC
Rank of Job: Senior Research Coordinator
Specialty Areas: Linguistic Annotation, Corpus Development
Required Language(s): Arabic, Standard (Code = ABV)

Description:

The Linguistic Data Consortium at the University of Pennsylvania has
an immediate opening for a Senior Research Coordinator to support our
Arabic language annotation projects.

This position will provide general oversight for NLP and speech
technology annotation projects, creating language resources to support
common task evaluations in such areas as information extraction,
detection, summarization, machine translation and automatic speech
recognition.  Responsibilities include defining annotation tasks in
conjunction with LDC's constituent research community, specifying
technical requirements for each project and supervising all aspects of
annotation.

Minimum qualifications:

- MA/MS or advanced study in linguistics, computational linguistics or
   equivalent (PhD preferred)
- Native Arabic speaker; excellent written and spoken English skills
-3-5 years related experience

Position contingent upon funding.

Penn offers an excellent benefits package including medical/dental,
retirement plans, tuition assistance and a minimum of 3 weeks paid
vacation per year.

The University of Pennsylvania is an affirmative action/equal
opportunity employer. For further information or to apply online
please visit http://www.hr.upenn.edu/jobs/; position reference number
040114168.

For more information about Linguistic Data Consortium visit:
http://www.ldc.upenn.edu

Address for Applications:

	Attn: Stephanie Strassel
	3600 Market Street, Suite 810
	Philadelphia, PA 19104-2653
	United States of America

	Position is open until filled

Contact Information:
	Stephanie Strassel
	Email: strassel at ldc.upenn.edu
	Website: http://www.ldc.upenn.edu

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:16 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:16 -0700
Subject: Arabic-L:PEDA:More Arabic Study Advice
Message-ID: <TUE.3.FEB.2004.120216.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Arabic Study Advice (U of Michigan)

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:raram at UMICH.EDU
Subject:Arabic Study Advice (U of Michigan)

Welcome to UM 10 week intensive Elementary Modern Standard Arabic (June
7-August 13). Contact Todd Huynh  thuynh at umich.edu for more
information.

Raji Rammuny

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:07 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:07 -0700
Subject: Arabic-L:PEDA:Hedayet Institute Summer Program
Message-ID: <TUE.3.FEB.2004.120207.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Hedayet Institute Summer Program

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:nhedayet at yahoo.com
Subject:Hedayet Institute Summer Program

Dear all,

Hedayet Institute for Arabic Studies  (HIAS) would like to announce 

its intensive Arabic program for the summer 2004.  The progrm will be  
in two sessions: a short 6 week program and a long 9 week one (120 &  
180 contact class hours respectively). Both will start on June 26th,  
04.

  Concentration is on MSA and in a lesser way on Egyptian Colloquial  
Arabic.

Standardized materials such as al- Kitab fi ta'allom al-'arabiyya by  
Kristen Brustad et el, News Paper Arabic by Nariman al-Warraki et el  
and the books on Egyptian Collouquial Arabic by al- Tonsi et el in  
addition to HIAS materials are basic curriculum componants.

 The program may include one or two of the following elective courses  
for those who are not complete beginners: Arabic literature, Arab and  
Islamic history, Oriental music,Islamic philosophy, Arabic calligraphy  
and tadjweed al-Qur'an.

  Guests in major areas of the Arabic culture are regularly invited to  
talk and have discussions with the students. Field trips & assistance  
to find reasonable accomodation are provided free of charge. The  
maximum number of students per class is six. There are special prices  
for groups of four or above.

Please have a look at the institute web site at:  
www.arabicstudieshedayet.com

The deadline for applications is April 30th, 04.
For more information please contact Nagwa Hedayet at the above e-mail.
Nagwa Hedayet
HIAS Summer Progr!
  am
  Director
Cairo, Egypt
 
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--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Wed Feb  4 00:02:53 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 17:02:53 -0700
Subject: Arabic-L:LING:Al-imra'a query
Message-ID: <TUE.3.FEB.2004.170253.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Al-imra'a query

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:moderator
Subject:Al-imra'a query

I have been asked the status of the form al-imra'a.  I was taught that
the form imra'a 'woman' was for indefinite only, and that with the
definite article the form should be al-mar'a.  However, I did a search
of a newspaper corpus and found several examples of al-imra'a, as well
as several other examples of mar'a without the article.  I did a google
search and came up with 179 examples of al-imra'a (as compared with
about 356,000 examples of al-mar'a).
Are there any native speakers out there who have a feel for these
forms?  If they are not errors, why are they seldom used?  If they are
errors, why do you think they are used at all?
Thanks,
Dil

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End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:03 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:03 -0700
Subject: Arabic-L:LING:Arabic Language Pathology refs needed
Message-ID: <TUE.3.FEB.2004.120203.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arabic Language Pathology refs needed

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:sabahsafi at hotmail.com
Subject:Arabic Language Pathology refs needed

 Dear Colleagues:

I am (yet again) in the process of doing a comprehensive reivew of  
research
on Language Pathology in Arabic for the Encyclopedia of Arabic Language  
and
Linguistics. Any references, suggestions, citations, etc. that I should  
not
overlook would be most appreciated. Please respond directly to me at
sabahsafi at hotmail.com.
Many thanks,

Sabah M.Z. Safi
Associate Professor in Linguistics
King Abdulaziz University
Jeddah

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End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:12 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:12 -0700
Subject: Arabic-L:PEDA:Multimedia Arabic for Communication Program
Message-ID: <TUE.3.FEB.2004.120212.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Multimedia Arabic for Communication Program

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Raji Rammuny <raram at umich.edu>
Subject:Multimedia Arabic for Communication Program

Dear colleagues:

I am glad to inform you that we have completed development of the
multimedia   Arabic for Communication program intended for intermediate
students of Arabic.

The Arabic for Communication program contains 20 lessons arranged by
situational topics pertinent to travel and social interactions. This is
intended to help the learners become competent linguistically and
communicatively in the use of formal standard Arabic during their
visit, stay or work in the Arab world.  The lessons can be used either
individually, or to supplement classroom instruction.

The following are the recommended system requirements:

- PowerPC G3 or faster Macintosh computer,
- least 128MB of physical RAM,
- Mac OS 9.2.2, either as a primary operating system or a classic
  environment, with the Arabic Language Kit installed.

If you are interested in field testing the program, or if you have any
questions, please email me.

Thank you for your cooperation.

Raji Rammuny

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:19 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:19 -0700
Subject: Arabic-L:LING:Perspectives on Arabic Linguistics XV
Message-ID: <TUE.3.FEB.2004.120219.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Perspectives on Arabic Linguistics XV

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From: paul at benjamins.com
Subject:Perspectives on Arabic Linguistics XV

Title: Perspectives on Arabic Linguistics XV
Subtitle: Papers from the Fifteenth Annual Symposium on Arabic
	  Linguistics, Salt Lake City 2001
Series Title: Current Issues in Linguistic Theory 247

Publication Year: 2004

Publisher:	John Benjamins
		http://www.benjamins.com/
		http://www.benjamins.nl

Book URL: http://www.benjamins.nl/cgi-bin/t_bookview.cgi?bookid=CILT_247

Editor: Dilworth B. Parkinson, Brigham Young University
Editor: Samira Farwaneh, University of Arizona

Hardback: ISBN: 1588114872, Pages: x, 214 pp., Price: USD 132.00
Hardback: ISBN: 9027247595, Pages: x, 214 pp., Price: EUR 110.00

Abstract:

Table of contents

Editorial Note  vii
Introduction
Dilworth B. Parkinson ix
I. Sociolinguistics
Discourse Particles Revisited: The Case of Wallahi in Egyptian Arabic
Mustafa A. Mughazy 3--17
Theories of Code Switching in the Light of Empirical Evidence from Egypt
Reem Bassiouney 19--39
Translating Arabic Speech Act Expressions
Rudolf Reinelt 41--50
II. Syntax
Relative Clauses in Syrian Arabic: Two Reconstruction Problems
James Darrow 53--83
Interpretability, Feature Strength, and Impoverished Agreement in Arabic
Mark S. TeTourneau 85--131
III. Corpus Linguistics
Evolution of MSA, the Case of Some Complementary Particles
Mark van Mol 135--147
NP-Structure Types in Spoken and Written Modern Standard Arabic (MSA)
Corpora
Sameh Al-Ansary 149--180
Comparing Frequencies of Lexical Productions in Arabic Words
Stephen S. Taylor 181--189
Future Variability: A Corpus Study of Arabic Future Particles
Dilworth B. Parkinson 191--211
Index of Subjects  213--214

Lingfield(s):	Linguistic Theories

Written In:	English (Language Code: ENG)

      See this book announcement on our website:
      http://linguistlist.org/get-book.html?BookID=8757.


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--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:20 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:20 -0700
Subject: Arabic-L:PEDA:Very Advanced SDSU Summer Arabic Course (reach
 level 4)
Message-ID: <THU.12.FEB.2004.135120.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Very Advanced SDSU Summer Arabic Course (reach level 4)

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:olsen at rohan.sdsu.edu
Subject:Very Advanced SDSU Summer Arabic Course (reach level 4)

Center for the Advancement of Distinguished Language Proficiency
San Diego State University

Dear Colleague,

          The Center for the Advancement of Distinguished Language
Proficiency is offering a month-long intensive course to train speakers
of
Arabic who have reached the level 2+/3 of language proficiency (ILR
scale)
and help them reach level 4.
          We are asking for your cooperation to recruit the appropriate
learners among your students or colleagues. The course takes place at
San
Diego State University from June 7- July 2, 2004. It will be taught by
our
teacher-expert, Professor Peter Abboud of University of Texas at Austin,
with the help of very experienced teachers of Arabic from San Diego
State
University. Click on the following link to download a flyer which
provides
more information (in PDF format).

http://larcdma.sdsu.edu/downloads/adlpcclasses.pdf
          I would be happy to answer any questions you may have. Don't
hesitate to contact me by e-mail or by phone.

Prof. Christian Degueldre
Director ADLP Center- LARC
San Diego State University
5500 Campanile Drive (BAM 419)
San Diego, CA 92182-7703
Phone: (619) 5941245
E-mail:cdegueld at mail.sdsu.edu

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:23 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:23 -0700
Subject: Arabic-L:LING:Needs Arabic Vowel recordings
Message-ID: <THU.12.FEB.2004.135123.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Needs Arabic Vowel recordings

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:d_boutana at yahoo.com
Subject:Needs Arabic Vowel recordings

Dear colleague ,
  I work in speech processing and i would be very happy
if you could send me some records in arabic vowel and
transition CV Consonant-vowel  speech or give me a
site web  or adress which can get this
best regards .
daoud.

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:16 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:16 -0700
Subject: Arabic-L:TRANS:arabicwata message (in Arabic)
Message-ID: <THU.12.FEB.2004.135116.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:arabicwata message (in Arabic)

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:info at arabicwata.org
Subject:arabicwata message (in Arabic)

بسم الله الرحمن الرحيم
"دعوة إلى الانضمام إلى مجلس الخبراء"
 
يسر الجمعية الدولية للمترجمين العرب
  أن تدعو الأساتذة والخبراء في مجالات الترجمة واللغة العربية واللغات  
الأجنبية، وكذلك المترجمين الميدانيين إلى الانضمام إلى مجلس الخبراء  
ولجانه المختلفة  كل حسب تخصصه. ويرجى في هذا الصدد الاطلاع على النص الذي  
يعرف بمجلس الخبراء واختصاصاته واللجان التابعة له واختصاصاتها بالنقر على  
الرابط التالي:

وترجو الجمعية من الأساتذة والخبراء الكرام أن يرسلوا،  ،بما لا يتجاوز  
صفحة  نبذة مختصرة عن سيرهم الذاتية تشتمل، في جملة أمور، على الاسم  
والعنوان والبريد الإلكتروني، وأن يحددوا اللجنة التي يودون العمل في  
إطارها. كما ترجو من الخبراء الذين سبق أن أبدوا موافقتهم الخطية والشفهية  
أن يحددوا اللجان التي يرغبون في الانضمام إليها. وتود الجمعية من  
الأساتذة والخبراء الأفاضل أن يتكرموا بترشيح من يلمسون فيهم القدرة على  
العطاء للنهوض بهذا المشروع.
هذا، ويرجى إرسال البيانات والاقتراحات وغيرها إلى العنوان التالي:
 
experts at arabicwata.org
 

كما تود الجمعية أن تعلمكم بأنها ترحب بنشر:

§        تعريف بكتبكم ومؤلفاتكم التي تودون إطلاع القارئ العربي عليها في  
كل مكان.

§        أخباركم  و  أنشطتكم   .الشخصية والمؤتمرات التي تشاركون فيها

  §        أبحاثكم ودراساتكم المنشورة وغير المنشورة.

§        محاضراتكم التي سبق أن ألقيتموها أو ستلقونـها .

§        رسائل الماجستير والدكتوراه التي تدور . حول اللغة والترجمة  
والتعريب

  §         .كتاباتكم حول مواقف طريفة تعرضتم لها

  §        كتاباتكم عن علم من أعلام المترجمين العرب قديما . وحديثا

  §        ترجمات . عملية و"مفردات اليوم" أعددتموها

  §        مشاركاتكم في باب أخطاء شائعة وواحة الأمثال.

§        إعلاناتكم لأعمال ترجمة وتوظيف مترجمين.

§         .إعلاناتكم على بوابة الجمعية

  كما تدعوكم الجمعية إلى:

§        اقتراح شخصيات تودون من الجمعية إجراء حوار معها والتعرف إليها.

§        مساندة الجمعية ودعم  أنشطتها الحضارية.

 

مع تحيات الإدارة العامة

الجمعية الدولية للمترجمين العرب

www.arabicwata.org

الدوحة ـ قطر
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From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:30 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:30 -0700
Subject: Arabic-L:LING:Needs refs on Vocalic Processes in Arabic
Message-ID: <THU.12.FEB.2004.135130.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Needs refs on Vocalic Processes in Arabic

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Melissa.Barkat at univ-lyon2.fr
Subject:Needs refs on Vocalic Processes in Arabic

Dear Colleagues,

I am in the process of  writing 6 entries for the Encyclopedia of Arabic
Language and Linguistics dealing with
vowel backing ; vowel elision ; vowel fronting ; vowel lowering ; vowel
raising  and vowel reduction .

Any references, suggestions, citations, etc., would be most appreciated.

Please send info to me directly at  melissa.barkat at univ-lyon2.fr

Many thanks,
********************************************
Dr. Melissa BARKAT-DEFRADAS (CR-CNRS)
Laboratoire Dynamique du Langage (UMR 5596)
Institut des Sciences de l'Homme
14, avenue Berthelot 69363 Lyon cedex 07
- FRANCE -
Tel : + 00 33 4 72 72 64 77
Fax : + 00 33 72 72 65 90
Website : www.ddl.ish-lyon.cnrs.fr
**********************************************

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:25 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:25 -0700
Subject: Arabic-L:PEDA:Needs Arabic materials for Chinese learner
Message-ID: <THU.12.FEB.2004.135125.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
listserv at byu.edu with first line reading:
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-------------------------Directory------------------------------------

1) Subject:Needs Arabic materials for Chinese learner

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:chan at eva.mpg.de
Subject:Needs Arabic materials for Chinese learner

Hello, this is Angel Chan from the Max Planck Institute, Leipzig.  I'd
like to know whether there are materials which can help second language
learners learn Arabic.  A friend
of mine (a Chinese) is now learning Arabic in Cairo for ministry
purpose, do you know of any useful materials that can help him learn
faster/ better?  I'd be DEEPLY grateful if you could offer some input.

Thanks very much in advance.  Look forward to hearing from you soon!!

Many thanks in advance!
Best, Angel Chan : )

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:36 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:36 -0700
Subject: Arabic-L:PEDA:Arabic Lang and North Africa Studies Summer Program
 2004 Morocco
Message-ID: <THU.12.FEB.2004.135136.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Arabic Lang and North Africa Studies Summer Program 2004
Morocco

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:
Subject:Arabic Lang and North Africa Studies Summer Program 2004 Morocco

Please find below details of the Summer 2004 Arabic & North African
Studies
Program.

The deadline is March 31st and the application is found in Homepage:
http://www.alakhawayn.ma/aranas


Profile of Summer 2003 Participants:
===========================
Last year's program had 49 participants representing 10 nationalities
and
from among 25 institutions of higher education including: Arkansas State
University, George Washington University, Indiana University, Iowa State
University, University of Cincinnati, University of Connecticut,
University
of Kansas, University of Michigan, University of North Florida,
University
of Pennsylvania, University of Regina, University of Texas at Austin,
University of Washington, West Virginia University, University of
Memphis,
Truman State University, Montana State University, Boston College,
University of Strasbourg, Institute of Ismaili Studies

The average age was 29 years with 25 pursuing bachelors degrees, 17
pursuing masters degrees, and 6 in Ph.D. programs or postdoctoral
studies.

Arabic & North African Studies Summer 2004 Program


A Full Year's Arabic Program in 8 Weeks
       May 30 - July 29, 2004
A Semester's Arabic Program in 4 Weeks
       Session 1: May 30 - June 30, 2004
       Session 2: June 29 - July 29, 2004

Al Akhawayn University in Ifrane.
Hassan II Avenue, P.O. BOX 104, Ifrane 53000. Morocco
Tel: (212) 55.86.24.27 Fax: (212) 55.56.71.47
E-mail: aranas at alakhawayn.ma  Homepage: http://www.alakhawayn.ma/aranas

Modern Standard Arabic Language Courses

Beginning Level: ARA 1411 / ARA 1412
This level is for students with little or no prior experience with
Arabic.
By the end of the program students are expected to:
1.    Participate in simple conversations
2.    Read and write simple, correct, short texts of Modern Standard
Arabic
3.    Acquire vocabulary of about 1000 words
4.    Acquire word processing skills in Arabic
This course carries 8 credits and consists of 180 contact hours, which
is
equivalent to a full year of university level study. Typically, in
addition
to all units of Alif Baa, students complete 13 units in Al-Kitaab fii
Ta'allum al-'arabiyya, part 1. Students should expect to work, on
average,
four to five hours per day outside of class.

Required Texts:
Alif Baa, An Introduction to Arabic Letters and Sounds. Kristen Brustad
et
al. Washington DC: Georgetown University Press, 1995.
Al-Kitaab fii Ta'allum al-'arabiyya, part 1. Kristen Brustad et al.
Washington DC: Georgetown University Press, 1995.

Intermediate Level: ARA 2311 / ARA 2312
Students at this level will have studied Arabic for approximately 2 to 3
standard semesters. By the end of the program students are expected to:
1. Be able to understand main ideas in texts dealing with basic personal
and social needs
2. Write Arabic for various basic purposes
3. Narrate and describe basic situations
4. Handle a number of interactive and social situations
5. Be familiar with the Moroccan colloquial variety of Arabic
This course carries 6 credits and consists of 160 contact hours.
Typically,
students complete 13 units in Al-Kitaab fii Ta'allum al-'arabiyya,
parts 1&
2. Students at the intermediate level are required to attend all Arabic
lectures and movies, and to participate in parallel activities in
Arabic.
On average, students should expect to work four to five hours per day
outside of class, including the work done on an independent project.
Note: A "Lower Intermediate" class may be created to accommodate those
students whose proficiency and language skills require that they start
at a
lower level.

Required Texts:
Al-Kitaab fii Ta'allum al-'arabiyya, part 1. Kristen Brustad et al.
Washington DC: Georgetown University Press, 1995.
Al-Kitaab fii Ta'allum al-'arabiyya, part 2. Kristen Brustad et al.
Washington DC: Georgetown University Press, 1997.

Advanced Level: ARA 3311 / ARA 3312
This level is designed for students who have accumulated approximately
4 to 5 standard semesters of instruction in Modern Standard Arabic.
By the end of the program students are expected to:
1.    Strengthen their reading skills and vocabulary
2.    Refine and expand their knowledge of sentence construction
3.    Gain additional cultural knowledge
4.    Attain advanced proficiency in the skills of speaking and
             listening comprehension of contemporary materials in various
fields
5.    Be familiar with the Moroccan colloquial variety of Arabic
This course carries 6 credits and consists of 160 contact hours.
Typically,
students complete 13 units in Al-Kitaab fii Ta'allum al-'arabiyya,
parts 2
& 3. Students at the advanced level are required to attend all Arabic
lectures and movies, and to participate in parallel activities in
Arabic.
On average, students should expect to work four to five hours per day
outside of class, including reading authentic texts and doing library
research.

Required Texts:
Al-Kitaab fii Ta'allum al-'arabiyya, part 2, Kristen Brustad et al.
Washington DC: Georgetown University Press, 1997.
Al-Kitaab fii Ta'allum al-'arabiyya, part 3, Kristen Brustad et al.
Washington DC: Georgetown University Press, 2001.


Moroccan Colloquial Arabic
Students in the intermediate and advanced levels are introduced to
Moroccan
Arabic structures necessary for basic interaction with native speakers.
An
additional objective is to illustrate the common differences between
standard and colloquial varieties of Arabic. Instruction adopts a
functional/communicative approach and uses materials developed by AUI
faculty.


Placement and Proficiency Testing
Students will take both pre- and post-program proficiency tests. Their
placement will depend on their performance in a written test and in an
oral
proficiency interview. Proficiency guidelines are those set by The
American
Council on Teaching Foreign Languages (ACTFL).


Parallel Activities in Arabic

Lectures/Workshops
To increase the students' knowledge of the language and culture,
different
lectures and/or workshops are offered by the Arabic faculty as well as
by
artists and guests from other institutions. Last summer, themes
included:
"Henna," "Traditional Dress," and "Moroccan Wedding."

Movies/Documentaries
A selection of movies / documentaries in Modern Standard Arabic will be
shown on a large screen. Students will be required to submit a summary
of,
and answer comprehension questions on, each documentary.

Weekend Trips
The Arabic Program includes two major trips to 1) Tafilalt Area
(Errachidia, Erfoud, and Merzouga) where students experience a night in
the
desert, and to 2) the imperial city of Marrakesh. Students are required
to
use the vocabulary learned in the classroom when interacting with native
speakers. Transportation, hotel, and all meal expenses during the trips
are
paid for by the program. Optional trips at the participants' expense
can be
arranged to neighboring cities of Fes and Meknes.

Clubs
In order to complement language learning with extracurricular
activities,
the Arabic Program provides recreational clubs. Clubs meet for two hours
each week and each is run by a professional artist with the assistance
of
faculty and teaching assistants. The clubs are determined by student
interest. Students are required to participate in one of the clubs.
Summer
2003 clubs included: Music, Dance, and Calligraphy.

Family Home Stays
Family Home Stays are optional. Students may choose to spend one or two
weekends with a Moroccan family to have a first-hand experience of
Moroccan
family life.

Lunches
> From Monday through Thursday students eat lunch with their instructors
> and
teaching assistants on campus and speak only Arabic. Friday lunches are
off-campus at different locations around Ifrane.

Additional Materials
Classes will use authentic texts selected in accordance with students'
linguistic level. Outside of class, students are encouraged to use the
Arabic Self Access Studies Center (ASAS), where they can find
television,
films on video, a music collection, newspapers, dictionaries, and other
books.



North African Studies (NAS) Classes
Each course 3 semester credit hours

HIS 1301 History of the Arab World
This course covers the history of the Arab world from the rise of Islam
to
the present. It will take a social and cultural approach to
understanding
the different histories of Arab society.  The course will attempt to
balance political history and its focus on regimes and main events with
long term social and cultural transformations that are relevant to the
ordinary peoples of the Arab world.

HIS 2302 North Africa and the Middle East in the 20th Century
This course discusses the history of North Africa and the Middle East
during the 20th century. It emphasizes and compares the colonial period
in
both regions and the context of the early independence of several Middle
Eastern states, focusing on the participation of the Arab world in both
World Wars; it tackles the independence process of North African states,
and discusses the different attempts to enforce different versions of
Pan
Arabism. It studies at length the Arab Israeli conflict, and finishes by
highlighting the contemporary events and issues of the end of the
twentieth
century.

HUM 3301 Islamic Art and Architecture
This course is an introduction to Islamic art and architecture with an
emphasis on the Maghrib and al-Andalus.  The first section of the course
deals with the period of formation of Islamic art from the advent of
Islam
to the end of the Ummayad period.  The second section consists of a
survey
of the art and architecture of the major dynasties of the Islamic West
from
AD 750 to AD 1800.  The last section of the course will link Islamic
art,
architecture, and urbanism to their social and economic contexts.

HUM 3302 Islamic Civilization
This course introduces the student to the general features of various
aspects of Islamic civilization using an approach that takes into
account
the basis of this civilization, its sources and its permanent
components.
Causes of past development of this civilization will be related to
factors
that explain its present-day vitality.

SSC 2301 Arab Society
This course serves as an introduction to the study of the Arab world,
both
the Mashriq (Arab East) and the Maghrib (Arab West). It examines Arab
culture, the large number of shared practices and beliefs among all
Arabs,
as well as the cultural specifics of various regions within the Arab
world.
The main focus of the course deals with the contemporary issues of this
vast region.

INS 3399 Special Topics - Moroccan Cinema
This course examines the Moroccan cinema experience as the foundation
upon
which to learn basics of cinema "literacy," content analysis, and
historiography.  In addition to selected films, for which styles,
stories,
and production issues will be evaluated, the course will also
investigate
the socio-political and economic issues "behind the scenes" that shape
individual films and the industry overall.  Moroccan cinema will be
located
within an international and national context of media and concerns about
the role and function of cinema. Students should expect extended
course-times at least once per week to accommodate film screenings in
class.


Course Selections and Costs
Al Akhawayn University's Intensive Summer Program offers students a
choice
among five options. Prices listed are for tuition, room, textbooks, all
meals, all travel expenses associated with scheduled class travel,
campus
facilities, and basic health insurance. Airfare is NOT included.

Tracks
       Description             Credit      Cost
A1    1st 4 weeks of Arabic         3 - 4 $2500
A2    2nd 4 weeks of Arabic         3 - 4 $2500
B     8 weeks of Arabic classes           6 - 8 $3500
C     2 NAS classes                 6     $3000
D     8 wks Arabic + 1 NAS class    9 - 11      $4000


About Al Akhawayn University in Ifrane (AUI)

GEOGRAPHIC LOCATION
AUI is located in Ifrane, in the Middle Atlas Mountains, at an altitude
of
1,600 m or about 5,000 feet. Ifrane is just 60 kms away from Meknes, 80
kms
from Moulay Idriss Zerhoun and the Roman ruins of Volubilis, 65 kms from
Fez, and 200 kms from Rabat. Winters in Ifrane can be cold with
significant
snowfall, and summers are mild. Oak and cedar forests, the springs,
streams
and lakes around Ifrane have made it a very popular resort for all
seasons.

SPENDING MONEY
It is recommended that students have a MINIMUM of $500 for incidentals
and
personal shopping during excursions. MASTERCARD and VISA credit cards
are
accepted in a number of shops and it is easy to process cash advances
from
banks, including the bank in Ifrane.

FACILITIES AND ACTIVITIES ON CAMPUS
Participants will be issued a photo ID and an email account, and have
unlimited internet access in rooms and computer labs, access to the
library, the Student Health Center, and sports facilities. Sporting
equipment is available in the Student Activities Office and participants
can attend student concerts (local popular groups) and parties.

HOUSING
All rooms have en suite bathrooms with showers. Sheets, pillows and
blankets are provided but towels are not. Telephones in rooms have
automatic access to MCI, AT&T, Bell Canada, and British Telecom
operators
for long distance telephones calls. No other carriers or cards are
available.

TRAVEL ARRIVALS AND DEPARTURES
Special arrangements will be made for the pick up of the participants
from
the Fez, Rabat and Casablanca airports.

VISAS
North Americans and Europeans traveling to Morocco on a valid passport
are
issued a 90-day visa upon arrival. Other nationalities must check with
the
Moroccan Embassy or Consulate serving their area as to visa
requirements.

CONNECTIVITY AND LAPTOPS
AUI has several computer labs, rooms in residence halls have internet
connections. Participants are welcome to bring their laptops but must
have
an Ethernet card to be able to connect to the internet. The electrical
current is 220 volts and 50 Hz.

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:32 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:32 -0700
Subject: Arabic-L:PEDA:Passive Voice Query
Message-ID: <THU.12.FEB.2004.135132.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Passive Voice Query

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Terrence Potter <tempiris at yahoo.com>
Subject:Passive Voice Query

Esteemed members of the list,
 
Thank you for your insights. When you teach the passive voice in Arabic  
what references do you use as background or support, including but not  
exclusively textbook materials (Al-Kitaab, EMSA, etc.)?
   
What are the features of the passive voice in Arabic that you teach or  
reinforce?
   
Best Regards,
Terry Potter

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:45 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:45 -0700
Subject: Arabic-L:PEDA:Internet Resources for Arabic Teachers Query
Message-ID: <THU.12.FEB.2004.135145.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Internet Resources for Arabic Teachers Query

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:shawngsjunk at hotmail.com
Subject:Internet Resources for Arabic Teachers Query

Dear all:
The National Capital Language Resource Center (www.nclrc.org) is  
beginning a newsletter for teachers of the Arabic language K-12. One of  
our articles will be “Internet Resources for Arabic Language Teachers  
K-12.” Our researchers have found several websites we will mention in  
our article, but we would like your suggestions as well. Have you come  
across any websites that assist Arabic teachers, or that have lesson  
plans or materials useful to Arabic teachers in the K-12 classroom? If  
so, please let us know! We hope to publish our first newsletter in  
March and I will post information later on how you can obtain one.
Shukran!
Shawn Greenstreet
Research Assistant
The National Capital Language Resource Center

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:48 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:48 -0700
Subject: Arabic-L:LING:Needs Cognitive Ling/Arabic refs
Message-ID: <THU.12.FEB.2004.135148.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Cognitive Ling/Arabic refs

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:sami.boudelaa at mrc-cbu.cam.ac.uk
Subject:Needs Cognitive Ling/Arabic refs

Dear all,
Just wonder if anyone out there knows of any published work on Arabic  
within mainstream cognitive linguistics?
  thanks

Dr. Sami Boudelaa,
  MRC-Cognition and Brain Sciences Unit
  15, Chaucer Road, Cambridge
  CB2 2EF,     UK
  Tel: (+44) 1 223 355 294 ext 240
  Fax: +44 1223 359 062

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:50 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:50 -0700
Subject: Arabic-L:LING:Al-imra'a responses
Message-ID: <THU.12.FEB.2004.135150.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Al-imra'a response
2) Subject:Al-imra'a response
3) Subject:Al-imra'a response
4) Subject:Al-imra'a response
5) Subject:Al-imra'a response
6) Subject:Al-imra'a response

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:rberjak at shaw.ca
Subject:Al-imra'a response

Hi,
According to Lisan Al-alarab the alif in imraa is alif alwasul and the
ancient Arabs used to say mra'a as the feminine form for mra ( man).  
They
used the alif in both they said imra and imra'a when they defined they  
said
almra (the man) and almara'a (the woman) they never said alimra. Now  
we, the
contemporary Arabs do not use the word imra for man and we wrongly  
define
imra'a as al imra'a. So in the dictionary the proper way is almra'a and
alimra'a is a common mistake but it is too popular to be seen so. Hoping
this helps and good luck.
Rafik Berjak

------------------------------------------------------------------------ 
--
2)
Date: 12 Feb 2004
From:timbuckwalter at verizon.net
Subject:Al-imra'a response

I just asked 7 native speakers (who all happen to be women) in our
annotation area here at the LDC (where they do POS tagging, speech
transcription, etc.) and they all saw nothing wrong with the form
al-imra'a (and they tend to have very strong opinions about right and
wrong MSA!). In fact, they were surprised with the low corpus statistics
for al-imra'a.

-- Tim

------------------------------------------------------------------------ 
--
3)
Date: 12 Feb 2004
From:wasamy at umich.edu
Subject:Al-imra'a response

In general, what you say you were taught is the customary view.
However, there might be a distinction between al-mar'a and al-imra'a.

As you know al-mar'a is often used as a generic reference to "woman".
Al-mar'a can also refer to the singular definite: the woman.

As is the case with this and several other nouns, the fact that the  
same form can be used to refer to a definite woman, or to woman/women  
in general can sometimes lead to ambiguity.
This is why sometimes the form al-imra'a is used, as in the following  
case:

  قصة النبي داود مع ...  الامرأة من العبر ما يكفي .. قصة فيها  ...

The choice of al-imra'a in the above instance, where there is no other  
context, informs the reader that this is the story of al-naby Dawood  
with a specific woman, not with women.

Waheed

------------------------------------------------------------------------ 
--
4)
Date: 12 Feb 2004
From:mmughazy at unix.cc.wmich.edu
Subject:Al-imra'a response

I have no intuitions about Standard Arabic, but here is my take on
this issue.

I had four words in mind: mar' (man) and its feminine counterpart
mar'a (woman), and 'imro' (man) and its feminine counterpart 'imra'a
(woman). Then, I looked up quite a few examples from the Quran, Al-
Bukhaary and other classical texts. My observation is that mar' (man)
and mar'a (woman) are used only as generic NPs denoting types.
Therefore they are usually used as subject NPs and they require the
definite article.

examples:
(a) al-mar'u `alaa diini khaliilih
(b) al-mar'a al-`arabiyya

The other two: 'imro' and 'imra'a are used only as referential NPs
that require existential quantification and refer to individuals.
Therefore, they can be used after demonstratives or as predicates.

I hope that helps
walaahu 'a`lam

Mustafa Mughazy
Western Michigan University

------------------------------------------------------------------------ 
--
5)
Date: 12 Feb 2004
From:Ola.Moshref at zu.ac.ae
Subject:Al-imra'a response

As a native speaker, my reation was that I re-read the first line of  
your message several times, and I didn't get the transliteration. I  
thought it was mistyped. It didn't sound normal when I understood that  
what is meant is "the woman". I can't say if they are definite errors,  
but I think it is very likely that newspapers and the internet are  
inaccurate linguistically.
 
Ola

------------------------------------------------------------------------ 
--
6)
Date: 12 Feb 2004
From:kaix04holmanski77 at hotmail.com
Subject:Al-imra'a response

Dil,

I actually ran into an interesting scenario with this as well.

I know that Mar' is the masculine form and that Mar'a is the feminine.   
With Imra'a, I was originally taught (or this is how I remember it  
anyway) that Imra'a was also woman (singular) and that you could  
pluralize it with Imra'a-at (like any regular feminine plural).  I was  
called on this by a Kuwaiti I knew, but even she couldn't tell me why I  
was wrong.

I'm still not sure but I thought I'd pass what little I have to  
contribute along.  I'm interested in seeing what we get back.

Chris Holman

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From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:54 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:54 -0700
Subject: Arabic-L:LIT:Ibrahim Al-Koni info
Message-ID: <THU.12.FEB.2004.135154.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Ibrahim Al-Koni info

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:abamia at aall.ufl.edu
Subject:Ibrahim Al-Koni info

Dear Ulla,
As far as I know, al-Kawni works at the Libyan embassy in Switzerland.
Regards,
A. Bamia

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:56 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:56 -0700
Subject: Arabic-L:PEDA:UW-Madison Summer Arabic Immersion Program
Message-ID: <THU.12.FEB.2004.135156.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:UW-Madison Summer Arabic Immersion Program

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Gabe Kadell [mailto:katlabov at yahoo.com]
Subject:UW-Madison Summer Arabic Immersion Program

This message is to inform you
about an 8-week Arabic summer immersion
program that will be offered this summer in Madison,
Wisconsin. Classes begin Saturday, June 12th and end
Saturday, August 7th.  The program will cost $4,000
for all students both in-state and out-of-state,
including room and board as well. Our program can be found at the
following
website:
http://african.lss.wisc.edu/all/intensivearabic/

Thanks much,

Gabe Kadell
(608)513-5592

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 21:07:08 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 14:07:08 -0700
Subject: Arabic-L:GEN:Hadith responses
Message-ID: <THU.12.FEB.2004.140708.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Hadith responses summary

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Dil Parkinson <dil at byu.edu>
Subject:Hadith responses summary

First, I would like to thank those who responded to my request for help
with the hadith.  They are (forgive me if I miss someone):

Mohammed Elashiry
Steve Franke
Davied Reisman
George Hallak
Tim Buckwalter
Waheed Samy
Abdulrahman Almuhareb
Mohammad Al-Masri
Muhammad Eissa
Muhammad Aziz
Nagwa Hedayet

The Arabic translation of the hadith could be transliterated as follows:

man xaraja fi Talab al-9ilmi kaana fi sabiil Allaahi hatta yarji9

Several suggested other similar Hadith, some better attested than the
one above, which appears only in sunan al-Tirmidhi (Chapter al-9ilm,
hadith #2571).  For example (and I apologize for the inaccuracies in
the transliteration):

man salaka Tariiqan yaltamisu fiihi 9ilman sahhala Allaahu lahu
Tariiqan 'ila al-janna

maa min xaarijin xaraja min baytihi fi Talab al-9ilmi 'illaa waDa9at
lahu al-malaa'ilatu 'ajniHataha riDan bimaa yaSna9

and of course, the ever popular

uTlub al-9ilma wa law fi al-Siin

There are probably others, but some of the messages come through with
Arabic that I was not able to read.  Anyway, thanks again for your very
helpful responses.

Dil

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:41 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:41 -0700
Subject: Arabic-L:PEDA:Arabic Summer Program in the UAE
Message-ID: <THU.12.FEB.2004.135141.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:maria.emiraten at passagen.se
Subject:Arabic Summer Program in the UAE

Arabic summer programme in the UAE

Learn Gulf dialect Arabic where it is actually spoken.  The Gulf Arabic
Programme
based in the desert town of Al Ain, UAE runs a four week intensive
course
in colloquial Gulf Arabic every summer, this summer from 3rd  to 28th
July.
  The course is for beginners, though students are expected to have
mastered
the Arabic alphabet before they arrive.  All our teachers are native
speakers
from the region.

We also run courses tailored to a variety of levels for individuals and
private
classes on demand.

We can arrange furnished flats if needed (please contact us for more
details).

For more information, visit our website at www.gapschool.net, download
our
summer programme brochure from
http://www.gapschool.net/Downloads/download.htm
and/or e-mail us at info at gapschool.net

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:44 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:44 -0700
Subject: Arabic-L:PEDA:Teacher Ed Survey-Last Call
Message-ID: <THU.12.FEB.2004.135144.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Teacher Ed Survey-Last Call

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From: lengland <lengland at aucegypt.edu>
Subject:Teacher Ed Survey-Last Call


Dear Arabic-L List Members,

The response to the survey (sent several weeks ago) has been positive
with 18
responses.  With academic and holiday schedules, some may be willing to
respond but have missed the opportunity.  If you have not done so and
would
like to participate, please complete the survey below (and attached in
Word)
and return it to one of the two e mail addresses below.  Please do not
respond
to the list.

Thanks very much for your interest in teacher education in Arabic
language
teaching,

Liz England


As a part of a project on Arabic language teacher preparation, we are
requesting your participation in a brief survey on specific ways in
which you
have been educated to teach Arabic and what you do to keep up to date
professionally. Please complete the attached survey and return it by no
later
than February 15 to either Dr. Kassem Wahba <kwahba1 at jhu.edu> or to Dr.
Liz
England <lengland at aucegypt.edu> by return e-mail. If you would like to
receive
the results of the survey, please let us know and we will add your name
to the
list of recipients. Many thanks.

Survey Questions:
1. I teach Arabic at (location)_______

2. Brief description of students
Note:  If you teach multiple ages, proficiency levels, etc., jot down
as many
as you teach:
Age ____
Proficiency level _________
Arabic language learning goals (list as many as apply)_____________

3. I have taught Arabic for ________ years.

Professional preparation for Arabic language teachers usually includes a
combination of education, experience, and immersion in an Arabic
language-speaking context.  Please briefly describe these and any other
sources of learning to teach Arabic. Please be as specific as possible.

4. Teacher education ________________

5. Teaching experience  _________________________

6. Living, visiting, studying, and/or working in an Arabic speaking
environment
Note:  Please circle those that apply.




7. Other sources of learning to teach Arabic



Many teachers participate in professional development activities in
order to
keep up to date. Briefly describe yours. Please be as specific as
possible.



8. Comments

Liz England, Ph. D.
Associate Professor, TEFL
English Language Institute
The American University in Cairo
113 Kasr El Aini Street
Cairo, Egypt
Office phone (from U. S.):  011-202-797-5089
e-mail address:  lengland at aucegypt.edu
Home phone (from U. S.):  011-202-738-1906

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:52 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:52 -0700
Subject: Arabic-L:GEN:ArabicNewsTranslations.us
Message-ID: <THU.12.FEB.2004.135152.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ArabicNewsTranslations.us

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Benjamin Troutman <bentroutman at yahoo.com>
Subject:ArabicNewsTranslations.us

It is the mission of ArabicNewsTranslations.us to serve people  
interested in keeping up with news coverage from the Arabic-speaking  
world by providing English translations of frontpage headlines,  
articles and
op-eds from leading, on-line Arabic language newspapers.

  As a bridge between language barriers and diverse worldviews,  
ArabicNewsTranslations.us is committed to providing translation  
services that encourage a greater understanding of the Arabic-speaking  
world.


http://www.arabicnewstranslations.us/

Contact us at: info at ArabicNewsTranslations.us

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End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:27 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:27 -0700
Subject: Arabic-L:LIT:Jan-Feb. Al-Adab now out
Message-ID: <THU.12.FEB.2004.135127.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Jan-Feb. Al-Adab now out

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:kidriss at cyberia.net.lb
Subject:Jan-Feb. Al-Adab now out

  Mutual Creation: Art and Its Societies South of the Mediterranean,
  & Muhammad Shukri Remembered
Files in the new issue of Al-Adab magazine

Al-Adab #1-2/04 (Jan. Feb. 2004, v.52)
Visit www.adabmag.com
Al-Adab is an Arabic bi-monthly literary and cultural review.
  See order information below.

First File: The essays of the file, “Mutual Creation: Art & Its  
Societies South of the Mediterranean,” discuss the contemporary  
production of fine art in Arab, Turkish, and Kurdish communities in  
terms of the social, political and intellectual investments made in  
that art and the roles it has played in framing social debates and  
identities.  16 pages of color plates. (The file is dedicated to the  
late Abdelrahman Munif.)  Contributions include:

	• 	Todd Porterfield, “The Art Historian’s Role: Beyond the Discourse  
of Civilisation”
	• 	 Jessica Winegar, “The Politics of Art and Culture in Contemporary  
Egypt”
	• 	 Deniz Artun, “Visitors to the Academie Julian Studios from the  
Ottoman Empire and the Republic of Turkey”
	• 	 Kirsten Scheid, “Art as a Social Index? - Revisiting Beirut’s  
Earliest Exhibitions”
	• 	 Silvia Naef, “Paris – Baghdad? - Plastic Arts & Modernity in Iraq”
	• 	 Tina Sherwell, “Geographies of Identity: Place & Memory in  
Contemporary Palestinian Art”
	• 	 Walid Sadek, “Acquiring Death: The Goals of Art and Dwelling in  
Lebanon”
	• 	 Annabelle Boissier, “The Stakes in Current Tunisian Art:  
Experimentation in Collective Memory and New Identities”
	• 	 Sonja Mejcher-Atassi, “Re-inscribing Oneself into the Middle East:  
Etel Adnan and her livres d’artiste in the Context of al-Hurufiyya  
al-`Arabiyya”
	• 	 Clemence Escalbert, “A Reflection on the Landscapes of Kurdistan”


Second file: Muhammad Shukri, the prominent biographer and novelist who  
passed away at the end of 2003, is taken up in 4 articles by Hasan  
Bahrawi, Ferial Ghazzoul, Muhammad Oubayd Allah, and the late Maghda  
al-Nouwayhi.

Articles: Munir al-Hamash writes on the dangers of the  
European-Mediterranean Partnership.  Loles Olivan reports on how Arab  
issues were treated in the recent European Social Forum (Paris,  
Nov/03).  Omar Barghouti deconstructs the zionist “relative humanism”  
vis-à-vis Palestinians.

Book Review: Yumna al-’Id writes on Muhammad al-Bisati’s recent novel,  
“Firdaws.”

Commemoration: Samia Mehrez remembers Maghda al-Nowayhi (1958-2002).

Critique of Previous Issue:  Maher al-Shareef discusses how progressive  
Arab nationalism can be the agenda for the future.

Editorial: Samah Idriss writes about the alienation Arab adults feel,  
and traces part of it to children’s books.

Poems: Mamdouh al-Sakkaf and Buthayna al-’Isa.  
   
This issue is available for $12 (which includes postage) and can be  
ordered from <kidriss at cyberia.net.lb>.  Payment can be made by credit  
card, cash in a registered envelope, or check for sums over $100.

Files in Coming Issues:  Iranian Poetry; Arab Youth and Political  
Participation; The New Novel in Egypt; Arabism in Kurdish Eyes; Sudan  
in Egyptian Eyes; Algeria in Moroccan Eyes; Arabism in Amatzig Eyes

Subscribe to Al-Adab, at reasonably low rates ($30+ postage), and keep  
the magazine going!


For more information, see: www.adabmag.com
Keep up with Al-Adab, keep up with Arab creativity and global critical  
engagement.

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:38 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:38 -0700
Subject: Arabic-L:LING:Needs Abadalla Language Impairment article
Message-ID: <THU.12.FEB.2004.135138.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Needs Abadalla Language Impairment article

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:"Mohammad.T.Alhawary-1" <malhawary at ou.edu>
Subject:Needs Abadalla Language Impairment article

Dear Colleagues:

I have been trying to locate a publication on specific language
impairment by Fauzia Abadalla. Does anyone know the work or the contact
information of the author?  Any additional references on language
impairment is also appreciated.  Please post your reply to the list or
to me directly and I will post a summary to the list later.

Regards,
Mohammad T. Alhawary

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:34 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:34 -0700
Subject: Arabic-L:GEN:Turkey Country Culture Workshop
Message-ID: <THU.12.FEB.2004.135134.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Turkey Country Culture Workshop

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Elizabeth Schultz <eschultz at nafsa.org>
Subject:Turkey Country Culture Workshop

Dear Moderator,
Below is announcement about a workshop that may be interest to list  
subscribers.  I know that the list is focused on Arabic linguistics but  
I thought many of the list subscribers might also have a more general  
interest in Middle Eastern cultures.  Please post it to the list if  
appropriate.

Thank you,
Elizabeth Schultz

Associate Director, Advanced Education Services

NAFSA: Association of International Educators

The Associated Colleges of the South and the Global Partners Project  
and NAFSA: Association of International Educators have organized the  
"Turkey: Traversing Tradition and Modernity Country Culture Workshop".   
The workshop will introduce participants to contemporary Turkey, its  
history, politics, economy, society, arts and culture.  Participants  
will also improve their ability to deliver more effective services and  
programs to Turkish students on their campuses and learn about  
education abroad programs in Turkey for students and faculty.  The  
workshop is scheduled for March 11-13, 2004 in Atlanta, GA. 

Early registration (by February 13) is $125 for NAFSA Members and $225  
for Non-NAFSA members and Regular registration (after February 13) is  
$175 for NAFSA Members and $275 for Non-NAFSA members.  NAFSA also has  
$200 travel grants available for workshop participants.  Applications  
for travel grants are due February 13.  For more information, visit  
http://www.nafsa.org/turkey.  Questions?  Contact eschultz at nafsa.org.   
This workshop is made possible through funding from the Bureau of  
Educational and Cultural Affairs at the U.S. Department of State.

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:34 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:34 -0700
Subject: Arabic-L:LING:more on Al-Imra'a
Message-ID: <FRI.20.FEB.2004.090534.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:more on Al-Imra'a

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:nhedayet at yahoo.com
Subject:more on Al-Imra'a

I think since this is the feminine form of the masculine al- mar' o  
(indefinite mar' ) in the generic use referring to human being or man  
in general,i.e., al insaan or al insaana; and one can say also "howa   
mra'on faqeeron" or " heya  mra'ton faqeera" , or he/she is a poor man  
or woman, where you use emra' as the indefinite generic form of the  
word. In the same way you can say al mar’ato nisfo l mojtama’ , or  
women are half of the society, for example, in a general reference to  
how important you think women are in the society. But to refer to a  
specific person using haadha 'l emra'o or haadhehe 'l- emra'to do not  
sound to be a very proper or polite way of talking, and it is better  
that you use her name or  al-sayyeda so and so unless you really mean  
to be disrespectful.

 wa Llaaho ‘alam

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:31 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:31 -0700
Subject: Arabic-L:GEN:Messages in Arabic Script
Message-ID: <FRI.20.FEB.2004.090531.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Messages in Arabic Script

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:moderator
Subject:Messages in Arabic Script

I have posted, and will continue to post, a few messages either in  
Arabic script or containing Arabic script, realizing that only some of  
you will be able to read them.  I will try to limit these as much as  
possible, and encourage posters to transliterate anything that they  
include in script so that those who can't read the script can figure  
out what is going on.  In the case of the WATA message, I thought it  
was worthwhile enough to post, even though I had no English or  
transliterated version.  For those who could not read it, it is from  
the World Arabic Translators Association, and you can find their  
information at:

arabicwata.org

on the web.

Waheed has pointed out to me that even some of the messages that get  
through may end up getting garbled because of the different ways  
different systems handle puctuation.  For example, his sentence about  
the hadith got all turned around because of the presence of periods in  
the middle:
(I will now copy his response, realizing that if it gets regarbled it  
may be even more incomprehensible than before)

Dil , this is how the text appears in your posting:
قصة النبي داود مع ... الامرأة من العبر ما يكفي .. قصة فيها ...
[Waheed Samy] This is how it should appear:
  قصة النبي داود مع الامرأة قصة فيها من العِبر ما   
(The story of the nabi Dawuud with the woman is a story containing  
lessons/advice that )
I think the presense of periods screwed things up.

Dil

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From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:36 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:36 -0700
Subject: Arabic-L:PEDA:NMELRC Arabic Instructor Training Seminar
Message-ID: <FRI.20.FEB.2004.090536.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:NMELRC Arabic Instructor Training Seminar

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:stan_jarvis at byu.edu
Subject:NMELRC Arabic Instructor Training Seminar

Appplicatiions to the 2004 NMELRC Arabic Instructor Training Seminar  
extended

The National Middle East Language Resouce Center NMELRC announces its  
second Arabic Instructor Training Seminar, to be held July 17 to July  
31,  2004, in cooperation with Middlebury College.  The period for  
making submissions has been extended to March 15, 2004.

This is a unique seminar because it provides training coupled with live  
class obseravtion and immediate hands-on practice in the classroom.  It  
is particularly oriented towards:
	• 	 Arabic  language instruction professionals desiring a skills update
	• 	Advanced TAs who are finishing their dissertations in  preparation  
for a career that  involves teaching Arabic
	• 	 language instructors whose primary training was  in literature,  
religion, culture or other non-linguistic areas but are interetsed  
in training in  Applied Linguistics .

As was the case last year, the entire seminar will be conducted in  
Arabic - no English allowed for the entire seminar period.   The  
seminar will be limited to only 10 participants, whose seminar fees  
will be fully covered by NMELRC and Middlebury.  Participants will pay  
their transportation to and from Middlebury, VT, plus $650 Room & Board  
fees to Middlebury College for the 2-week seminar.  All who are  
interested should submit their applications immediately by Mar. 15,  
2004  (see News at NMELRC.BYU.EDU)

Stan Jarvis
Coordinator, NMELRC
Stan_Jarvis at byu.edu
801 422-7192

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:51 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:51 -0700
Subject: Arabic-L:GEN:AATA Announcements
Message-ID: <FRI.20.FEB.2004.090551.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:AATA Announcements

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:zeinabib at aucegypt.edu
Subject:AATA Announcements

AATA Executive Board members are pleased to announce the following:

1- Al-Arabiyya Journal next issue will be out by September 2004.  It
pleases
us to inform you that interest in Al-Arabiyya by reputable and
distinguished
scholars had increased tremendously.

  2- Drs. Mahdi Alosh, Hussein ElKhafaifi and  Salah Hammound have
finalized a report on Professional Standards for Teachers' of Arabic
which
will
appear soon as a chapter in Handbook for Arabic Language Teaching in
the 21st
Century edited by Kassem Wahba, Zeinab Taha and Liz England.  The entire
document will
  be published independently by the National Middle East Language Center.

3- AATA will be video-conferencing its panel in 2004 with ACTFL to
assure to
participation of all interested members.

4- The board members are thanking Dr. John Eisle for his endless and
great
efforts as Executive Director and have elected him unanimously for
another
term.

5- Dr. Gerald Lampe was elected as AATA's President starting November
2004.
Dr. Lampe is well known to all how are in the field of Arabic and we
look
forward to his insights and working with him.

7- We will be sending out renewal notices to AATA members shortly,
including a
ballot for electing new Executive Board members. We would like to ask
current
and former members to renew their memberships for 2004 and to
participate in
the election. If you do not receive a renewal notice, please
send in the membership form located on the AATA website.

8- The Executive Board welcomes nominations from the membership for
awards of
special merit to AATA members (faculty and student) in the area of
language teaching & learning, research and service. Please send your
nominations to: Mahmoud Abdallah and/or Mona Mikhail.

On behalf of the members,
Zeinab Ibrahim

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:57 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:57 -0700
Subject: Arabic-L:LING:Said on Language
Message-ID: <FRI.20.FEB.2004.090557.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Said on Language

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:af3 at nyu.edu
Subject:Said on Language

Dear List Members,

In this week's Al-Ahram Weekly, there is an article by the late
Edward Said on the issue of spoken colloquial Arabic versus the
standard version, which he calls "modern classical Arabic." The
article is is published posthumously with the permission of the
writer's wife, Mariam.

Mindful that Dilworth has advised against e-mailing attachment files,
I am appending the article below as plain text for the benefit of the
list members who are interested in reading it.

Ahmed Ferhadi
New York University
-------------------------------------------------------------------

Living in Arabic
The debate on the need to reform Islam, the Arabs and their language
-- by adopting demotic rather than classical Arabic -- continues.
Before his death last September Edward Said argued such a debate
reflects an extraordinary lack of the quotidian experience of living
in Arabic
--------------------------------------------------------------------

The word eloquence is not much in use today. What I have in mind is
the sense that it once conveyed of distinguished verbal (both written
and spoken, but mainly the latter) practice, a skill with words that
may be partly due to an innate gift but which also needs to be
developed and schooled in ways that will mark an eloquent person as
possessing something that others do not. Oratory comes to mind
immediately, as does having a good memory. The unforgettably
brilliant study of the art of memory by the late Frances Yates shows
the connection, but shows also how much that kind of skill has more
or less disappeared, or at least isn't taught as such any more. I've
often wondered whether there was some implicit link in my own mind
between my fascination with eloquence and the fact that Giambattista
Vico, the 18th century Italian philosopher, has been such an
important figure for me and that he was professionally a Professor of
Rhetoric with a specialty in eloquence at the University of Naples.

When today one reads Vico's almost comically antiquated work --
before he came out with the first version of The New Science in 1725
-- you quickly notice that most of it is taken up with the
philological and historical study of how ancient authors used
language formally in ways that could be detailed and subjected to
minute scrutiny. For generations the humanistic study of language
required a knowledge of rhetoric and all sorts of figures of speech
that were taught as recently as three or four decades ago in the
context of college, and maybe even school courses, of composition, as
well as in curricula that tried to teach young men and women how to
read and appreciate literature according to the tropes, figures of
speech, and rhetorical devices that had very specific names and uses
that originated in giving speeches of the kind that Vico himself
gave, studied and wrote imitations of. There is no doubt that display
and virtuosity are part of eloquence, although most classical
  rhetoricians, including Vico, warn against pompous or frivolous
display for its own sake.

Awing your listener with your verbal cleverness, and even your sheer
mastery of rhetorical technique, isn't quite the same thing as real
eloquence. Vico has this to say in his autobiography about his own
ideas concerning eloquence: in the teaching of his subject Vico was
always most interested in the progress of the young men, and to open
their eyes and prevent them from being deceived by false doctors he
was willing to incur the hostility of pedants. He never discussed
matters pertaining to eloquence apart from wisdom, but would say that
eloquence is nothing but wisdom speaking; that his chair [of rhetoric
and eloquence] was the one that should give direction to minds and
make them universal; that others were concerned with the various part
of knowledge, but his should teach it as an integral whole in which
each part accords with every other and gets its meaning from the
whole. No matter what the subject, he showed in his lectures how by
eloquence it was animated as it were
  by a single spirit drawing life from all the sciences that had any
bearing upon it. (198-9).

This highly organic view of what eloquence is anticipates Romantic
interest in poetic form, the topic of a great deal of Coleridge's
writing on the role of the imagination, as well as similar concerns
among his German contemporaries such as the Schlegel brothers. Vico's
interest, however, is in a peculiar way highly antiquarian, or rather
antiquarian and contemporary at the same time, and was enabled, I
think, because his students were all assumed to have a working
knowledge of an older non-demotic language, namely Latin. Perhaps one
reason we have lost the capacity for appreciating that now seemingly
old-fashioned eloquence is that Latin is no longer taught or assumed
to have been learned as a pre-requisite for a well-rounded university
education. No one today even tries to emulate the orotund, Latinate
manner of Dr Johnson or Burke, except perhaps as a comic affectation.
This is probably why there is such emphasis instead on communication,
immediacy of persuasion, and the
ability to "sell" ideas, and why the often stilted and grandiose
manner of contemporary Southern orators such as Barbara Jordan or
Billy Graham seems overdone and out of place, as if they are trying
to do something verbally without adequate background or audience. The
existence of a distant model, as well as one that is difficult to
access without a considerable discipline of attention and
rule-learning, illuminates the considerably ornate and elaborate
verbal performances that Vico and his contemporaries considered
eloquent.

There is a rough modern equivalent to all this in the practice of the
speaking and writing of Arabic, which in the US (alas) is considered
to be a highly controversial and quite fearsome language for entirely
ideological reasons that have nothing to do with the way the language
is lived in, deployed, and experienced by native speakers and users.
I don't know where this conception of Arabic as a language
essentially expressing blood- curdling and incomprehensible violence
comes from, but surely all those 40's and 50's Hollywood screen
villains in turbans who snarl at their victims with sadistic relish
have something to do with it, as does the fixation on terrorism to
the exclusion of everything else about the Arabs in the US media. To
a modern educated Arab anywhere in the Arab world, eloquence in fact
is much closer to what Vico experienced and talked about than it is
for English-speakers.

Rhetoric and eloquence in the Arab literary tradition go back a
millennium, to Abbasid writers like Al-Jahiz and Al-Jurjani, who
devised incredibly complex schemes for understanding rhetoric,
eloquence and tropes that seem startlingly modern. But all their work
is based on classical written, not demotic spoken Arabic: in the case
of the former, that is dominated by the presence of the Quran, which
is both origin and model for everything linguistic that comes after
it (as of course a great deal did). This needs some explanation, and
is, I think, quite unfamiliar to users of the modern European
languages, where there is a rough correspondence between spoken and
literary versions, and where scripture has lost its verbal authority
entirely.

All Arabs have a spoken colloquial that varies considerably between
one region or country and another. The written language is quite
different, however, and I will return to it in a moment. I grew up in
a family whose spoken language was an amalgam of what was commonly
spoken in Palestine, Lebanon and Syria: there were small variations
between those three dialects (enough for one resident of the mashriq,
as the Eastern Mediterranean Arab lands are known, to identify
another resident as coming from either, say, Beirut or Jerusalem) but
never enough to prevent easy and direct communication. But because I
went to school in Cairo and spent most of my early youth there I also
was fluent in that colloquial, a much faster, clipped and more
elegant dialect than any of the others that I knew from my parents
and relatives. Spoken Egyptian was made even more widespread by the
fact that nearly all Arabic films, radio dramas and, later, TV
serials, were made principally in Egypt, and thus their spoken idioms
became familiar to and were learned by Arabs everywhere else; I
remember very clearly that young people my age in Lebanon or
Palestine could sing the ditties and mimic the patter of Egyptian
comedians with considerable panache, even though of course they never
sounded quite as fast and as funny as the originals.

During the 1970's and 1980's, as part of the oil boom of those years,
TV dramas were made in other places as well, and they went in for
spoken classical Arabic drama, which rarely caught on. For not only
were they heavy costume dramas of the kind that were meant to be
elevated and suitable for programmatically Muslim (and old-
fashioned, usually more puritanical Christian) Arab tastes that might
have been put off by the racy Cairo films, they were also designed to
be beneficial in ways that to me at least seemed hopelessly
unattractive. For the inveterate surfer of today, even the most
hastily put together Egyptian mousalsal (or serial) is infinitely
more fun to watch than the best of the best-regulated
classical-language dramas. Only Egyptian dialect has this kind of
currency. Thus, if I were to try to understand an Algerian I would
get more or less nowhere, so different and widely varied are the
colloquials from each other once one gets away from the shores of the
Eastern
Mediterranean. The same would be true for me with an Iraqi, Moroccan,
or even a deep Gulf dialect. And yet paradoxically, all Arabic news
broadcasts, discussion programs, as well as documentaries, to say
nothing of meetings, seminars, and oratorical occasions from mosque
sermons to nationalist rallies, as well as daily encounters between
citizens with hugely varying spoken languages are conducted in the
modified and modernized version of the classical language, or an
approximation of it which can be understood all across the Arab
world, from the Gulf to Morocco.

The reason for that is that classical Arabic, like Latin for the
European colloquial languages until a century ago, has maintained a
living presence as the common language of literary expression despite
the lively and readily-available resources of a whole host of spoken
dialects which, except in the Egyptian case I mentioned earlier, have
never attained much currency beyond the local. Moreover, these spoken
dialects don't at all have the large literature in the classical
lingua franca, despite the fact that in every Arab country there
seems to be a substantial body of colloquial poetry, for instance,
which is liked and often recited if only to other speakers of that
colloquial.

Thus, even writers who are considered regional tend to use the modern
classical language most of the time and only occasionally resort to
colloquial Arabic to render not much more than snippets of dialogue.
So in effect then, an educated person has two quite distinct
linguistic personae in the mother-tongue. It's a common enough thing
to be chatting with a newspaper or television reporter in the
colloquial and then, when the recording is switched on, to modulate
without transition into a streamlined version of the classical
language, which is inherently more formal and polite. Thus "what do
you want?" in Lebanese or Palestinian is, when addressed to a man,
very informally, shoo bidak? In classical it would be madha to reed?

Not that there is no connection at all between the two idioms. There
is of course -- letters are often the same, word order is roughly
equivalent, and personal accents can be conveyed in the same tone.
But words and pronunciation are quite different in that classical or
educated Arabic as a standard version of the language loses every
trace of the regional or local dialect and emerges as a sonorous,
carefully modulated, heightened and extraordinarily inflected
instrument capable of great, often (but not always) formulaic
eloquence. Properly used, it is unmatched for precision of expression
and for the amazing way in which individual letters within a word
(but specially at endings) are varied to say quite distinct and
different things.

It is also a language the centrality of which to a whole culture is
matchless in that (as Jaroslav Stetkevych, author of the best modern
book on the language itself has put it), "Venus-like, it was born in
a perfect state of beauty, and it has preserved that beauty in spite
of all the hazards of history and all the corrosive forces of time".
To the Western student "Arabic suggests an idea of almost
mathematical abstraction. The perfect system of the three radical
consonants, the derived verb forms with their basic meanings, the
precise formation of the verbal noun, of the participles --
everything is clarity, logic, system, and abstraction. The language
is like a mathematical formula." But it is also a beautiful object to
look at in its written form; hence the enduring centrality of
calligraphy in Arabic, which is a combinatorial art of the highest
complexity, ever closer to ornament and arabesque than to discursive
explicitation.

And yet I have only known one person who actually spoke classical
Arabic all the time, a Palestinian political scientist and politician
whom my children used to describe as "the man who speaks like a book"
or, on another occasion, as "the man who sounds like Shakespeare" --
a designation to Arabs not fluent in English symbolizing the pinnacle
of classical English, which of course Shakespeare was not, given the
presence of so many clowns, peasants, sailors, and jokers in his
plays. (Milton would be a better example of the weightily sonorous
classical language). All of this Palestinian academic's friends used
to ask him whether he made love in the classical language (which has
always seemed an impossibility, as the spoken dialect is invariably
the language of intimacy), but he afforded them no more than an
enigmatic smile by way of response. Somehow there is an implicit pact
that governs which Arabic is to be used, on which occasions, for how
long, and so forth.

During the early days of the war in Afghanistan I watched the
controversial Al-Jazeera Arabic- language satellite channel for
discussion and news-reporting unavailable in the US media. What I
found striking, quite apart from what was actually said, was the high
level of eloquence among the more embattled and even repellent of the
participants, Osama Bin Laden included. He is (or was) a soft-spoken,
fluent speaker who neither hesitates nor makes the slightest
linguistic slip, surely a factor in his apparent influence; but so
too, on a lower level, are non-Arabs like Burhaneddine Rabbani and
Hikmat Gulbandyar, who clearly know no colloquial Arabic but who
pedal forward with remarkable ease in the classical (Quranic-based)
tongue.

This is not to say that what has come to be called modern standard
(i.e. modern classical) Arabic is exactly the same as that of the
Quran, 14 centuries ago. It isn't the same: although the Quran
remains a much-studied text, its language (as in the example of the
classical speaker I gave above) is an antique, even stilted and for
daily life unusable, and compared to the modern prose used everywhere
today resembles a very "high" sounding prose-poetry.

The modern classical is the result mainly of a fascinating
modernisation of the language that begins during the last decades of
the 19th century -- the period of the Nahda, or renaissance --
carried out mainly by a group of men in Syria, Lebanon, Palestine and
Egypt (a striking number of them Christian) who set themselves the
collective task of bringing Arabic as a language into the modern
world by modifying and somewhat simplifying its syntax, through the
process of Arabising (isti'rab) the 7th century original, that is
introducing such words as "train" and "company" and "democracy" and
"socialism" that couldn't have existed during the classical period,
and by excavating the language's immense resources through the
technical grammatical process of al-qiyas, or analogy (a subject
brilliantly discussed by Stekevych who demonstrates in minute detail
how Arabic's grammatical laws of derivation were mobilised by the
Nahda reformers to absorb new words and concepts into the system
without in any way upsetting it); thereby, in a sense, these men
forced on classical Arabic a whole new vocabulary, which is roughly
60 per cent of today's classical standard language.

The Nahda brought freedom from the religious texts, and a
surreptitiously introduced new secularism into what Arabs said and
wrote. Thus contemporary complaints by New York Times idiot-savant
Thomas Friedman and tired old Orientalists like Bernard Lewis who
keep repeating the formula that Islam (and the Arabs) need a
Reformation have no basis at all, since their knowledge of the
language is so superficial and their use of it non-existent as they
show no acquaintance whatever with actual Arabic usage where the
traces of reformation in thought and practice are everywhere to be
found.

Even some Arabs who for various reasons left the Arab world
relatively early in life and now work in the West repeat the same
nonsense, though in the same breath they admit to having no serious
knowledge of the classical language. I was struck that Leila Ahmed,
an Egyptian woman who was a close friend of my sisters in Cairo, went
to the same English schools that we attended and came from an
Arabic-speaking educated family, got her PhD in English Literature
from Cambridge, wrote an interesting book on gender in Islam almost
two decades ago, has now re-emerged as a campaigner against the
classical language and, oddly enough, a Professor of religion (Islam
in fact) at Harvard. In her memoir A Border Passage: From Cairo to
America -- A Woman's Journey (1999), she waxes eloquent on the
virtues of spoken Egyptian while admitting that she really doesn't
know the fus-ha (classical Arabic) at all; this doesn't seem to have
impeded her teaching of Islam at Harvard even though it scarcely
needs repeating that Arabic is Islam and Islam Arabic at some very
profound level.

Because of an extraordinary lack of quotidian experience or living in
the language, it doesn't seem to occur to her that educated Arabs
actually use both the demotic and the classical, and that this
totally common practice neither prohibits naturalness and beauty of
expression nor in and of itself does it automatically encourage a
stilted and didactic tone as she seems to think. The two languages
are porous and the user flows in and out of one into another as an
essential aspect of what living in Arabic means. Reading Ahmed's
pathetic tirade makes one feel sorry that she never bothered to learn
her own language, an easy enough thing for her to have done if she
had an open mind and was so inclined.

For the first 15 years of my life I lived exclusively in
Arabic-speaking countries, although I went only to English-speaking
colonial schools, administered either by one or other church
missionary group or by the secular British Council. Classical Arabic
was taught in my schools, of course, but it remained of the order of
a local equivalent of Latin, i.e. a dead and forbidding language (and
hence, the sense that Leila Ahmed had of it). I learned to speak
Arabic and English at my mother's knee, simultaneously, and was
always able to switch in and out of both, but my classical Arabic was
soon outstripped by the much greater investment made in school by
attention to English. During my early years the classical language
was symbolic of parentally and institutionally enforced, not to say
imprisoning, circumstances, where I would have to sit in church
regaled by interminable sermons, or in all sorts of secular
assemblies preached at by orators proclaiming a king's or a
minister's or
  a doctor's or a student's virtue, and where as a form of resistance
to the occasion I would tune out the droning and gradually come to
gain a sort of dumb incomprehension. In practice, I knew passages
from the hymnal, the Book of Common Prayer (including the Lord's
Prayer) and such similar devotional material by heart, and even some
(to me at the time) intolerably smarmy and usually patriotic odes in
classical poetry, but it was only years later that I realised how the
atmosphere of rote-learning, lamentably ungifted and repressive
teachers and clergymen, and a sort of enforced "it's good for you"
attitude against which I was in perpetual rebellion undermined the
project altogether.

Arabic grammar is so sophisticated and logically appealing, I think,
that it is perhaps best studied by an older pupil who can appreciate
the niceties of its reasoning; as it is, ironically enough, the best
Arabic teaching is done for non- Arabs at language institutes in
Egypt, Tunisia, Syria, Lebanon and Vermont. What I never really
easily mastered, however, was what I referred to above, the ability
to switch from one mode to another, colloquial to classical, informal
to formal linguistically speaking. So alienated was I from the layers
of repressive authority blanketing my person as a child and teenager
that rebellion took the form of keeping to the language of the
streets, reserving the respectable classical language solely for use
as all-purpose mockery, savage imitations of tedious pomposity, and
imprecations against church, state and school.

But when, having already been in the US (with frequent visits to home
in Cairo and Lebanon) since 1951, and having only studied European
languages and literatures during my entire 16- year school and
university career here, the 1967 Arab-Israeli war pushed me
unwillingly into political engagement at a distance, the first thing
that struck me is that politics weren't conducted in the 'amiya, or
language of the general public, as colloquial Arabic is called, but
more often in the rigorous and formal fus-ha (pronounced fuss- ha,
the double "esses" and the "h" deriving from deep gutturals that have
no European equivalent), or classical language. Recalling my
childhood attitudes to the formal language I soon felt that, as
presented at rallies or meetings, political analyses were made to
sound more profound than they were, or that much of what was said in
these rather-too-pedantic approximations of formal speech were based
on models of eloquence that had been rote-learned as emulations of
seriousness, rather than the thing itself. This, I discovered to my
chagrin, was especially the case with approximations to Marxist and
liberation-movement jargon at the time, in which descriptions of
class, material interests, capital, and social struggle -- with all
the trappings of contradiction, antithesis, and "wretched of the
earth" that had been Fanon's legacy to us -- were Arabised and turned
to use in long monologues addressed not to the people but to other
sophisticated militants. In private, popular leaders like Arafat and
Nasser, with some of whom I had contact, used the colloquial to much
greater effect than the Marxists (who were also better educated than
either the Palestinian or the Egyptian leader) I thought at the time;
Nasser in particular did, in effect, address his masses of followers
in the Egyptian dialect mixed with resounding phrases from the
fus-ha. And, since eloquence in Arabic has a great deal to do with
dramatic delivery, Arafat usually
emerges in his rare public addresses as a below- average orator, his
mispronunciations, hesitations and awkward circumlocutions seeming to
an educated ear to be the equivalent of an elephant tramping
aimlessly through a flower-patch.

In a few years I felt I had no alternative than to commit myself to a
re-education in Arabic philology and grammar (incidentally, the word
for grammar is the plural qawa'id, the singular form is qua'ida, also
the word for a military base, as well as a rule, in the grammatical
sense). I was fortunate in having an old friend of my father's,
retired professor of Semitic Languages Anis Frayha at the American
University of Beirut, as my tutor and who, like me, was an early
riser; for almost a year between the morning hours of seven and ten
he took me on daily explorations through the language without a
text-book, but with hundreds of passages from the Quran, which at
bottom is the foundation of Arabic usage, classical authors like
Al-Ghazzali, Ibn Khaldun and Al-Mas'udi, and modern writers, from
Ahmed Shawki to Mahfouz. An amazingly effective teacher, his
tutorials disclosed the workings of the language for me in a way that
suited my professional interests and philological training in Western
comparative literature, in which roughly at just that time I was
giving seminars on speculations about language (I called it the
literature of language) by 18th and 19th century authors such as
Vico, Rousseau, Herder, Wordsworth and Coleridge, Humboldt, Renan,
Nietzsche, Freud and de Saussure. Thanks to Frayha I was introduced
to, and later introduced into my own teaching and writing Arab
grammarians and linguistic speculators, including Al-Khalil ibn
Ahmad, Sebawayh, and Ibn Hazm, whose work antedated my European
figures by seven centuries.

As illuminated and explained by Frayha, the passage between
colloquial and classical Arabic was a riveting experience for me,
especially as I made mental comparisons with vocabulary and grammar
in French and English. In the first place, since Arabic is a minutely
inflected language, one can learn the nine most commonly used formal
derivations of a verb -- the core of the language -- from a
three-consonant root, which syntactically makes available those
commonly-used forms (most Arabic sentences begin with a verb) from
which the writer-speaker must choose, although over time this becomes
automatic. Then, secondly, Arabic vocabulary is the richest part of
the language, since words can be formed by a dizzyingly logical
method from roots, and roots of roots more or less endlessly, and
with what seems to be perfect regularity. There are of course
variations in expression that have occurred over time, but archaisms
and modern slang in the classical discourse do not present the same
problems they do in modern English or French, for example.

Classical Arabic, its rules, inflections, syntactical modes, and
overpoweringly beautiful richness seems to exist in a sort of abiding
simultaneity of existence that is quite unlike any other linguistic
state that I know of, even though when colloquial conversations take
a turn for the serious or complex one then resorts to it as a
momentary or intermittent episode: the need for personal small talk
like "pass the sugar," or "it's time for me to go" returns one to the
demotic. But, on the occasions when it is declaimed at a public
gathering that could be a business meeting or a seminar or an
academic panel or lecture, speakers are transformed into the bearers
of this other language, in which even expressions like "I am happy to
be here today" or "I don't want to take too much of your time" can be
rendered in classical formulas that function as an organic part of
the whole discourse itself.

Parenthetically, I should mention that the Al- Jazeera channel, much
maligned in the US media by pseudo-experts and which I can easily
watch on my satellite dish receiver, not only conveys a far wider
range of political opinions than any available in the mainstream US
media, but because of the use of classical standard there is none of
the dreadful verbal tough-guy vulgarity that disfigures talk-shows
and panel discussions here, even when discussants hotly dispute major
issues in politics and religion.

I have never escaped the amusingly dissonant jolt that comes with
hearing a commonly used word that has totally incompatible meanings
in the two languages. The name Sami, for example. In English one
immediately thinks of Sam Weller, or Sammy Glick, a comic, or at
least an inelegant nickname or a shortened, familiar form of the much
grander "Samuel" with its biblical resonance not quite appropriate to
our time. In Arabic Sami is also a common first name for a man (the
feminine is Samia, which is also the word for "semitic"), but it
derives from the word for "heaven", sama, and therefore means "high"
or "heavenly" which is about as far from Sam or Sammy as one can get.
They co-exist in the bilingual ear, unresolved, never at peace.

Unlike English, spoken Arabic -- either the standard or the local
dialects -- is full of polite formulas that comprise what is called
adab al lugha, or proper behavior in the language. An individual who
is not a close friend is always addressed in the plural, and
questions like "what is your name?" are always asked indirectly and
with honorifics. Like Japanese and, to a lesser degree French,
German, Italian and Spanish, Arabic users make all sorts of
distinctions in tone and vocabulary as to how to address each other
in given situations and on special subjects. The Quran is always
referred to as al-Quran al- kareem, the honorable Quran, and after
saying the Prophet Mohammed's name it is obligatory to say a phrase
meaning, may God pray and deliver him; a slightly shorter version of
the same phrase applies to Jesus, and in regular Arabic conversation
God's name is invoked dozens of times in an extraordinarily varied
arsenal of phrases that recall the Latin deo volente, or Spanish
ojala, or English in God's name, but many times more.

When one is asked how one is feeling or doing, the immediate response
is invariably al- hamdulillah, for example, and what can follow is a
whole series of questions, also invoking God, that concern members of
the family none of whom is usually referred to by name but by
position of love and prestige (a son is not referred to by his name
but as al-mahrouss, the one whom God preserves). I have an uncle who,
when he worked as a bank executive, had a positive genius for going
on and on with polite indirection for 15 minutes of courtly
wool-gathering, unimaginable in English but learned early in life and
concentrated for use in situations when there is more verbally to say
than there is substance to treat. I always found it miraculously
entertaining, particularly because I found it very hard to do myself,
except for a moment or two.

One of my earliest memories of how much is expected of the classical
Arabic speaker, or khatib, the word for orator, in a formal situation
was a story told to me many years ago by my mother and my great aunt,
a teacher of Arabic, after attending an academic speech in Cairo
given by a well- known Egyptian personality, who might have been Taha
Hussein or Ahmad Lutfi Al-Sayyid. The occasion may have been
political or it may have been commemorative, I have forgotten which,
but I do remember them saying that there were a number of Azhar
sheikhs in attendance. Punctuating the very solemn and elaborate
speech, my mother had noted, one or another sheikh would stand up and
say "allahoma", then sit down immediately, the one word expression
explained to me as showing approval (or disapproval) for fineness of
expression (or a mistake in vocalisation).

The story itself illustrates the great significance attached to
eloquence, or conversely, failures in it. It helps to know that
Al-Azhar University in Cairo is not only the oldest institution of
higher learning in the world, it is considered to be the seat of
orthodoxy for Islam, its Rector being for Sunni Egypt the highest
religious authority in the country. More important is that Al-Azhar
essentially, but not exclusively, teaches Islamic learning of which
the core is the Quran, and all that goes with it in terms of methods
of interpretation, jurisprudence, hadith, language and grammar.
Mastery of classical Arabic is thus clearly the very heart of Islamic
teaching for Arabs and other Muslims at Al-Azhar since the language
of the Quran -- which is considered to be the uncreated Word of God
that "descended" (the Arabic word is munzal) in a series of
revelations to Mohammed -- is sacred, with rules and paradigms in it
that are considered obligatory and binding on users althoug
h, paradoxically enough, they cannot by doctrinal fiat (ijaz) be
directly imitative of it or, as in the case of The Satanic Verses, in
any way challenge its entirely divine provenance.

Sixty years ago orators were listened to and commented on endlessly
for the correctness and felicity of their language as much as for
what they had to say in it. I myself have never witnessed such an
occurrence as the story told to me, even though I recall with some
embarrassment that when I gave my first speech in Arabic (in Cairo
again) two decades ago, and after years of speaking publicly in
English and French but never in my own native language, a young
relative of mine came up to me after I had finished to tell me how
disappointed he was that I hadn't been more eloquent. But you
understood what I said, I asked him plaintively, since being
understood on some sensitive political and philosophical points was
my main concern. Oh yes, of course, he replied dismissively, no
problem: but you weren't rhetorical or eloquent enough. And that
complaint still dogs me when I speak since I am unable to transform
myself into a classical faseeh, or eloquent orator. I mix colloquial
and
  classical idioms pragmatically, with results (I was once amiably
told) that resembled someone who owned a Rolls Royce but preferred to
use a Volkswagen. I'm still trying to sort the problem out because,
as someone who works in several languages, I don't want to be accused
of saying one thing in English that I don't say exactly the same way
in Arabic.

I must say that, despite my pleading that my way of speaking avoids
the circumlocution and ornamental preciosity (often consisting mostly
of endless synonyms, and the use of either of "and" as a device for
elaborating thoughts without regard for logic or development, or the
use of an array of rote-learned formulae for indirection and
euphemism of the kind that Orwell mocks in "Politics and the English
Language," but which are to be found in every language) endemic to
the decline of contemporary political, journalistic and critical
writing in Arabic, it is also an excuse I use to cover my sense of
still loitering on the fringes of the language rather than standing
confidently at its centre.

It's only in the last ten or 15 years that I've discovered that the
finest, leanest, most steely Arabic prose that I have either read or
heard is produced by novelists (not critics) like Elias Khoury or
Gamal El-Ghitany, or by two of our greatest living poets, Adonis and
Mahmoud Darwish, each of whom in his odes soars to such lofty
rhapsodic heights as to drive huge audiences into frenzies of
enthusiastic rapture, but for whom each of which prose is a
razor-sharp Aristotelian instrument the elegance of which resembles
Empson's or Newman's. But their knowledge of the language is so
virtuosic and natural that they can be both eloquent and clear by
virtue of their gift for not needing fillers, or tiresome verbosity,
or display for its own sake, whereas for a relative latecomer to the
classical idiom such as myself -- someone who did not learn it as
part of a specifically Islamic training, or in the national Arab (as
opposed to colonial) school system -- I still have to think
consciously about putting a classical sentence together correctly and
clearly, with not always elegant results, to put it mildly.

Because Arabic and English are such different languages in the way
they operate, and also because the ideal of eloquence in one language
is not the same as in the other, a perfect bilingualism of the kind
that I often dream about, and sometimes boldly think that I have
almost achieved, is not really possible. There is a massive technical
literature about bilingualism, but what I've seen of it simply cannot
deal with the aspect of actually living in, as opposed to knowing,
two languages from two different worlds and two different linguistic
families. This isn't to say that one can't be somehow brilliant, as
the Polish native Conrad was, in English, but the strangeness stays
there forever. Besides, what does it mean to be perfectly, in a
completely equal way, bilingual? Has anyone studied the ways in which
each language creates barriers against other languages, just in case
one might slip over into new territory?

I often find myself noting aspects of the experience and gathering
evidence from around me that reinforces both the tantalising
imperfection (for me) and the dynamic state of both languages, their
perfect inequality that is, which is so much more satisfying than a
frozen, completed but in the end only theoretical attainment such as
the kind professional interpreters and translators seem to have but
in my opinion don't since they cannot by definition be eloquent.
Having left behind locales that have either been ruined by war or for
other reasons no longer exist, and having very little by way of
property and objects that come from my earlier life, I seem to have
made of those two languages at play, as experiences, an environment
that I can carry about within me, complete with timbre, pitch, and
accent specific to the time, the place and the person. I remember and
still listen to what people say, how they say it, what words carry
the stress and exactly how and this, I think, is
  why in English poetry it is Hopkins and Shakespeare's comic
characters who have marked my ears so indelibly.

I think of my earliest years, therefore, in terms both of striking
images that seem as vivid to me now as they did then, and of states
of language in Arabic and English that always begin in the intimacy
of family: my mother's strangely accented and musical English,
acquired in mission schools and a cultivated Palestinian milieu early
in the century, her wonderfully expressive Arabic, vacillating
charmingly between the demotic of her native Nazareth and Beirut, and
that of her long later residence in Cairo, my father's eccentric
Anglo-American dialect, his much poorer Jerusalem and Cairo melange,
the sense he gave me both of admonishment and an often unsuccessful
search for the right word in English as well as Arabic. And then,
more recently, my wife Mariam's Arabic, a language learned naturally
in national school without the disturbance of English and French at
first, although both were acquired a little later. Hence her ease in
moving back and forth between classical and colloquial, which I could
never do as she does or feel as completely at home in as she does.
And my son's amazing knowledge of the Arabic language as a
magnificent, somehow self-conscious structure which he painstakingly
got on his own at university and then through long residence in
Cairo, Palestine, Jordan, Syria, Lebanon, noting down every new
expression legal, Quranic, poetical, dialectical that he learned
until he, a New York city kid now a lawyer whose obvious first
language was English, has in effect become a learned user of his
great-great-grandfather's (Mariam's grandfather) "matter," the Arabic
language which he taught as a university professor in Beirut before
World War One; or my daughter's perfect ear as accomplished actress
and as a precociously early literary talent who, while she didn't do
what her older brother did and go out and make herself master the
strange quirks of our original Muttersprach, can mime the sounds
exactly right, and has been called on (especially now) to play parts
in commercial films, TV serials, and plays, roles that are of the
"generic" Middle Eastern woman, and which has slowly led her to an
interest in learning the common family language for the first time in
her young life.

* Published by permission of Mariam Cortas-Said

C a p t i o n : 'Nasser in particular did, in effect, address his
masses of followers in the Egyptian dialect mixed with resounding
phrases from the fus-ha'


© Copyright Al-Ahram Weekly. All rights reserved

Al-Ahram Weekly Online : 12 - 18 February 2004 (Issue No. 677)

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:53 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:53 -0700
Subject: Arabic-L:LIT:Ibrahim Al-Koni info
Message-ID: <FRI.20.FEB.2004.090553.0700.DILWORTHPARKINSON@BYU.EDU>

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Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:Ibrahim Al-Koni info

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:al_jovan_t at yahoo.co.uk
Subject:Ibrahim Al-Koni info

My friend, Srpko Lestaric, sent me your message regarding the Libyan  
author Ibrahim Al-Kouni. I am not sure that this will help you very  
much, but about a year ago (at least it seems to me so) I read one  
article about him in Kuwaiti monthly Al-Arabi. They also mentioned  
Switzerland as his place of residence. Anyway, you may try to contact  
them.Their email is: arabimag at arabimag.net . I hope they will help you.  
Since I am in Tripoli at present I'll try to find some information  
about Ibrahim. Though it is not very easy here. Good luck.
  Best regards.
  Jovan Djordjevic

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:01 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:01 -0700
Subject: Arabic-L:LING:Cairo Univ Conf on Arabic Language Studies in Egypt
Message-ID: <FRI.20.FEB.2004.090601.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Cairo Univ Conf on Arabic Language Studies in Egypt

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:Abdul-rahman sharkawy <sharqawy at hotmail.com>
Subject:Cairo Univ Conf on Arabic Language Studies in Egypt

Hi to all
I would like to inform you about a conference on : Arabic language
studies in egypt which is going to be held at cairo university between
26th - 28th of April and if anyone is intereasted you can send me an
e-mail to get all the details with the title "conference data"the
e-mail adress is: sharqawy at hotmail.com
thanks

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:48 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:48 -0700
Subject: Arabic-L:PEDA:Passive Voice Response
Message-ID: <FRI.20.FEB.2004.090548.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Passive Voice Response

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:akhalil at bethlehem.edu
Subject:Passive Voice Response

Hi,

When I teach the Arabic passive, I focus on tree main
points:

A. TYPES: regular (kataba-kutiba) and 'infa`ala
(reflexive verb) forms ('inkasara)
B. Pragmatic/disoursal functions: unknown agent;
avoidin g the mentioning of the agent; suspense
C. Qur'anic use: We have examples in the Qur'an in
which the semantic "agent" is mentioned in a passive
sentence (e.g. yaa 'ayyuha n-nabiyyu ttabi` maa
'uuHiya 'ilayaka min rabbika.). Other examples
include bi- (e.g., bi-T-Taaghiya).

Aziz Khalil
Chair of the English Department,
Associate Professor of Applied Linguistics,
Bethlehem University,
P.O.Box 9, Bethlehem, Palestine
Tel. #: 00972-2-2744342 (Home)
            00972-2-2741241 (Office) Ext. 2452
Fax #: 00972-2-2744440

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:38 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:38 -0700
Subject: Arabic-L:LIT:Needs Amin Malouf info
Message-ID: <FRI.20.FEB.2004.090538.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Amin Malouf info

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:DAHESHBOOKS at aol.com
Subject:Needs Amin Malouf info

I wonder if you know the writer,  Amin Malouf's address in France?
Thanks in advance.
Mike Masri

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From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:05 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:05 -0700
Subject: Arabic-L:LING:TOC:Languages and Linguistics
Message-ID: <FRI.20.FEB.2004.090605.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:TOC:Languages and Linguistics

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:estry at menara.ma
Subject:TOC:Languages and Linguistics

Dear colleagues,

I am pleased to in form you of the publication of the new issue of  
Languages
and Linguistics.

Journal: Languages and Linguistics
Issue: 12
Topic: Linguistic Studies and Language Teaching
Editor: Moha Ennaji



CONTENTS / TABLE DES MATIERES

Thami Benkirane
Statut Prosodique et Phonologique  des Séquences CVC
dans le Parler Arabe du Maroc………………………………….…...1

Noureddine Chenfour
Etude des Allongements Syllabiques dans le Système
Accentuel Arabe……………………………………………………..13

Emmanuel Nicholas Abakah
Syllable Structure Processes in Akan…………………………………….43

Joyce T. Mathangwane
Morphological Adaptation of Foreign Words in Setswana
and  Ikalanga………………………………………………………....65

Redouan Saidi
Arabic Language Proficiency and the Ethnic Factor……………..….85

Sultan Ahmed M. Arishi
The Reliability of the Multiple-Choice Test
as an Alternative Measure of Vocabulary Size Test….. ……...….….97

Hassan Al-Hazemi
Evaluating the Multiple Choice and the LLEX
Vocabulary Size Tests: Do they Measure the Same?……………… 103

Esma Maamouri Ghrib
EFL Learners’ and Teachers’ Assessment  of Writing  
Difficulties..……………………113

Yahia Ibn Ahmed Mehdi Arishi
Word Borrowing and Military Vocabulary (in  
Arabic)………………………………………………………………1A

Book-Review

Abdessatar Mahfoudhi……………………………………………..….137
Georges Bohas(2000). Matrices et Etymons: Développement de la
Théorie……………137


FOR FURTHER INFORMTION, PLEASE CONTACT: estry at menara.ma

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:44 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:44 -0700
Subject: Arabic-L:PEDA:(Ad)Tell ME More
Message-ID: <FRI.20.FEB.2004.090544.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:(Ad)Tell ME More

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:GnhBos at aol.com
Subject:(Ad)Tell ME More


  TELL ME MORE® is the first language learning method
  based on the use of speech recognition (ASR) technology.
  This collection of CD-ROMs is geared not only towards
  learning Modern Standard Arabic, but also introduces
  different Arabic dialects. The nuances of both the
  spoken language (comprehension and pronunciation)
  and the written language (written expression and
  grammar) are easily mastered using this software.

  TELL ME MORE® Arabic introduces the standard
  Arabic used in newspapers, television broadcasts and
  between Arabic speakers of different nationalities. At
  the same time, an introduction to dialects such as
  Egyptian, Yemeni, Algerian and Moroccan is also
  given.

  800 HOURS OF LEARNING WITH
  MORE THAN 5,000 EXERCISES

  :: Interactive Dialogues and Cultural Videos

  Use your computer to practice speaking in an interactive
  manner and to perfect your pronunciation, with over 2,200
  sentences and 30,000 words related to themes taken
  from daily life. The dialogues are designed to help
  students expand their knowledge with regard to different
  Arab cultures while simultaneously strengthening their
  vocabulary skills.

  :: More than 5,000 exercises

  Enhance your learning with 11 different types of
  written and oral activities: Word Association,
  Picture/Word Association, The Right Word, Word
  Order, Fill-in-the-Blanks, Mystery Phrase, Dictation,
  Grammar Practice, Crossword Puzzles, Sentence
  Practice, Phonetics Exercises.

  :: Grammar and Vocabulary

  Consult 200 key grammar and conjugation points
  presented in a clear and concise manner.

  Enrich your vocabulary with an audio glossary
  containing more than 4,300 words.

  A ONE-OF-A-KIND LESSON STRUCTURE

  :: Two distinct lesson modes provide a simple
  learning method for everyone

  The Free-To-Roam Mode allows you to select the
  activities and exercises of your choice, giving you
  the freedom to create your own lessons.
  The Guided Mode offers a predefined lesson
  plan. You can follow your progress using the
  Progress Chart.

  :: Learn more about Arabic and Arab culture

  Numerous dialogues and videos make learning easier
  and more enjoyable. The cultural diversity of the
  Arabic-speaking world is illustrated using situations
  taken from traditional and everyday life.

  CUTTING-EDGE TECHNOLOGY

  :: Speech Recognition

  Using speech recognition technology, TELL ME MORE®
  is able to recognize what you say, evaluate your
  pronunciation and correct your mistakes. With the help
  of the voice graph and pitch curve, you can improve
  your pronunciation and intonation. Phonetic exercises
  and 3D animations will also facilitate learning the correct
  pronunciation of the 29 Arabic phonemes, including
  Hamza, Baa' and Waaw.

  :: Automatic Detection of Pronunciation Errors: S.E.T.S.®

  TELL ME MORE® points out pronunciation errors within
  a sentence thanks to its exclusive S.E.T.S.® (Spoken
  Error Tracking System).

  :: MPEG Videos

  Improve your listening comprehension and knowledge
  of Arab culture with full-screen MPEG videos covering
  a wide variety of topics, excerpted from documentaries.

  TELL ME MORE® Arabic makes use of the most
  up-to-date technology in order to make learning
  easier and more enjoyable:

  This package, with all 4 levels, is three packages:

  1. Complete Beginner, Beginner
  2. Intermediate & Advanced
  3. Complete Beginner, Beginner, Intermediate,
      and Advanced Bundle

  For more information go to http://www.aramedia.com


  Best Regards,

  George N. Hallak
  AramediA Group  
  761 Adams Street    
  Boston, MA 02122, USA  

http://www.aramedia.com
http://www.arabicsoftware.net
mailto:GHallak at aramedia.com
  T. 617-825-3044 F. 617-265-9648

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:08 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:08 -0700
Subject: Arabic-L:PEDA:AUC Summer Program
Message-ID: <FRI.20.FEB.2004.090608.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:AUC Summer Program

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:Iman Saad <imansaad at aucegypt.edu>
Subject:AUC Summer Program

The Intensive Summer Program in Arabic Language and Culture
at the American University in Cairo
June  6 to  July  21, 2004
-----------------------------------------
The American University in Cairo offers a superb Intensive Summer
Program to students of Arabic at all levels of proficiency.  Its classes
average only ten students, allowing for homogeneous groups and
individualized attention.   The summer program offers its students a
computer-assisted language lab, a standard language lab, and a study
center
for learners who need extra help in the form of individualized
tutoring, and
some of the most experienced teachers of Arabic in the world.

Fees for AUC's 7 week program are $ 3145.  These cover 20 contact hours
a
week (8 credits).   Students may opt to study both Modern Standard
Arabic
(MSA) and Egyptian Colloquial Arabic (ECA) simultaneously or to
concentrate
on one or the other.  At no extra cost, students can also select up to
two
additional electives, e.g. Media, Qur'an,  Conversation, Literature,
Translation, Writing and Grammar., folkdance, singing, music, or
calligraphy. General campus services and facilities, as well as a
developed
security information and support network are also in
place for international students.

AUC's summer program is famous for its unique cultural program, which
includes lectures, films, tours and trips to many of the fascinating
Pharonic, Greco-Roman, Coptic, and Islmaic sites and places of interest.
Being in Cairo, gives students a unique opportunity to to be in the
heart of
the Arab world and the Middle East.

For further information, see
  http://www.aucegypt.edu/academic.ali
Or contact
The American University in Cairo, Cairo Office
E-mail: alu at aucegypt.edu
The American University in Cairo, New York Office
E-mail: aucegypt at aucnyo.edu

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:15 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:15 -0700
Subject: Arabic-L:PEDA:Internet Resources for Arabic Teachers response
Message-ID: <FRI.20.FEB.2004.090615.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Internet Resources for Arabic Teachers response

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:ibc at ibcbooks.com
Subject:Internet Resources for Arabic Teachers response

Reply ... try the International Book Centre website at
www.ibcbooks.com for a large selection of Arabic Books and learning
aids.
Claudette

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:11 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:11 -0700
Subject: Arabic-L:PEDA:Summer Arabic at Univ. of Pennsylvania
Message-ID: <FRI.20.FEB.2004.090611.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Summer Arabic at Univ. of Pennsylvania

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:Maher Awad <awadm at sas.upenn.edu>
Subject:Summer Arabic at Univ. of Pennsylvania

The Arabic Language Program at the University of
Pennsylvania announces its summer intensive program for the
year 2004.  The program runs from May 18 to June 25.  Two
proficiency-oriented courses in Modern Standard Arabic are
offered:  Intensive Elementary Arabic and Intensive
Intermediate Arabic.  Both classes meet Monday through
Friday from 9 a.m. to 1:30 p.m.  Students earn two (2)
University of Pennsylvania course units for either course.
(Note: 1 course unit is equivalent to 4 semester credit
hours.)

Information about the Arabic program can be found here:
http://ccat.sas.upenn.edu/arabic/

Information about summer tuition, registration, and housing
can be found here:  http://www.upenn.edu/summer/

For information about the courses, contact:

Maher Awad, Coordinator
Arabic Language Program
Dept. of Asian and Middle Eastern Studies
University of Pennsylvania
Philadelphia, PA  19104-5502
E-mail: awadm at sas.upenn.edu

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:33 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:33 -0700
Subject: Arabic-L:LING:Cognitive Ling/Arabic refs response
Message-ID: <FRI.20.FEB.2004.090633.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Cognitive Ling/Arabic refs response

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:mmughazy at unix.cc.wmich.edu
Subject:Cognitive Ling/Arabic refs response

There is a paper in Studies in the Linguistic Sciences, 2001, 31, 2,
fall, 143-153
with the title Adjectival Passives and Thematic Roles in Egyptian
Arabic.

Hope that is what you are looking for

Mustafa Mughazy
Western Michigan University

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:37 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:37 -0700
Subject: Arabic-L:LING:Needs Arabic reference grammar for linguists
Message-ID: <FRI.20.FEB.2004.090637.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Needs Arabic reference grammar for linguists

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:Nori Heikkinen <nori+arabic-l at maenad.net>
Subject:Needs Arabic reference grammar for linguists

Hi,

The company I work for does computational linguistics, and we're just
starting to work with Arabic.  Many of us would find it useful to have
a reference grammar or two lying around that doesn't presuppose
knowledge of the language -- the more concise, the better.  Could the
list recommend anything they particularly like or dislike?

Thanks very much,

Nori Heikkinen
<nori at streamsage.com>

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:28 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:28 -0700
Subject: Arabic-L:GEN:Arabic-L Website
Message-ID: <FRI.20.FEB.2004.090628.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Arabic-L Website

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:moderator
Subject:Arabic-L Website

BYU has changed servers (again), so the website for Arabic-L has moved
to:

  http://humanities.byu.edu/asiane/arabic/arabic-l/

This is a rather primitive site, but it does have clear instructions on
how to sign up, send messages, etc. so that you can refer people to it
who want to know how to sign up.

Dil

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:48:54 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:48:54 -0700
Subject: Arabic-L:LING:another Al-Imra'a exchange
Message-ID: <THU.26.FEB.2004.134854.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:another Al-Imra'a exchange

[Mike and Nagwa had the following exchange, which they now post]

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Michael.Schub at trincoll.edu
Subject:Al-Imra'a

According to all authoritave grammars and dictionaries "indefinite  
/mar'u[n]/"
is simply wrong.  The nominitive is  /mru'un/; the accusative /mra'an/;  
and the
genitive is  /mri'in/, all spelled with an alif waSla initially, and  
the three
  respective different "chairs" for the final hamza.
                                                                          
              Mike Schub

(Even Harvard Professor Thackston botched this up royally on p. 21(?)  
of his *Grammar of Koranic Arabic.*)
      What a piece of work is man!
                                                                          
         Mike Schub

------------------------------------------------------------------------ 
--
2)
Date: 09 Jan 2004
From:nhedayet at yahoo.com
Subject:Al-Imra'a

Yes Mike, one says maru’at al-‘ardu maraa’atan meaning its breeze  
became nice, and that person maru’a  muruu’atan meaning behaved with  
humanliness, chivalry or magnanimity. One also says as a complement  
upon eating: hanee’an maree’an like may the food be pleasant. With the  
noun you can say, in case of using the definite article: al-mar’o and  
al- mir’o and al-mor’o (miim muthallatha and sukuun of the raa’) and if  
the word is indefinite you say:  ‘emru’ by changing of alif al- wasl to  
a kesra while the final hamza of course may be written with any of the  
three chairs depending on this noun case and the plural is ridjaalun=  
men. In case of the feminine form whether definite or indefinite is

  al-mar’to or mar’tun, i.e., miim fatHa only, or by elision of the  
hamza: maratun and the pl. is nisaa’un and niswatun= women. Therefore,  
I think the origin is a miim fatHa as in the verb, verbal noun and the  
feminine form but the story is different if it is preceded by alif al  
wasl,

wa llaahu a’lam

------------------------------------------------------------------------ 
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:01 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:01 -0700
Subject: Arabic-L:LING:Arabic reference grammar for linguists
Message-ID: <THU.26.FEB.2004.134901.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Arabic reference grammar for linguists

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Tim Buckwalter <timbuckwalter at verizon.net>
Subject:Arabic reference grammar for linguists

Nori:

The best concise grammar of Arabic is Mary Catherine Bateson's "Arabic
Language Handbook" (1967) recently re-printed by Georgetown Univ. Press:
http://www.press.georgetown.edu/series.html?se=16

Regards,
Tim

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:48:59 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:48:59 -0700
Subject: Arabic-L:PEDA:Needs info on Muslim Americans learning Arabic
Message-ID: <THU.26.FEB.2004.134859.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Needs info on Muslim Americans learning Arabic

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Mkotun at aol.com
Subject:Needs info on Muslim Americans learning Arabic

Hello,
 
Can you please post a message requesting any information on  
Experiences of Muslim Americans achieving bilingualism in English and  
Arabic?
 
Truly,
 
Miriam Ezzani-Kotun, USC Graduate Student
Rossier School of Education
   
------------------------------------------------------------------------ 
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:06 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:06 -0700
Subject: Arabic-L:PEDA:AUC Summer Program for Arab Heritage Students
Message-ID: <THU.26.FEB.2004.134906.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:AUC Summer Program for Arab Heritage Students

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Iman Saad <imansaad at aucegypt.edu>
Subject:AUC Summer Program for Arab Heritage Students

Arab Heritage Students
An Intensive Summer Program in Arabic Language and Culture
at the American University in Cairo
June  6 to  July  21, 2004
-----------------------------------------
The American University in Cairo offers a superb Intensive Summer
Program to students of Arab origin.  This  program caters to those
interested in
enhancing their Arabic language proficiency while reconnecting with
their
heritage
and culture. Its classes average only ten students, allowing for
homogeneous
groups and
individualized attention.   The program offers its students a
computer-assisted language lab, a standard language lab, and a study
center
for learners who need extra help in the form of individualized
tutoring, and
some of the most experienced teachers of Arabic in the world.

Fees for AUC's 7 week program are $ 3145.  These cover 20 contact hours
a
week (8 credits).   Students may opt to study both Modern Standard
Arabic
(MSA) and Egyptian Colloquial Arabic (ECA) simultaneously or to
concentrate
on one or the other.  At no extra cost, students can also select up to
two
additional electives, e.g. Media, Qur'an,  Conversation, Literature,
Translation, Writing and Grammar., folkdance, singing, music, or
calligraphy. General campus services and facilities, as well as a
developed
security information and support network are also in
place for international students.

AUC's summer program is famous for its unique cultural program, which
includes lectures, films, tours and trips to many of the fascinating
Pharonic, Greco-Roman, Coptic, and Islmaic sites and places of interest.
Being in Cairo, gives students a unique opportunity to to be in the
heart of
the Arab world and the Middle East.

For further information, see
  http://www.aucegypt.edu/academic.ali
Or contact
The American University in Cairo, Cairo Office
E-mail: alu at aucegypt.edu
The American University in Cairo, New York Office
E-mail: aucegypt at aucnyo.edu

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:08 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:08 -0700
Subject: Arabic-L:PEDA:U of Arizona Morocco Study Abroad Program
Message-ID: <THU.26.FEB.2004.134908.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:U of Arizona Morocco Study Abroad Program

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Martha Schulte-Nafeh <marthas at u.arizona.edu>
Subject:U of Arizona Morocco Study Abroad Program

The University of Arizona in Morocco
L'Université Moulay Ismail
June 21-July 30

Program Highlights:
This program focuses on understanding contemporary Moroccan society and
culture, as well as providing an opportunity to take intensive Moroccan
colloquial Arabic, intensive Berber language, or Francophone literature
in French. It has both an undergraduate and a graduate component, the
latter emphasizing research opportunities and sources within Morocco.
Classes are at L'Université Moulay Ismail in Meknes, Morocco.
Undergraduates seeking an exciting study abroad experience or the
specialized undergraduate or graduate interested in North African/Arab
society and culture or North African languages can benefit from this
program.

Location:
Meknes, one of the four "Imperial Cities" of Morocco, has a population
of at least 500,000. Located on the plain between Rabat and Fez (and
near the Roman site of Volubilis), Meknes was the capital city of the
Alawite dynasty when Sultan Moulay Ismail reigned for 55 years in the
late 17th and early 18th centuries. It contains numerous historic
buildings as well as having a vibrant souq (market) and madina (old
city). L'Universite Moulay Ismail was founded in 1982 and during the
regular school year has about 25,000 full-time students. Within its
Faculty of Arts and Sciences are separate departments that focus on
Arabic, French, History, Geography, and Islamic Studies.Classes:

The following classes will be offered in the program:
1) Intensive Beginning Moroccan Arabic (6 units  120 hours of
instruction/conversation/lab)
2) Intermediate Moroccan Arabic (6 units  120 hours of
instruction/conversation/lab)
3) Intensive Beginning Berber (6 units  120 hours of
instruction/conversation/lab)
4) Readings in Arabic Literature (advanced level  3 units, 45 hours)
5) Francophone Literature of North Africa (in French) (3 units, 45  
hours)
6) Introduction to Arabic Language: Written & Spoken (3 units, 45 hours)
7) Morocco: Contemporary Society and Culture (3 units  in English, all
students take, 45 hours)
8) Research Issues & Sources in Morocco (2 units  mainly for graduate
students, 30 hours)

The classes will be 4 days per week, allowing 3-day weekends for travel
and interaction with Moroccans, and for most students, opportunities to
use your language training. Four 3-day excursions are included with the
program, tentatively one to Marrakesh, one to Volubilis and Fez, one to
the south, such as the Ziz valley, and one to the Rif in the north, such
as Tangier and Chefchaouen.

Credit:
Students will take a minimum of 6 credits, and students can take from
6-11 credits. Undergraduate students not having any prior background in
North African studies or languages, might, for instance, take 6 units
(e.g. course 5 and 6 above). Students taking intensive languages
normally will be taking 9 units (to include course 6 above), while
graduate students may be taking, in addition, course 7 above, for a
total of 11 units.

Costs:
For 6 units the cost is $3,300 while for more than 6 units the cost is
$3,600. This price includes lodging and most meals. Transportation costs
to and from Morocco are not included in the price of the program.
Transportation, lodging and most meals for the four 3-day excursions are
included.

Dates:
Monday, June 21- Friday July 30

Eligibility and Application:
The application deadline is March 17. Applications are available at the
Office of Study Abroad & Student Exchange (520) 626-9211, email:
wrightd1 at email.arizona.edu

For more information please contact Professor Michael E. Bonine, Head of
Department of Near Eastern Studies, University of Arizona (520) 621-8012
(bonine at u.arizona.edu) or Kate Mackay, Assistant Director, Center for
Middle East Studies, University of Arizona (520) 621-8079
(kmackay at u.arizona.edu). Students interested in the Francophone
literature can also contact Professor Carine Bourget, French & Italian
Department, University of Arizona (520) 626-0792  
(bourgetc at u.arizona.edu).

------------------------------------------------------------------------ 
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:13 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:13 -0700
Subject: Arabic-L:LIT:Amin Malouf info
Message-ID: <THU.26.FEB.2004.134913.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Amin Malouf info

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:abamia at aall.ufl.edu
Subject:Amin Malouf info

Dear Mike,
Try contacting Maalouf's publisher, Grasset for Les identit�s
meurtri�res. Their address is 61, Rue des Saints-P�res, Paris 75006,
France.
Best,
Aida Bamia

------------------------------------------------------------------------ 
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:15 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:15 -0700
Subject: Arabic-L:PEDA:U of Chicago Job
Message-ID: <THU.26.FEB.2004.134915.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:U of Chicago Job

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From: Farouq Mustafa <fawm at midway.uchicago.edu>
Subject:U of Chicago Job

The University of Chicago

The Department of Near Eastern Languages and Civilizations at the
University of Chicago announces a new position of Lecturer in Arabic,
beginning September 2004, for one year, renewable.  Duties will include
teaching Elementary and Intermediate Modern Standard Arabic.  Applicants
are expected to have native or near-native proficiency in Modern
Standard
Arabic and extensive teaching experience.  A Ph.D. is desirable but not
required.  This is not a tenure-track position.  Applicants should send
a
curriculum vitae, a cover letter with a brief description of teaching
philosophy, supporting documents (including teaching evaluations and
sample
syllabi, if available), and three letters of recommendation to:

Chair, Arabic Lecturer Search Committee
Department of Near Eastern Languages and Civilizations
University of Chicago
1155 East 58th Street
Chicago, IL 60637

Review of applications will begin on March 15, 2004, and will continue
until the position is filled.

The University of Chicago is an Affirmative Action/Equal Opportunity
Employer.

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:04 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:04 -0700
Subject: Arabic-L:LIT:Maghribi qasida variations query
Message-ID: <THU.26.FEB.2004.134904.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Maghribi qasida variations query

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From: Sharon Vance <canito3 at earthlink.net>
Subject:Maghribi qasida variations query

[please send your responses directly to Sharon, as well as posting them
to Arabic-L, since she is not a subscriber.  --moderator]

Prof. Allen, my dissertation advisor, suggested I send a question I had
about a possible Maghribi variation of the qasida. I am looking for
research articles on the qasidah in Morocco. I have some references on
the qasidah in Hebrew Moroccan Jewish literature and I wanted to try
and get some articles that describe and discuss this genre among Muslim
authors.

The description I have of it is a strophic, single subject poetic genre
written in a language that is intermediate between the dialect and
classical Arabic.

Any information you might have would be appreciated. Also does anyone
know of any journals that focus on Arabic literature in North Africa?

  Thanks,

Sharon Vance

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:11 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:11 -0700
Subject: Arabic-L:GEN:Al Jazeera live on the internet query
Message-ID: <THU.26.FEB.2004.134911.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Al Jazeera live on the internet query

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:mtoler at middlebury.edu
Subject:Al Jazeera live on the internet query

Dear Colleagues and friends,

Would anyone know what has happened to the live stream from Al Jazeera
that
used to be available? It was available on the Al Jazeera Web site, but
then
moved to another site where a paid subscription was required. I don't
recall
what that site was, bug I can't seem to find it via the search engines.
There are plenty of hits that purport to take me to the live stream, but
they are all broken.  Any leads would be much appreciated.  Thanks.

Michael A. Toler
Managing Editor
Arab Culture and Civilization Web Resource
http://www.nitle.org/arabworld
National Institute for Technology and Liberal Education

------------------------------------------------------------------------
--
2)
Date: 09 Jan 2004
From:harukos at tufs.ac.jp
Subject:Al Jazeera live on the internet response

[the above message was also posted on arabica, and received the
following response. --moderator]

According to http://www.arabiago.com/,

1) Al-Jazeera live had already moved to:
http://www.jumptv.com/
The fee is :
  High Speed: $9.95 USD / month
  Dialup: $5.95 USD / month

2) Another site which provides Al-Jazeera live is:
http://www.islamicity.com/multimedia/livetv/
If you want to enjoy this service you should be an IslamiCity Member.

Best,
Haruko

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 18:26:23 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 11:26:23 -0700
Subject: Arabic-L:GEN:E-mail Outage at Arabic-L
Message-ID: <TUE.3.FEB.2004.112623.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:E-mail Outage at Arabic-L

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:moderator
Subject:E-mail Outage at Arabic-L

BYU's servers were shut down for several days last week as a result of
the virus attack.  Most of the messages you sent eventually came
through, although it appears that some may not have.  I am posting
today, so if your message is not posted by, say, Thursday, send it
again.
Thanks,
Dil

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:09 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:09 -0700
Subject: Arabic-L:LIT:Ibrahim Al-Koni info?
Message-ID: <TUE.3.FEB.2004.120209.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Ibrahim Al-Koni info?

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Ulla Prien <prien at hum.ku.dk>
Subject:Ibrahim Al-Koni info?

Does anybody know how to?contact the Libyan author Ibrahim al-Koni? As  
far as I know he lives in Switzerland?
  ?
A colleague of mine is doing research?on his work and would very much  
like to get in touch with him.?
?
best regards
?
Ulla?Prien?
Mail: prien at hum.ku.dk
University instructor
?
The Carsten Niebuhr Institute, Copenhagen, Denmark
?
------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:01:56 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:01:56 -0700
Subject: Arabic-L:TRANS:Hadith responses
Message-ID: <TUE.3.FEB.2004.120156.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Hadith responses

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Dil Parkinson <dil at byu.edu>
Subject:Hadith responses

Thank you so much to all those who responded with the text of the  
Hadith I needed or a similar one.  I received 14 responses in all,  
pretty overwhelming!  It will take me a couple of days to post a  
summary, but I will do so.
Dil
?
------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:26 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:26 -0700
Subject: Arabic-L:PEDA:Request for Info on Arabic CMC
Message-ID: <TUE.3.FEB.2004.120226.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Request for Info on Arabic CMC

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Mahmoud Al-Batal <albatal at emory.edu>
Subject:Request for Info on Arabic CMC

Dear Arabic-L members
?
We are contacting you in the hope that you may direct us to
colleagues who are researching Internet-mediated intercultural
foreign language education in which at least one of the partner
languages is Arabic.? Specifically, we are talking about email / chat
/ videoconferencing projects between classes in different countries
where one group is comprised of speakers of Arabic and the other
group is comprised of learners of Arabic.? This configuration is also
known as telecollaboration.

We would like to invite persons working in this area to submit a
manuscript to a volume that we are co-editing? entitled:

Computer-mediated Intercultural Foreign Language Education.

The volume is forthcoming from Heinle & Heinle in 2005 in the
American Association of University Supervisors and Coordinators
  (AAUSC) series that is under the editorship of Sally Magnan, the
current editor of the Modern Language Journal.

The full call for papers is located here:

http://www.personal.psu.edu/faculty/j/a/jab63/2005aausccall.html

Abstracts of 400 words or less are due by June 1, 2004.? Full
manuscripts are due Sept 1, 2004.? They would then go out for blind
peer review. Submission of a manuscript does not guarantee inclusion
in the volume. Publication of the volume is scheduled for early 2005.

If you could direct this query to any colleagues you know who might
be interested, we would greatly appreciate it.

with best regards wa salam, Julie Belz and Steve Thorne
-- 
  Julie A. Belz
http://www.personal.psu.edu/faculty/j/a/jab63/homepage.html
Assistant Professor of Applied Linguistics and German
Department of Germanic and Slavic Languages and Literatures
Program in Linguistics and Applied Language Studies
Center for Language Acquisition, Affiliate
Penn State University
311 Burrowes Building
University Park, PA 16803
814.865.5481

------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:01:59 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:01:59 -0700
Subject: Arabic-L:PEDA:U of Maryland Job
Message-ID: <TUE.3.FEB.2004.120159.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:U of Maryland Job

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:"Lampe, Gerald" <glampe at nflc.org>
Subject:U of Maryland Job

?Assistant or Associate Professor of Arabic

The School of Languages, Literatures, and Cultures at the University of  
Maryland, College Park, seeks applicants for the position of Assistant  
or Associate Professor of Arabic. This is a nine-month, tenure-track  
appointment. Starting date: August 23, 2004. Duties include  
administration and development of a rapidly growing Arabic language  
program in the School, coordination of courses and instructors,  
selection and development of teaching materials, testing, research and  
evaluation. The successful applicant should demonstrate the vision  
needed to lead development of an Arabic Studies major within three  
years. The successful applicant will be expected to teach in the  
program, conduct basic and applied research on Arabic language learning  
and teaching, and contribute to the School?s graduate programs in  
second language acquisition.

Minimum requirements: Ph.D. in second language acquisition,  
linguistics, applied linguistics, or equivalent; native or native-like  
fluency in Arabic and English; publications on the acquisition and  
teaching of Arabic; college-level Arabic language teaching experience

Additional desirable qualifications: Experience with writing Arabic  
language teaching materials and training teachers of Arabic

Salary: Commensurate with qualifications

Women and minorities are particularly encouraged to apply. The  
University of Maryland is an Affirmative Action Equal Employment  
Employer.

Applications should include a cover letter stating how you believe you  
meet the required qualifications, a c.v., and full contact information,  
including email addresses, for three academic or professional referees.  
Deadline: For best consideration, applications (hard copy) should be  
received by 4 p.m., March 1, 2004. Send to: Professor Michael H. Long,  
Director, School of Languages, Literatures, and Cultures, 1105 Jimenez  
Hall, College Park, Maryland 20742.

------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:14 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:14 -0700
Subject: Arabic-L:LING:Arabic Papyrology School
Message-ID: <TUE.3.FEB.2004.120214.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Arabic Papyrology School

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Andreas Kaplony <papyri at oriental.unizh.ch>
Subject:Arabic Papyrology School

We are glad to announce the launch of the "Arabic Papyrology School" at
http://www.ori.unizh.ch/aps.

1. The basic idea of the "Arabic Papyrology School"

The "Arabic Papyrology School" is an interactive e-learning school which
uses the World Wide Web to promote Arabic papyrology. Students of Arabic
and Oriental studies will acquire the skills of recognizing specific
scripts, formulas and vocabulary. Professionals in history, Arabic or
Oriental studies may enlarge their knowledge of palaeography,
phraseology
and vocabulary. If you are just curious to know what the "Arabic
Papyrology School" is about, please feel welcome as well!

Special stress has been put on easy access. There  is no special
software
required on the part of the users. All the instructions are in English.

2. The "Arabic Papyrology School" at the Granada conference

The "Arabic Papyrology School" will be presented at the second
conference
of the International Society for Arabic Papyrology, which will be hosted
by the Escuela de Estudios Arabes in Granada, Spain, 24-27 March 2004.
Further information on the conference may be found under
"http://www.princeton.edu/~petras/isap/granada/program.html".

3. Reviewing the "Arabic Papyrology School"

We would never have been able to realise the "Arabic Papyrology School"
project without the help and support of a wide community of scholars,
e-learning specialists, papyri archivists and institutions funding us.
This collaboration will also be essential in the future.

We are very grateful for comments on and support for our enterprise to
use
the new media to promote Arabic papyrology.

Journal editors are kindly requested to include the "Arabic Papyrology
School" in their reviewing program

4. Using the "Arabic Papyrology School" in face to face teaching

The "Arabic Papyrology School" can take over a number of functions of
face
to face teaching, especially training in palaeography, formulas and
vocabulary. It is meant to support traditional teaching, not to replace
it.

We have designed the "Arabic Papyrology School" to fit it into the
European Credit Transfer System (ECTS), the credit point system most
European universities will have to adopt in the near future. The "Arabic
Papyrology School" will enable institutions of Arabic and Islamic
studies
to offer their students an additional course.

Faculty members are kindly asked to contact us on how to use the "Arabic
Papyrology School" in combination with the courses taught in their
institutions.

5. Links to the "Arabic Papyrology School"

Webmasters are kindly requested to put a link to the "Arabic Papyrology
School" on their websites.

Thank you for your interest in our project.

Andreas Kaplony, Johannes Thomann, David Arn

PD Dr. Andreas Kaplony, Dr. Johannes Thomann, lic. David Arn. Institute
of
Oriental Studies, University of Zurich, Wiesenstrasse 9, CH-8008 Zurich,
Switzerland, papyri at oriental.unizh.ch.

--------------------------
Arabic Papyrology School: an interactive introduction to the reading
of Arabic documents (http://www.ori.unizh.ch/aps)

Developed at the Institute of Oriental Studies, Wiesenstrasse 9,
CH-8008 Zurich, Switzerland, phone 0(041)1 634 07 36, fax 0(041)1 634
36 92,
papyri at oriental.unizh.ch, http://www.ori.unizh.ch/aps

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:21 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:21 -0700
Subject: Arabic-L:LING:wallaahi
Message-ID: <TUE.3.FEB.2004.120221.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:wallaahi
2) Subject:wallaahi
3) Subject:wallaahi
4) Subject:wallaahi

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:mmughazy at unix.cc.wmich.edu
Subject:wallaahi

There is no doubt that waallhi has the structure of an oath phrase
comprised of waaw al-?qasam (an oath marker) and a definite NP marked
for the genitive case. There are other ?oath markers such as ta-, as
in ta-llaah-i, and one can swear by God, the addressee?s ?mother?s
life, or anything that is held high. The term ?oath phrase? is rather
misleading ?though because this phrase is used to perform different
types of speech acts other than ?issuing oaths such as promising,
threatening, and inviting. The typical use of wallaahi is ?to signal
the speaker?s commitment to the truthfulness of the propositional
content of ?his/her utterance. For example, wallaahi titghadda ma`aana
(wallaahi you have lunch ?with us). There is no oath here, but an
indication of the seriousness and sincerity of the ?invitation. As for
walla, it is a colloquial reflex that is sometimes used
interchangeably ?with wallaahi in the ?oath? use.?

There are several interesting cases where wallaahi and walla are not
interchangeable suggesting that they are different discourse
particles. The ?paper mentioned by Mette discusses only one such case
where the use of wallaahi does ?not involve swearing. For example,
wallahi ana maddetaksh ek-kitaab `alashaan tibii`oh ?li-maHammad
(wallahi, I did not give you the book to sell it to Mohammed). This
?utterance means that the speaker did in fact give the addressee the
book even though the ?verb GIVE is negated and there is an ?oath
phrase?. The same pattern is found with ?metalinguistic negation,
where the negative operator is not truth functional. This use of
?wallahi is in away similar to the English WELL as in (Well, I am not
sure), and it has the ?same falling intonation pattern, whereas oath
uses involve rising intonation.

walla also has some uses that do not involve swearing and cannot be
replaced by wallaahi ?as in walla zamaan that may translate as (long
time no see). There is another use where ?walla expresses disbelief as
in walla w-Ha-tishteri Mercedes (wallah and you will buy a ?Mercedes).
Note that the wa- is obligatory in this use, which distinguish it
from wallaahi.

The fact that these uses are not strictly compositional is what
motivates calling them ?discourse particles.

I hope these notes are useful

Thank you

Mustafa Mughazy
Western Michigan University
Kalamazoo, MI

------------------------------------------------------------------------ 
--
2)
Date: 03 Feb 2004
From:normvc at mail.hum.au.dk
Subject:wallaahi

Here is more on the Wallah particle.
Thank you all for comments during the last weeks. However, to illustrate
further how Wallah is used in Danish I have included extracts of
transcriptions below.
I am trying to get hold of following questions:

1: Is the use of wallah in these three examples similar to it's use in
Arabic (or in other languages that have imported the particle)?
2: My informants only use the form "wallah", is that correct in these
examples? Should a native arab-speaker use a different form in these
contexts?
3: Reading-suggestions concerning this subject velcomed!

(In parenthesis: pause in seconds : (0.4) = pause of 0.4 second )

Ex 1: A turkish boy (who does not speak arabic) talking to his arab  
friend:

Turkish boy:	han e-  (0.5) han er i arresten (0.1) ew han er i arresten
Translation:	He i-  (0.5) he is in detention (0.1) ew he is in detention

Arab boy:	nej
Translation:	no

Turkish boy:	wallah han (d)er
Translation:  wallah he is

	(0.2)

Arab boy:	jeg kan sige wallah han er i institution
Translation:	I can say wallah he is in an institution

	(0.4)

Turkish boy:	hvad snakker du om mand i dag Hamsa han s? ham os han r?ber
Translation: what are you talking about man today Hamsa he saw him us he
shouts

Ex 2. Same two boys, later on the same recording:

Arab boy:	 vi laver teater nu
Translation:	 we are doing theatre now

	(0.4)

Arab boy:	(   )
Translation:  ((undetectable))

	(1.3)

Turkish boy:	den der (.) godnat (0.1) ?: Gellerup eller hva
Translation: that one (.) goodnight (0.1) uhm Gellerup ((name of
neighbourhood)) or what

	(.)

Arab boy:	((smaskelyd)) vi er f?rdige med den
Translation:	((smacking of lips)) we are done with that one

	(0.4)

Arab boy:	vi (kan) ikke lave mere med den der (0.2) Mohammed o:g Raad de
er i
	F?ngsel
Translation:	we (can) not do more with that one (0.2) Mohammed a:nd Raad
they are in jail

	(7.1)

	((sound))

	(0.1)

Turkish boy:	n?r de kommer ud af f?ngsel s? kan i bare lave den der
godmorgen
		Da-Danmark
Translation:	when they get out of jail then you can just do the
goodmorning De-Denmark

	(0.2)

Arab boy:	huh
Translation:	huh

	(0.5)

Turkish boy:	wallah
Translation    (rising intonation on first syllable)  wallah
	
	(2.8)

Ex. 3: Two girls, both of arabic descent

Girl 2:             g?t hvad der sket
Translation:  guess what happened
	
Girl 1:	 hvad?
Translation:	 what?
	
Girl 2: 	 .hh Sahra der er nogen der har tr?kket hendes t?rkl?de af
Translation: (inbreath) Sahra somebody has pulled her headscarf off

	(0.5)

Girl 1:	 wallah?
Translation:	wallah (question-like intonation)

	(0.2)

Girl 2: 	wal?lah (0.2) tre gange
Translation:	wallah (intonation dropping on last syllable) three times

Best regards
Med venlig hilsen

Mette Vedsgaard Christensen
Ph.d.-stipendiat

Institut for Nordisk Sprog og Litteratur
Aarhus Universitet
Niels Juels Gade 84
8200 ?rhus N

Direkte telefon: 89 42 19 44

------------------------------------------------------------------------ 
--
3)
Date: 03 Feb 2004
From:wasamy at umich.edu
Subject:wallaahi

> 1) To Waheed:
>
> Original Question by Kenneth: "Pardon my ignorance, but I am curious to
> know why "wa-Allah" is being considered a particle, and not a phrase"
>
> Waheed said: Wallaahi consists of "wa", and "allah". Wa is called waaw
> al qasam, and has the effect of making the case of the following noun
> genetive. Wallaahi is equivalent to "by God", and it means
> really/honest/I swear.
>
> Kenneth answers: Hello Waheed. Exactly my point. Doesn't that make it a
> prepositional phrase? Why is a prepositional phrase being considered a
> particle?

Kenneth, Hi.

wa allaahi is not a particle.  It is phrase, made up of waw al-qasam +  
the
noun allaah.

Additionally, according to Ibn Hisham, waw al-qasam is a Harf (a
preposition).

So wa allaahi is a prepositional phrase.

The cause of the confusion might be that the waw is orthographically  
always
joined to the following noun (i.e. there's no space between the waw and  
the
following noun).  In other words wallaahi is written as one word.

Waheed

------------------------------------------------------------------------ 
--
4)
Date: 03 Feb 2004
From:rberjak at shaw.ca
Subject:wallaahi

Hi,

Wa Allah as some had indicated means By God . In Arabic it is a phrase  
and not an article . it is a prepostional phrase consistent from jar  
(wa) and majroor (Allah). This is a phrase with no doubt.

  Rafik Berjak

------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:24 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:24 -0700
Subject: Arabic-L:LING:LDC job
Message-ID: <TUE.3.FEB.2004.120224.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject::LDC job

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:reposted from LINGUIST
Subject:LDC job

University or Organization: Linguistic Data Consortium
Department: University of Pennsylvania - LDC
Rank of Job: Senior Research Coordinator
Specialty Areas: Linguistic Annotation, Corpus Development
Required Language(s): Arabic, Standard (Code = ABV)

Description:

The Linguistic Data Consortium at the University of Pennsylvania has
an immediate opening for a Senior Research Coordinator to support our
Arabic language annotation projects.

This position will provide general oversight for NLP and speech
technology annotation projects, creating language resources to support
common task evaluations in such areas as information extraction,
detection, summarization, machine translation and automatic speech
recognition.  Responsibilities include defining annotation tasks in
conjunction with LDC's constituent research community, specifying
technical requirements for each project and supervising all aspects of
annotation.

Minimum qualifications:

- MA/MS or advanced study in linguistics, computational linguistics or
   equivalent (PhD preferred)
- Native Arabic speaker; excellent written and spoken English skills
-3-5 years related experience

Position contingent upon funding.

Penn offers an excellent benefits package including medical/dental,
retirement plans, tuition assistance and a minimum of 3 weeks paid
vacation per year.

The University of Pennsylvania is an affirmative action/equal
opportunity employer. For further information or to apply online
please visit http://www.hr.upenn.edu/jobs/; position reference number
040114168.

For more information about Linguistic Data Consortium visit:
http://www.ldc.upenn.edu

Address for Applications:

	Attn: Stephanie Strassel
	3600 Market Street, Suite 810
	Philadelphia, PA 19104-2653
	United States of America

	Position is open until filled

Contact Information:
	Stephanie Strassel
	Email: strassel at ldc.upenn.edu
	Website: http://www.ldc.upenn.edu

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:16 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:16 -0700
Subject: Arabic-L:PEDA:More Arabic Study Advice
Message-ID: <TUE.3.FEB.2004.120216.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Arabic Study Advice (U of Michigan)

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:raram at UMICH.EDU
Subject:Arabic Study Advice (U of Michigan)

Welcome to UM 10 week intensive Elementary Modern Standard Arabic (June
7-August 13). Contact Todd Huynh  thuynh at umich.edu for more
information.

Raji Rammuny

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:07 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:07 -0700
Subject: Arabic-L:PEDA:Hedayet Institute Summer Program
Message-ID: <TUE.3.FEB.2004.120207.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Hedayet Institute Summer Program

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:nhedayet at yahoo.com
Subject:Hedayet Institute Summer Program

Dear all,

Hedayet Institute for Arabic Studies? (HIAS) would like to announce?

its?intensive Arabic program for the summer 2004. ?The progrm will be  
in two sessions: a short?6 week?program and a long?9 week?one (120 &  
180?contact class hours respectively).?Both will start on June 26th,  
04.

  Concentration is on MSA and in a lesser way on Egyptian Colloquial  
Arabic.

Standardized materials such as al- Kitab fi ta'allom al-'arabiyya by  
Kristen Brustad et el, News Paper Arabic by Nariman al-Warraki et el  
and?the books?on Egyptian Collouquial Arabic by al- Tonsi et el in  
addition to HIAS materials are basic curriculum componants.

?The program may include one or two of the following elective courses  
for those who are not complete beginners: Arabic literature, Arab and  
Islamic history, Oriental music,Islamic philosophy, Arabic calligraphy  
and?tadjweed al-Qur'an.

  Guests in major areas of the Arabic culture?are regularly invited to  
talk?and have discussions with the students. Field trips & assistance  
to find reasonable accomodation are provided free of charge. The  
maximum number of students per class is six. There are special prices  
for groups of four or above.

Please have a look at the institute?web site at:  
www.arabicstudieshedayet.com

The deadline for applications is April 30th, 04.
For more information please contact Nagwa Hedayet at the above e-mail.
Nagwa Hedayet
HIAS Summer Progr!
  am
  Director
Cairo, Egypt
?
------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Wed Feb  4 00:02:53 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 17:02:53 -0700
Subject: Arabic-L:LING:Al-imra'a query
Message-ID: <TUE.3.FEB.2004.170253.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Al-imra'a query

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:moderator
Subject:Al-imra'a query

I have been asked the status of the form al-imra'a.  I was taught that
the form imra'a 'woman' was for indefinite only, and that with the
definite article the form should be al-mar'a.  However, I did a search
of a newspaper corpus and found several examples of al-imra'a, as well
as several other examples of mar'a without the article.  I did a google
search and came up with 179 examples of al-imra'a (as compared with
about 356,000 examples of al-mar'a).
Are there any native speakers out there who have a feel for these
forms?  If they are not errors, why are they seldom used?  If they are
errors, why do you think they are used at all?
Thanks,
Dil

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:03 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:03 -0700
Subject: Arabic-L:LING:Arabic Language Pathology refs needed
Message-ID: <TUE.3.FEB.2004.120203.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Arabic Language Pathology refs needed

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:sabahsafi at hotmail.com
Subject:Arabic Language Pathology refs needed

?Dear Colleagues:

I am (yet again) in the process of doing a comprehensive reivew of  
research
on Language Pathology in Arabic for the Encyclopedia of Arabic Language  
and
Linguistics. Any references, suggestions, citations, etc. that I should  
not
overlook would be most appreciated. Please respond directly to me at
sabahsafi at hotmail.com.
Many thanks,

Sabah M.Z. Safi
Associate Professor in Linguistics
King Abdulaziz University
Jeddah

------------------------------------------------------------------------ 
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:12 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:12 -0700
Subject: Arabic-L:PEDA:Multimedia Arabic for Communication Program
Message-ID: <TUE.3.FEB.2004.120212.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Multimedia Arabic for Communication Program

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From:Raji Rammuny <raram at umich.edu>
Subject:Multimedia Arabic for Communication Program

Dear colleagues:

I am glad to inform you that we have completed development of the
multimedia   Arabic for Communication program intended for intermediate
students of Arabic.

The Arabic for Communication program contains 20 lessons arranged by
situational topics pertinent to travel and social interactions. This is
intended to help the learners become competent linguistically and
communicatively in the use of formal standard Arabic during their
visit, stay or work in the Arab world.  The lessons can be used either
individually, or to supplement classroom instruction.

The following are the recommended system requirements:

- PowerPC G3 or faster Macintosh computer,
- least 128MB of physical RAM,
- Mac OS 9.2.2, either as a primary operating system or a classic
  environment, with the Arabic Language Kit installed.

If you are interested in field testing the program, or if you have any
questions, please email me.

Thank you for your cooperation.

Raji Rammuny

------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Tue Feb  3 19:02:19 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Tue, 3 Feb 2004 12:02:19 -0700
Subject: Arabic-L:LING:Perspectives on Arabic Linguistics XV
Message-ID: <TUE.3.FEB.2004.120219.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Tue 03 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Perspectives on Arabic Linguistics XV

-------------------------Messages-----------------------------------
1)
Date: 03 Feb 2004
From: paul at benjamins.com
Subject:Perspectives on Arabic Linguistics XV

Title: Perspectives on Arabic Linguistics XV
Subtitle: Papers from the Fifteenth Annual Symposium on Arabic
	  Linguistics, Salt Lake City 2001
Series Title: Current Issues in Linguistic Theory 247

Publication Year: 2004

Publisher:	John Benjamins
		http://www.benjamins.com/
		http://www.benjamins.nl

Book URL: http://www.benjamins.nl/cgi-bin/t_bookview.cgi?bookid=CILT_247

Editor: Dilworth B. Parkinson, Brigham Young University
Editor: Samira Farwaneh, University of Arizona

Hardback: ISBN: 1588114872, Pages: x, 214 pp., Price: USD 132.00
Hardback: ISBN: 9027247595, Pages: x, 214 pp., Price: EUR 110.00

Abstract:

Table of contents

Editorial Note  vii
Introduction
Dilworth B. Parkinson ix
I. Sociolinguistics
Discourse Particles Revisited: The Case of Wallahi in Egyptian Arabic
Mustafa A. Mughazy 3--17
Theories of Code Switching in the Light of Empirical Evidence from Egypt
Reem Bassiouney 19--39
Translating Arabic Speech Act Expressions
Rudolf Reinelt 41--50
II. Syntax
Relative Clauses in Syrian Arabic: Two Reconstruction Problems
James Darrow 53--83
Interpretability, Feature Strength, and Impoverished Agreement in Arabic
Mark S. TeTourneau 85--131
III. Corpus Linguistics
Evolution of MSA, the Case of Some Complementary Particles
Mark van Mol 135--147
NP-Structure Types in Spoken and Written Modern Standard Arabic (MSA)
Corpora
Sameh Al-Ansary 149--180
Comparing Frequencies of Lexical Productions in Arabic Words
Stephen S. Taylor 181--189
Future Variability: A Corpus Study of Arabic Future Particles
Dilworth B. Parkinson 191--211
Index of Subjects  213--214

Lingfield(s):	Linguistic Theories

Written In:	English (Language Code: ENG)

      See this book announcement on our website:
      http://linguistlist.org/get-book.html?BookID=8757.


------------------------------------------------------------------------
--
End of Arabic-L:  03 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:20 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:20 -0700
Subject: Arabic-L:PEDA:Very Advanced SDSU Summer Arabic Course (reach
 level 4)
Message-ID: <THU.12.FEB.2004.135120.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Very Advanced SDSU Summer Arabic Course (reach level 4)

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:olsen at rohan.sdsu.edu
Subject:Very Advanced SDSU Summer Arabic Course (reach level 4)

Center for the Advancement of Distinguished Language Proficiency
San Diego State University

Dear Colleague,

          The Center for the Advancement of Distinguished Language
Proficiency is offering a month-long intensive course to train speakers
of
Arabic who have reached the level 2+/3 of language proficiency (ILR
scale)
and help them reach level 4.
          We are asking for your cooperation to recruit the appropriate
learners among your students or colleagues. The course takes place at
San
Diego State University from June 7- July 2, 2004. It will be taught by
our
teacher-expert, Professor Peter Abboud of University of Texas at Austin,
with the help of very experienced teachers of Arabic from San Diego
State
University. Click on the following link to download a flyer which
provides
more information (in PDF format).

http://larcdma.sdsu.edu/downloads/adlpcclasses.pdf
          I would be happy to answer any questions you may have. Don't
hesitate to contact me by e-mail or by phone.

Prof. Christian Degueldre
Director ADLP Center- LARC
San Diego State University
5500 Campanile Drive (BAM 419)
San Diego, CA 92182-7703
Phone: (619) 5941245
E-mail:cdegueld at mail.sdsu.edu

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:23 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:23 -0700
Subject: Arabic-L:LING:Needs Arabic Vowel recordings
Message-ID: <THU.12.FEB.2004.135123.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Needs Arabic Vowel recordings

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:d_boutana at yahoo.com
Subject:Needs Arabic Vowel recordings

Dear colleague ,
  I work in speech processing and i would be very happy
if you could send me some records in arabic vowel and
transition CV Consonant-vowel  speech or give me a
site web  or adress which can get this
best regards .
daoud.

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:16 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:16 -0700
Subject: Arabic-L:TRANS:arabicwata message (in Arabic)
Message-ID: <THU.12.FEB.2004.135116.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:arabicwata message (in Arabic)

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:info at arabicwata.org
Subject:arabicwata message (in Arabic)

??? ???? ?????? ??????
"???? ??? ???????? ??? ???? ???????"
?
??? ??????? ??????? ????????? ?????
  ?? ???? ???????? ???????? ?? ?????? ??????? ?????? ??????? ???????  
????????? ????? ????????? ?????????? ??? ???????? ??? ???? ???????  
?????? ????????? ?? ??? ?????. ????? ?? ??? ????? ??????? ??? ???? ????  
???? ????? ??????? ?????????? ??????? ??????? ?? ??????????? ?????? ???  
?????? ??????:

????? ??????? ?? ???????? ???????? ?????? ?? ???????  ???? ?? ??????  
????  ???? ?????? ?? ????? ??????? ?????? ?? ???? ????? ??? ?????  
???????? ??????? ??????????? ??? ?????? ?????? ???? ????? ????? ??  
??????. ??? ???? ?? ??????? ????? ??? ?? ????? ???????? ?????? ????????  
?? ?????? ?????? ???? ?????? ?? ???????? ?????. ???? ??????? ??  
???????? ???????? ??????? ?? ??????? ?????? ?? ?????? ???? ?????? ???  
?????? ?????? ???? ???????.
???? ????? ????? ???????? ??????????? ?????? ??? ??????? ??????:
?
experts at arabicwata.org
?

??? ??? ??????? ?? ?????? ????? ???? ????:

???????? ????? ?????? ????????? ???? ??????????? ?????? ?????? ????????  
?? ????.

???????? ??????? ??? ????????  .??????? ?????????? ???? ??????? ????

  ???????? ??????? ????????? ???????? ???? ????????.

???????? ????????? ???? ??? ?? ????????? ?? ????????? .

???????? ????? ????????? ?????????? ???? ???? . ??? ????? ????????  
????????

  ????????  .???????? ??? ????? ????? ?????? ???

  ???????? ???????? ?? ??? ?? ????? ????????? ????? ????? . ??????

  ???????? ?????? . ????? ?"?????? ?????" ?????????

  ???????? ????????? ?? ??? ????? ????? ????? ???????.

???????? ????????? ?????? ????? ?????? ???????.

????????  .????????? ??? ????? ???????

  ??? ?????? ??????? ???:

???????? ?????? ?????? ???????? ????????????? ???? ???????????? ?????.

???????? ?????? ????????????? ??????? ????????.

?

?? ????? ??????? ??????

??????? ??????? ????????? ?????

www.arabicwata.org

?????? ? ???
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From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:30 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:30 -0700
Subject: Arabic-L:LING:Needs refs on Vocalic Processes in Arabic
Message-ID: <THU.12.FEB.2004.135130.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs refs on Vocalic Processes in Arabic

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Melissa.Barkat at univ-lyon2.fr
Subject:Needs refs on Vocalic Processes in Arabic

Dear Colleagues,

I am in the process of  writing 6 entries for the Encyclopedia of Arabic
Language and Linguistics dealing with
vowel backing ; vowel elision ; vowel fronting ; vowel lowering ; vowel
raising  and vowel reduction .

Any references, suggestions, citations, etc., would be most appreciated.

Please send info to me directly at  melissa.barkat at univ-lyon2.fr

Many thanks,
********************************************
Dr. Melissa BARKAT-DEFRADAS (CR-CNRS)
Laboratoire Dynamique du Langage (UMR 5596)
Institut des Sciences de l'Homme
14, avenue Berthelot 69363 Lyon cedex 07
- FRANCE -
Tel : + 00 33 4 72 72 64 77
Fax : + 00 33 72 72 65 90
Website : www.ddl.ish-lyon.cnrs.fr
**********************************************

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:25 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:25 -0700
Subject: Arabic-L:PEDA:Needs Arabic materials for Chinese learner
Message-ID: <THU.12.FEB.2004.135125.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Arabic materials for Chinese learner

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:chan at eva.mpg.de
Subject:Needs Arabic materials for Chinese learner

Hello, this is Angel Chan from the Max Planck Institute, Leipzig.  I'd
like to know whether there are materials which can help second language
learners learn Arabic.  A friend
of mine (a Chinese) is now learning Arabic in Cairo for ministry
purpose, do you know of any useful materials that can help him learn
faster/ better?  I'd be DEEPLY grateful if you could offer some input.

Thanks very much in advance.  Look forward to hearing from you soon!!

Many thanks in advance!
Best, Angel Chan : )

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:36 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:36 -0700
Subject: Arabic-L:PEDA:Arabic Lang and North Africa Studies Summer Program
 2004 Morocco
Message-ID: <THU.12.FEB.2004.135136.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arabic Lang and North Africa Studies Summer Program 2004
Morocco

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:
Subject:Arabic Lang and North Africa Studies Summer Program 2004 Morocco

Please find below details of the Summer 2004 Arabic & North African
Studies
Program.

The deadline is March 31st and the application is found in Homepage:
http://www.alakhawayn.ma/aranas


Profile of Summer 2003 Participants:
===========================
Last year's program had 49 participants representing 10 nationalities
and
from among 25 institutions of higher education including: Arkansas State
University, George Washington University, Indiana University, Iowa State
University, University of Cincinnati, University of Connecticut,
University
of Kansas, University of Michigan, University of North Florida,
University
of Pennsylvania, University of Regina, University of Texas at Austin,
University of Washington, West Virginia University, University of
Memphis,
Truman State University, Montana State University, Boston College,
University of Strasbourg, Institute of Ismaili Studies

The average age was 29 years with 25 pursuing bachelors degrees, 17
pursuing masters degrees, and 6 in Ph.D. programs or postdoctoral
studies.

Arabic & North African Studies Summer 2004 Program


A Full Year's Arabic Program in 8 Weeks
       May 30 - July 29, 2004
A Semester's Arabic Program in 4 Weeks
       Session 1: May 30 - June 30, 2004
       Session 2: June 29 - July 29, 2004

Al Akhawayn University in Ifrane.
Hassan II Avenue, P.O. BOX 104, Ifrane 53000. Morocco
Tel: (212) 55.86.24.27 Fax: (212) 55.56.71.47
E-mail: aranas at alakhawayn.ma  Homepage: http://www.alakhawayn.ma/aranas

Modern Standard Arabic Language Courses

Beginning Level: ARA 1411 / ARA 1412
This level is for students with little or no prior experience with
Arabic.
By the end of the program students are expected to:
1.    Participate in simple conversations
2.    Read and write simple, correct, short texts of Modern Standard
Arabic
3.    Acquire vocabulary of about 1000 words
4.    Acquire word processing skills in Arabic
This course carries 8 credits and consists of 180 contact hours, which
is
equivalent to a full year of university level study. Typically, in
addition
to all units of Alif Baa, students complete 13 units in Al-Kitaab fii
Ta'allum al-'arabiyya, part 1. Students should expect to work, on
average,
four to five hours per day outside of class.

Required Texts:
Alif Baa, An Introduction to Arabic Letters and Sounds. Kristen Brustad
et
al. Washington DC: Georgetown University Press, 1995.
Al-Kitaab fii Ta'allum al-'arabiyya, part 1. Kristen Brustad et al.
Washington DC: Georgetown University Press, 1995.

Intermediate Level: ARA 2311 / ARA 2312
Students at this level will have studied Arabic for approximately 2 to 3
standard semesters. By the end of the program students are expected to:
1. Be able to understand main ideas in texts dealing with basic personal
and social needs
2. Write Arabic for various basic purposes
3. Narrate and describe basic situations
4. Handle a number of interactive and social situations
5. Be familiar with the Moroccan colloquial variety of Arabic
This course carries 6 credits and consists of 160 contact hours.
Typically,
students complete 13 units in Al-Kitaab fii Ta'allum al-'arabiyya,
parts 1&
2. Students at the intermediate level are required to attend all Arabic
lectures and movies, and to participate in parallel activities in
Arabic.
On average, students should expect to work four to five hours per day
outside of class, including the work done on an independent project.
Note: A "Lower Intermediate" class may be created to accommodate those
students whose proficiency and language skills require that they start
at a
lower level.

Required Texts:
Al-Kitaab fii Ta'allum al-'arabiyya, part 1. Kristen Brustad et al.
Washington DC: Georgetown University Press, 1995.
Al-Kitaab fii Ta'allum al-'arabiyya, part 2. Kristen Brustad et al.
Washington DC: Georgetown University Press, 1997.

Advanced Level: ARA 3311 / ARA 3312
This level is designed for students who have accumulated approximately
4 to 5 standard semesters of instruction in Modern Standard Arabic.
By the end of the program students are expected to:
1.    Strengthen their reading skills and vocabulary
2.    Refine and expand their knowledge of sentence construction
3.    Gain additional cultural knowledge
4.    Attain advanced proficiency in the skills of speaking and
             listening comprehension of contemporary materials in various
fields
5.    Be familiar with the Moroccan colloquial variety of Arabic
This course carries 6 credits and consists of 160 contact hours.
Typically,
students complete 13 units in Al-Kitaab fii Ta'allum al-'arabiyya,
parts 2
& 3. Students at the advanced level are required to attend all Arabic
lectures and movies, and to participate in parallel activities in
Arabic.
On average, students should expect to work four to five hours per day
outside of class, including reading authentic texts and doing library
research.

Required Texts:
Al-Kitaab fii Ta'allum al-'arabiyya, part 2, Kristen Brustad et al.
Washington DC: Georgetown University Press, 1997.
Al-Kitaab fii Ta'allum al-'arabiyya, part 3, Kristen Brustad et al.
Washington DC: Georgetown University Press, 2001.


Moroccan Colloquial Arabic
Students in the intermediate and advanced levels are introduced to
Moroccan
Arabic structures necessary for basic interaction with native speakers.
An
additional objective is to illustrate the common differences between
standard and colloquial varieties of Arabic. Instruction adopts a
functional/communicative approach and uses materials developed by AUI
faculty.


Placement and Proficiency Testing
Students will take both pre- and post-program proficiency tests. Their
placement will depend on their performance in a written test and in an
oral
proficiency interview. Proficiency guidelines are those set by The
American
Council on Teaching Foreign Languages (ACTFL).


Parallel Activities in Arabic

Lectures/Workshops
To increase the students' knowledge of the language and culture,
different
lectures and/or workshops are offered by the Arabic faculty as well as
by
artists and guests from other institutions. Last summer, themes
included:
"Henna," "Traditional Dress," and "Moroccan Wedding."

Movies/Documentaries
A selection of movies / documentaries in Modern Standard Arabic will be
shown on a large screen. Students will be required to submit a summary
of,
and answer comprehension questions on, each documentary.

Weekend Trips
The Arabic Program includes two major trips to 1) Tafilalt Area
(Errachidia, Erfoud, and Merzouga) where students experience a night in
the
desert, and to 2) the imperial city of Marrakesh. Students are required
to
use the vocabulary learned in the classroom when interacting with native
speakers. Transportation, hotel, and all meal expenses during the trips
are
paid for by the program. Optional trips at the participants' expense
can be
arranged to neighboring cities of Fes and Meknes.

Clubs
In order to complement language learning with extracurricular
activities,
the Arabic Program provides recreational clubs. Clubs meet for two hours
each week and each is run by a professional artist with the assistance
of
faculty and teaching assistants. The clubs are determined by student
interest. Students are required to participate in one of the clubs.
Summer
2003 clubs included: Music, Dance, and Calligraphy.

Family Home Stays
Family Home Stays are optional. Students may choose to spend one or two
weekends with a Moroccan family to have a first-hand experience of
Moroccan
family life.

Lunches
> From Monday through Thursday students eat lunch with their instructors
> and
teaching assistants on campus and speak only Arabic. Friday lunches are
off-campus at different locations around Ifrane.

Additional Materials
Classes will use authentic texts selected in accordance with students'
linguistic level. Outside of class, students are encouraged to use the
Arabic Self Access Studies Center (ASAS), where they can find
television,
films on video, a music collection, newspapers, dictionaries, and other
books.



North African Studies (NAS) Classes
Each course 3 semester credit hours

HIS 1301 History of the Arab World
This course covers the history of the Arab world from the rise of Islam
to
the present. It will take a social and cultural approach to
understanding
the different histories of Arab society.  The course will attempt to
balance political history and its focus on regimes and main events with
long term social and cultural transformations that are relevant to the
ordinary peoples of the Arab world.

HIS 2302 North Africa and the Middle East in the 20th Century
This course discusses the history of North Africa and the Middle East
during the 20th century. It emphasizes and compares the colonial period
in
both regions and the context of the early independence of several Middle
Eastern states, focusing on the participation of the Arab world in both
World Wars; it tackles the independence process of North African states,
and discusses the different attempts to enforce different versions of
Pan
Arabism. It studies at length the Arab Israeli conflict, and finishes by
highlighting the contemporary events and issues of the end of the
twentieth
century.

HUM 3301 Islamic Art and Architecture
This course is an introduction to Islamic art and architecture with an
emphasis on the Maghrib and al-Andalus.  The first section of the course
deals with the period of formation of Islamic art from the advent of
Islam
to the end of the Ummayad period.  The second section consists of a
survey
of the art and architecture of the major dynasties of the Islamic West
from
AD 750 to AD 1800.  The last section of the course will link Islamic
art,
architecture, and urbanism to their social and economic contexts.

HUM 3302 Islamic Civilization
This course introduces the student to the general features of various
aspects of Islamic civilization using an approach that takes into
account
the basis of this civilization, its sources and its permanent
components.
Causes of past development of this civilization will be related to
factors
that explain its present-day vitality.

SSC 2301 Arab Society
This course serves as an introduction to the study of the Arab world,
both
the Mashriq (Arab East) and the Maghrib (Arab West). It examines Arab
culture, the large number of shared practices and beliefs among all
Arabs,
as well as the cultural specifics of various regions within the Arab
world.
The main focus of the course deals with the contemporary issues of this
vast region.

INS 3399 Special Topics - Moroccan Cinema
This course examines the Moroccan cinema experience as the foundation
upon
which to learn basics of cinema "literacy," content analysis, and
historiography.  In addition to selected films, for which styles,
stories,
and production issues will be evaluated, the course will also
investigate
the socio-political and economic issues "behind the scenes" that shape
individual films and the industry overall.  Moroccan cinema will be
located
within an international and national context of media and concerns about
the role and function of cinema. Students should expect extended
course-times at least once per week to accommodate film screenings in
class.


Course Selections and Costs
Al Akhawayn University's Intensive Summer Program offers students a
choice
among five options. Prices listed are for tuition, room, textbooks, all
meals, all travel expenses associated with scheduled class travel,
campus
facilities, and basic health insurance. Airfare is NOT included.

Tracks
       Description             Credit      Cost
A1    1st 4 weeks of Arabic         3 - 4 $2500
A2    2nd 4 weeks of Arabic         3 - 4 $2500
B     8 weeks of Arabic classes           6 - 8 $3500
C     2 NAS classes                 6     $3000
D     8 wks Arabic + 1 NAS class    9 - 11      $4000


About Al Akhawayn University in Ifrane (AUI)

GEOGRAPHIC LOCATION
AUI is located in Ifrane, in the Middle Atlas Mountains, at an altitude
of
1,600 m or about 5,000 feet. Ifrane is just 60 kms away from Meknes, 80
kms
from Moulay Idriss Zerhoun and the Roman ruins of Volubilis, 65 kms from
Fez, and 200 kms from Rabat. Winters in Ifrane can be cold with
significant
snowfall, and summers are mild. Oak and cedar forests, the springs,
streams
and lakes around Ifrane have made it a very popular resort for all
seasons.

SPENDING MONEY
It is recommended that students have a MINIMUM of $500 for incidentals
and
personal shopping during excursions. MASTERCARD and VISA credit cards
are
accepted in a number of shops and it is easy to process cash advances
from
banks, including the bank in Ifrane.

FACILITIES AND ACTIVITIES ON CAMPUS
Participants will be issued a photo ID and an email account, and have
unlimited internet access in rooms and computer labs, access to the
library, the Student Health Center, and sports facilities. Sporting
equipment is available in the Student Activities Office and participants
can attend student concerts (local popular groups) and parties.

HOUSING
All rooms have en suite bathrooms with showers. Sheets, pillows and
blankets are provided but towels are not. Telephones in rooms have
automatic access to MCI, AT&T, Bell Canada, and British Telecom
operators
for long distance telephones calls. No other carriers or cards are
available.

TRAVEL ARRIVALS AND DEPARTURES
Special arrangements will be made for the pick up of the participants
from
the Fez, Rabat and Casablanca airports.

VISAS
North Americans and Europeans traveling to Morocco on a valid passport
are
issued a 90-day visa upon arrival. Other nationalities must check with
the
Moroccan Embassy or Consulate serving their area as to visa
requirements.

CONNECTIVITY AND LAPTOPS
AUI has several computer labs, rooms in residence halls have internet
connections. Participants are welcome to bring their laptops but must
have
an Ethernet card to be able to connect to the internet. The electrical
current is 220 volts and 50 Hz.

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:32 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:32 -0700
Subject: Arabic-L:PEDA:Passive Voice Query
Message-ID: <THU.12.FEB.2004.135132.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
listserv at byu.edu with first line reading:
            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Passive Voice Query

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Terrence Potter <tempiris at yahoo.com>
Subject:Passive Voice Query

Esteemed members of the list,
?
Thank you for your insights. When you teach the passive voice in Arabic  
what references do you use as background or support, including but not  
exclusively textbook?materials (Al-Kitaab, EMSA, etc.)?
  ?
What are the features of the passive voice in Arabic that you teach or  
reinforce?
  ?
Best Regards,
Terry Potter

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:45 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:45 -0700
Subject: Arabic-L:PEDA:Internet Resources for Arabic Teachers Query
Message-ID: <THU.12.FEB.2004.135145.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Internet Resources for Arabic Teachers Query

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:shawngsjunk at hotmail.com
Subject:Internet Resources for Arabic Teachers Query

Dear all:
The National Capital Language Resource Center (www.nclrc.org) is  
beginning a newsletter for teachers of the Arabic language K-12. One of  
our articles will be ?Internet Resources for Arabic Language Teachers  
K-12.? Our researchers have found several websites we will mention in  
our article, but we would like your suggestions as well. Have you come  
across any websites that assist Arabic teachers, or that have lesson  
plans or materials useful to Arabic teachers in the K-12 classroom? If  
so, please let us know! We hope to publish our first newsletter in  
March and I will post information later on how you can obtain one.
Shukran!
Shawn Greenstreet
Research Assistant
The National Capital Language Resource Center

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:48 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:48 -0700
Subject: Arabic-L:LING:Needs Cognitive Ling/Arabic refs
Message-ID: <THU.12.FEB.2004.135148.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Needs Cognitive Ling/Arabic refs

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:sami.boudelaa at mrc-cbu.cam.ac.uk
Subject:Needs Cognitive Ling/Arabic refs

Dear all,
Just wonder if anyone out there knows of any published work on Arabic  
within mainstream cognitive linguistics?
  thanks

Dr. Sami Boudelaa,
  MRC-Cognition and Brain Sciences Unit
  15, Chaucer Road, Cambridge
  CB2 2EF,???? UK
  Tel: (+44) 1 223 355 294 ext 240
  Fax: +44 1223 359 062

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:50 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:50 -0700
Subject: Arabic-L:LING:Al-imra'a responses
Message-ID: <THU.12.FEB.2004.135150.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Al-imra'a response
2) Subject:Al-imra'a response
3) Subject:Al-imra'a response
4) Subject:Al-imra'a response
5) Subject:Al-imra'a response
6) Subject:Al-imra'a response

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:rberjak at shaw.ca
Subject:Al-imra'a response

Hi,
According to Lisan Al-alarab the alif in imraa is alif alwasul and the
ancient Arabs used to say mra'a as the feminine form for mra ( man).  
They
used the alif in both they said imra and imra'a when they defined they  
said
almra (the man) and almara'a (the woman) they never said alimra. Now  
we, the
contemporary Arabs do not use the word imra for man and we wrongly  
define
imra'a as al imra'a. So in the dictionary the proper way is almra'a and
alimra'a is a common mistake but it is too popular to be seen so. Hoping
this helps and good luck.
Rafik Berjak

------------------------------------------------------------------------ 
--
2)
Date: 12 Feb 2004
From:timbuckwalter at verizon.net
Subject:Al-imra'a response

I just asked 7 native speakers (who all happen to be women) in our
annotation area here at the LDC (where they do POS tagging, speech
transcription, etc.) and they all saw nothing wrong with the form
al-imra'a (and they tend to have very strong opinions about right and
wrong MSA!). In fact, they were surprised with the low corpus statistics
for al-imra'a.

-- Tim

------------------------------------------------------------------------ 
--
3)
Date: 12 Feb 2004
From:wasamy at umich.edu
Subject:Al-imra'a response

In general, what you say you were taught is?the customary view.
However, there might be a distinction between al-mar'a and al-imra'a.

As you know al-mar'a is often used as a generic reference to "woman".
Al-mar'a can also refer to the singular definite: the woman.

As is the case with this and several other nouns, the fact that the  
same form can be used to refer to a definite woman, or to woman/women  
in general can sometimes lead to ambiguity.
This is why sometimes the form al-imra'a is used, as in the following  
case:

  ??? ????? ???? ?? ...  ??????? ?? ????? ?? ???? .. ??? ????  ...

The choice of al-imra'a in the above instance, where there is no other  
context, informs the reader that this is the story of al-naby Dawood  
with a specific woman, not with women.

Waheed

------------------------------------------------------------------------ 
--
4)
Date: 12 Feb 2004
From:mmughazy at unix.cc.wmich.edu
Subject:Al-imra'a response

I have no intuitions about Standard Arabic, but here is my take on
this issue.

I had four words in mind: mar' (man) and its feminine counterpart
mar'a (woman), and 'imro' (man) and its feminine counterpart 'imra'a
(woman). Then, I looked up quite a few examples from the Quran, Al-
Bukhaary and other classical texts. My observation is that mar' (man)
and mar'a (woman) are used only as generic NPs denoting types.
Therefore they are usually used as subject NPs and they require the
definite article.

examples:
(a) al-mar'u `alaa diini khaliilih
(b) al-mar'a al-`arabiyya

The other two: 'imro' and 'imra'a are used only as referential NPs
that require existential quantification and refer to individuals.
Therefore, they can be used after demonstratives or as predicates.

I hope that helps
walaahu 'a`lam

Mustafa Mughazy
Western Michigan University

------------------------------------------------------------------------ 
--
5)
Date: 12 Feb 2004
From:Ola.Moshref at zu.ac.ae
Subject:Al-imra'a response

As a native speaker, my reation was that I re-read the first line of  
your message several times, and I didn't get the transliteration. I  
thought it was mistyped. It didn't sound normal when I understood that  
what is meant is "the woman". I can't say if they are definite errors,  
but?I think it is very likely that newspapers and the internet are  
inaccurate linguistically.
?
Ola

------------------------------------------------------------------------ 
--
6)
Date: 12 Feb 2004
From:kaix04holmanski77 at hotmail.com
Subject:Al-imra'a response

Dil,

I actually ran into an interesting scenario with this as well.

I know that Mar' is the masculine form and that Mar'a is the feminine.   
With Imra'a, I was originally taught (or this is how I remember it  
anyway) that Imra'a was also woman (singular) and that you could  
pluralize it with Imra'a-at (like any regular feminine plural).  I was  
called on this by a Kuwaiti I knew, but even she couldn't tell me why I  
was wrong.

I'm still not sure but I thought I'd pass what little I have to  
contribute along.  I'm interested in seeing what we get back.

Chris Holman

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From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:54 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:54 -0700
Subject: Arabic-L:LIT:Ibrahim Al-Koni info
Message-ID: <THU.12.FEB.2004.135154.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Ibrahim Al-Koni info

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:abamia at aall.ufl.edu
Subject:Ibrahim Al-Koni info

Dear Ulla,
As far as I know, al-Kawni works at the Libyan embassy in Switzerland.
Regards,
A. Bamia

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:56 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:56 -0700
Subject: Arabic-L:PEDA:UW-Madison Summer Arabic Immersion Program
Message-ID: <THU.12.FEB.2004.135156.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:UW-Madison Summer Arabic Immersion Program

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Gabe Kadell [mailto:katlabov at yahoo.com]
Subject:UW-Madison Summer Arabic Immersion Program

This message is to inform you
about an 8-week Arabic summer immersion
program that will be offered this summer in Madison,
Wisconsin. Classes begin Saturday, June 12th and end
Saturday, August 7th.  The program will cost $4,000
for all students both in-state and out-of-state,
including room and board as well. Our program can be found at the
following
website:
http://african.lss.wisc.edu/all/intensivearabic/

Thanks much,

Gabe Kadell
(608)513-5592

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 21:07:08 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 14:07:08 -0700
Subject: Arabic-L:GEN:Hadith responses
Message-ID: <THU.12.FEB.2004.140708.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Hadith responses summary

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Dil Parkinson <dil at byu.edu>
Subject:Hadith responses summary

First, I would like to thank those who responded to my request for help
with the hadith.  They are (forgive me if I miss someone):

Mohammed Elashiry
Steve Franke
Davied Reisman
George Hallak
Tim Buckwalter
Waheed Samy
Abdulrahman Almuhareb
Mohammad Al-Masri
Muhammad Eissa
Muhammad Aziz
Nagwa Hedayet

The Arabic translation of the hadith could be transliterated as follows:

man xaraja fi Talab al-9ilmi kaana fi sabiil Allaahi hatta yarji9

Several suggested other similar Hadith, some better attested than the
one above, which appears only in sunan al-Tirmidhi (Chapter al-9ilm,
hadith #2571).  For example (and I apologize for the inaccuracies in
the transliteration):

man salaka Tariiqan yaltamisu fiihi 9ilman sahhala Allaahu lahu
Tariiqan 'ila al-janna

maa min xaarijin xaraja min baytihi fi Talab al-9ilmi 'illaa waDa9at
lahu al-malaa'ilatu 'ajniHataha riDan bimaa yaSna9

and of course, the ever popular

uTlub al-9ilma wa law fi al-Siin

There are probably others, but some of the messages come through with
Arabic that I was not able to read.  Anyway, thanks again for your very
helpful responses.

Dil

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:41 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:41 -0700
Subject: Arabic-L:PEDA:Arabic Summer Program in the UAE
Message-ID: <THU.12.FEB.2004.135141.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:maria.emiraten at passagen.se
Subject:Arabic Summer Program in the UAE

Arabic summer programme in the UAE

Learn Gulf dialect Arabic where it is actually spoken.  The Gulf Arabic
Programme
based in the desert town of Al Ain, UAE runs a four week intensive
course
in colloquial Gulf Arabic every summer, this summer from 3rd  to 28th
July.
  The course is for beginners, though students are expected to have
mastered
the Arabic alphabet before they arrive.  All our teachers are native
speakers
from the region.

We also run courses tailored to a variety of levels for individuals and
private
classes on demand.

We can arrange furnished flats if needed (please contact us for more
details).

For more information, visit our website at www.gapschool.net, download
our
summer programme brochure from
http://www.gapschool.net/Downloads/download.htm
and/or e-mail us at info at gapschool.net

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:44 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:44 -0700
Subject: Arabic-L:PEDA:Teacher Ed Survey-Last Call
Message-ID: <THU.12.FEB.2004.135144.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Teacher Ed Survey-Last Call

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From: lengland <lengland at aucegypt.edu>
Subject:Teacher Ed Survey-Last Call


Dear Arabic-L List Members,

The response to the survey (sent several weeks ago) has been positive
with 18
responses.  With academic and holiday schedules, some may be willing to
respond but have missed the opportunity.  If you have not done so and
would
like to participate, please complete the survey below (and attached in
Word)
and return it to one of the two e mail addresses below.  Please do not
respond
to the list.

Thanks very much for your interest in teacher education in Arabic
language
teaching,

Liz England


As a part of a project on Arabic language teacher preparation, we are
requesting your participation in a brief survey on specific ways in
which you
have been educated to teach Arabic and what you do to keep up to date
professionally. Please complete the attached survey and return it by no
later
than February 15 to either Dr. Kassem Wahba <kwahba1 at jhu.edu> or to Dr.
Liz
England <lengland at aucegypt.edu> by return e-mail. If you would like to
receive
the results of the survey, please let us know and we will add your name
to the
list of recipients. Many thanks.

Survey Questions:
1. I teach Arabic at (location)_______

2. Brief description of students
Note:  If you teach multiple ages, proficiency levels, etc., jot down
as many
as you teach:
Age ____
Proficiency level _________
Arabic language learning goals (list as many as apply)_____________

3. I have taught Arabic for ________ years.

Professional preparation for Arabic language teachers usually includes a
combination of education, experience, and immersion in an Arabic
language-speaking context.  Please briefly describe these and any other
sources of learning to teach Arabic. Please be as specific as possible.

4. Teacher education ________________

5. Teaching experience  _________________________

6. Living, visiting, studying, and/or working in an Arabic speaking
environment
Note:  Please circle those that apply.




7. Other sources of learning to teach Arabic



Many teachers participate in professional development activities in
order to
keep up to date. Briefly describe yours. Please be as specific as
possible.



8. Comments

Liz England, Ph. D.
Associate Professor, TEFL
English Language Institute
The American University in Cairo
113 Kasr El Aini Street
Cairo, Egypt
Office phone (from U. S.):  011-202-797-5089
e-mail address:  lengland at aucegypt.edu
Home phone (from U. S.):  011-202-738-1906

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:52 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:52 -0700
Subject: Arabic-L:GEN:ArabicNewsTranslations.us
Message-ID: <THU.12.FEB.2004.135152.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:ArabicNewsTranslations.us

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Benjamin Troutman <bentroutman at yahoo.com>
Subject:ArabicNewsTranslations.us

It is the mission of ArabicNewsTranslations.us to serve people  
interested in keeping up with news coverage from the Arabic-speaking  
world by providing English translations of frontpage headlines,  
articles and
op-eds from leading, on-line Arabic language newspapers.

  As a bridge between language barriers and diverse worldviews,  
ArabicNewsTranslations.us is committed to providing translation  
services that encourage a greater understanding of the Arabic-speaking  
world.


http://www.arabicnewstranslations.us/

Contact us at:?info at ArabicNewsTranslations.us

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:27 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:27 -0700
Subject: Arabic-L:LIT:Jan-Feb. Al-Adab now out
Message-ID: <THU.12.FEB.2004.135127.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Jan-Feb. Al-Adab now out

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:kidriss at cyberia.net.lb
Subject:Jan-Feb. Al-Adab now out

  Mutual Creation: Art and Its Societies South of the Mediterranean,
  & Muhammad Shukri Remembered
Files in the new issue of Al-Adab magazine

Al-Adab #1-2/04 (Jan. Feb. 2004, v.52)
Visit www.adabmag.com
Al-Adab is an Arabic bi-monthly literary and cultural review.
  See order information below.

First File: The essays of the file, ?Mutual Creation: Art & Its  
Societies South of the Mediterranean,? discuss the contemporary  
production of fine art in Arab, Turkish, and Kurdish communities in  
terms of the social, political and intellectual investments made in  
that art and the roles it has played in framing social debates and  
identities. ?16 pages of color plates. (The file is dedicated to the  
late Abdelrahman Munif.) ?Contributions include:

	? 	Todd Porterfield, ?The Art Historian?s Role: Beyond the Discourse  
of Civilisation?
	? 	 Jessica Winegar, ?The Politics of Art and Culture in Contemporary  
Egypt?
	? 	 Deniz Artun, ?Visitors to the Academie Julian Studios from the  
Ottoman Empire and the Republic of Turkey?
	? 	 Kirsten Scheid, ?Art as a Social Index? - Revisiting Beirut?s  
Earliest Exhibitions?
	? 	 Silvia Naef, ?Paris ? Baghdad? - Plastic Arts & Modernity in Iraq?
	? 	 Tina Sherwell, ?Geographies of Identity: Place & Memory in  
Contemporary Palestinian Art?
	? 	 Walid Sadek, ?Acquiring Death: The Goals of Art and Dwelling in  
Lebanon?
	? 	 Annabelle Boissier, ?The Stakes in Current Tunisian Art:  
Experimentation in Collective Memory and New Identities?
	? 	 Sonja Mejcher-Atassi, ?Re-inscribing Oneself into the Middle East:  
Etel Adnan and her livres d?artiste in the Context of al-Hurufiyya  
al-`Arabiyya?
	? 	 Clemence Escalbert, ?A Reflection on the Landscapes of Kurdistan?


Second file: Muhammad Shukri, the prominent biographer and novelist who  
passed away at the end of 2003, is taken up in 4 articles by Hasan  
Bahrawi, Ferial Ghazzoul, Muhammad Oubayd Allah, and the late Maghda  
al-Nouwayhi.

Articles: Munir al-Hamash writes on the dangers of the  
European-Mediterranean Partnership. ?Loles Olivan reports on how Arab  
issues were treated in the recent European Social Forum (Paris,  
Nov/03). ?Omar Barghouti deconstructs the zionist ?relative humanism?  
vis-?-vis Palestinians.

Book Review: Yumna al-?Id writes on Muhammad al-Bisati?s recent novel,  
?Firdaws.?

Commemoration: Samia Mehrez remembers Maghda al-Nowayhi (1958-2002).

Critique of Previous Issue: ?Maher al-Shareef discusses how progressive  
Arab nationalism can be the agenda for the future.

Editorial: Samah Idriss writes about the alienation Arab adults feel,  
and traces part of it to children?s books.

Poems: Mamdouh al-Sakkaf and Buthayna al-?Isa. ?
  ?
This issue is available for $12 (which includes postage) and can be  
ordered from <kidriss at cyberia.net.lb>. ?Payment can be made by credit  
card, cash in a registered envelope, or check for sums over $100.

Files in Coming Issues: ?Iranian Poetry; Arab Youth and Political  
Participation; The New Novel in Egypt; Arabism in Kurdish Eyes; Sudan  
in Egyptian Eyes; Algeria in Moroccan Eyes; Arabism in Amatzig Eyes

Subscribe to Al-Adab, at reasonably low rates ($30+ postage), and keep  
the magazine going!


For more information, see: www.adabmag.com
Keep up with Al-Adab, keep up with Arab creativity and global critical  
engagement.

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:38 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:38 -0700
Subject: Arabic-L:LING:Needs Abadalla Language Impairment article
Message-ID: <THU.12.FEB.2004.135138.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Needs Abadalla Language Impairment article

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:"Mohammad.T.Alhawary-1" <malhawary at ou.edu>
Subject:Needs Abadalla Language Impairment article

Dear Colleagues:

I have been trying to locate a publication on specific language
impairment by Fauzia Abadalla. Does anyone know the work or the contact
information of the author?  Any additional references on language
impairment is also appreciated.  Please post your reply to the list or
to me directly and I will post a summary to the list later.

Regards,
Mohammad T. Alhawary

------------------------------------------------------------------------
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 12 20:51:34 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 12 Feb 2004 13:51:34 -0700
Subject: Arabic-L:GEN:Turkey Country Culture Workshop
Message-ID: <THU.12.FEB.2004.135134.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Thu 12 Feb  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
listserv at byu.edu with first line reading:
            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Turkey Country Culture Workshop

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2004
From:Elizabeth Schultz <eschultz at nafsa.org>
Subject:Turkey Country Culture Workshop

Dear Moderator,
Below is announcement about a workshop that may be interest to list  
subscribers.? I know that the list is focused on Arabic linguistics but  
I thought many of the list subscribers might also have a more general  
interest in Middle Eastern cultures.? Please post it to the list if  
appropriate.

Thank you,
Elizabeth Schultz

Associate Director, Advanced Education Services

NAFSA: Association of International Educators

The Associated Colleges of the South and the Global Partners Project  
and NAFSA: Association of International Educators have organized the  
"Turkey: Traversing Tradition and Modernity Country Culture Workshop".?  
The workshop will introduce participants to contemporary Turkey, its  
history, politics, economy, society, arts and culture.? Participants  
will also improve their ability to deliver more effective services and  
programs to Turkish students on their campuses and learn about  
education abroad programs in Turkey for students and faculty.? The  
workshop is scheduled for March 11-13, 2004 in Atlanta, GA.?

Early registration (by February 13) is $125 for NAFSA Members and $225  
for Non-NAFSA members and Regular registration (after February 13) is  
$175 for NAFSA Members and $275 for Non-NAFSA members.? NAFSA also has  
$200 travel grants available for workshop participants.? Applications  
for travel grants are due February 13.? For more information, visit  
http://www.nafsa.org/turkey.? Questions?? Contact eschultz at nafsa.org.?  
This workshop is made possible through funding from the Bureau of  
Educational and Cultural Affairs at the U.S. Department of State.

------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:34 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:34 -0700
Subject: Arabic-L:LING:more on Al-Imra'a
Message-ID: <FRI.20.FEB.2004.090534.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:more on Al-Imra'a

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:nhedayet at yahoo.com
Subject:more on Al-Imra'a

I think since this is the feminine form of the masculine al- mar' o  
(indefinite mar'?) in the generic use referring to human being or man  
in general,i.e., al insaan or al insaana;?and one can say also "howa?  
mra'on faqeeron" or " heya? mra'ton faqeera" , or he/she is a poor man  
or woman, where you use emra' as the indefinite generic form of the  
word. In the same way you can say al mar?ato nisfo?l mojtama? , or  
women are half of the society, for example, in a general reference to  
how important you think women are in the society.?But to refer to a  
specific person using haadha 'l emra'o or haadhehe 'l- emra'to do not  
sound to be?a very proper or polite way of?talking, and it is better  
that you use her name or  al-sayyeda so and so unless you really mean  
to be disrespectful.

?wa Llaaho ?alam

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:31 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:31 -0700
Subject: Arabic-L:GEN:Messages in Arabic Script
Message-ID: <FRI.20.FEB.2004.090531.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
listserv at byu.edu with first line reading:
            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Messages in Arabic Script

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:moderator
Subject:Messages in Arabic Script

I have posted, and will continue to post, a few messages either in  
Arabic script or containing Arabic script, realizing that only some of  
you will be able to read them.  I will try to limit these as much as  
possible, and encourage posters to transliterate anything that they  
include in script so that those who can't read the script can figure  
out what is going on.  In the case of the WATA message, I thought it  
was worthwhile enough to post, even though I had no English or  
transliterated version.  For those who could not read it, it is from  
the World Arabic Translators Association, and you can find their  
information at:

arabicwata.org

on the web.

Waheed has pointed out to me that even some of the messages that get  
through may end up getting garbled because of the different ways  
different systems handle puctuation.  For example, his sentence about  
the hadith got all turned around because of the presence of periods in  
the middle:
(I will now copy his response, realizing that if it gets regarbled it  
may be even more incomprehensible than before)

Dil?, this is how the text appears in your posting:
??? ????? ???? ?? ... ??????? ?? ????? ?? ???? .. ??? ???? ...
[Waheed Samy]?This is how it should appear:
  ??? ?????????? ?? ??????? ??? ???? ?? ?????? ??  ?
(The story of the nabi Dawuud with the woman is a story containing  
lessons/advice that )
I think the presense of periods screwed things up.

Dil

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From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:36 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:36 -0700
Subject: Arabic-L:PEDA:NMELRC Arabic Instructor Training Seminar
Message-ID: <FRI.20.FEB.2004.090536.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:NMELRC Arabic Instructor Training Seminar

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:stan_jarvis at byu.edu
Subject:NMELRC Arabic Instructor Training Seminar

Appplicatiions to the 2004 NMELRC Arabic Instructor Training Seminar  
extended

The National Middle East Language Resouce Center NMELRC announces its  
second Arabic Instructor Training Seminar, to be held July 17 to July  
31,  2004, in cooperation with Middlebury College.? The period for  
making submissions has been extended to March 15, 2004.

This is a unique seminar because it provides?training coupled with live  
class obseravtion and immediate hands-on practice?in the classroom.? It  
is particularly oriented towards:
	? 	?Arabic  language instruction professionals desiring a skills update
	? 	Advanced TAs who are finishing their dissertations in  preparation  
for a career that  involves teaching Arabic
	? 	?language instructors whose primary training was  in literature,  
religion, culture?or other non-linguistic areas but are interetsed  
in?training in  Applied Linguistics?.

As was the case last year, the entire seminar will be conducted in  
Arabic - no English allowed for the entire seminar period.?? The  
seminar will be limited to only 10 participants, whose seminar fees  
will be fully covered by NMELRC and Middlebury.? Participants will pay  
their transportation to and from Middlebury, VT, plus $650 Room & Board  
fees to Middlebury College for the 2-week seminar.? All who are  
interested should submit their applications immediately by Mar. 15,  
2004? (see News at NMELRC.BYU.EDU)

Stan Jarvis
Coordinator, NMELRC
Stan_Jarvis at byu.edu
801 422-7192

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:51 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:51 -0700
Subject: Arabic-L:GEN:AATA Announcements
Message-ID: <FRI.20.FEB.2004.090551.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:AATA Announcements

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:zeinabib at aucegypt.edu
Subject:AATA Announcements

AATA Executive Board members are pleased to announce the following:

1- Al-Arabiyya Journal next issue will be out by September 2004.  It
pleases
us to inform you that interest in Al-Arabiyya by reputable and
distinguished
scholars had increased tremendously.

  2- Drs. Mahdi Alosh, Hussein ElKhafaifi and  Salah Hammound have
finalized a report on Professional Standards for Teachers' of Arabic
which
will
appear soon as a chapter in Handbook for Arabic Language Teaching in
the 21st
Century edited by Kassem Wahba, Zeinab Taha and Liz England.  The entire
document will
  be published independently by the National Middle East Language Center.

3- AATA will be video-conferencing its panel in 2004 with ACTFL to
assure to
participation of all interested members.

4- The board members are thanking Dr. John Eisle for his endless and
great
efforts as Executive Director and have elected him unanimously for
another
term.

5- Dr. Gerald Lampe was elected as AATA's President starting November
2004.
Dr. Lampe is well known to all how are in the field of Arabic and we
look
forward to his insights and working with him.

7- We will be sending out renewal notices to AATA members shortly,
including a
ballot for electing new Executive Board members. We would like to ask
current
and former members to renew their memberships for 2004 and to
participate in
the election. If you do not receive a renewal notice, please
send in the membership form located on the AATA website.

8- The Executive Board welcomes nominations from the membership for
awards of
special merit to AATA members (faculty and student) in the area of
language teaching & learning, research and service. Please send your
nominations to: Mahmoud Abdallah and/or Mona Mikhail.

On behalf of the members,
Zeinab Ibrahim

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:57 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:57 -0700
Subject: Arabic-L:LING:Said on Language
Message-ID: <FRI.20.FEB.2004.090557.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Said on Language

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:af3 at nyu.edu
Subject:Said on Language

Dear List Members,

In this week's Al-Ahram Weekly, there is an article by the late
Edward Said on the issue of spoken colloquial Arabic versus the
standard version, which he calls "modern classical Arabic." The
article is is published posthumously with the permission of the
writer's wife, Mariam.

Mindful that Dilworth has advised against e-mailing attachment files,
I am appending the article below as plain text for the benefit of the
list members who are interested in reading it.

Ahmed Ferhadi
New York University
-------------------------------------------------------------------

Living in Arabic
The debate on the need to reform Islam, the Arabs and their language
-- by adopting demotic rather than classical Arabic -- continues.
Before his death last September Edward Said argued such a debate
reflects an extraordinary lack of the quotidian experience of living
in Arabic
--------------------------------------------------------------------

The word eloquence is not much in use today. What I have in mind is
the sense that it once conveyed of distinguished verbal (both written
and spoken, but mainly the latter) practice, a skill with words that
may be partly due to an innate gift but which also needs to be
developed and schooled in ways that will mark an eloquent person as
possessing something that others do not. Oratory comes to mind
immediately, as does having a good memory. The unforgettably
brilliant study of the art of memory by the late Frances Yates shows
the connection, but shows also how much that kind of skill has more
or less disappeared, or at least isn't taught as such any more. I've
often wondered whether there was some implicit link in my own mind
between my fascination with eloquence and the fact that Giambattista
Vico, the 18th century Italian philosopher, has been such an
important figure for me and that he was professionally a Professor of
Rhetoric with a specialty in eloquence at the University of Naples.

When today one reads Vico's almost comically antiquated work --
before he came out with the first version of The New Science in 1725
-- you quickly notice that most of it is taken up with the
philological and historical study of how ancient authors used
language formally in ways that could be detailed and subjected to
minute scrutiny. For generations the humanistic study of language
required a knowledge of rhetoric and all sorts of figures of speech
that were taught as recently as three or four decades ago in the
context of college, and maybe even school courses, of composition, as
well as in curricula that tried to teach young men and women how to
read and appreciate literature according to the tropes, figures of
speech, and rhetorical devices that had very specific names and uses
that originated in giving speeches of the kind that Vico himself
gave, studied and wrote imitations of. There is no doubt that display
and virtuosity are part of eloquence, although most classical
  rhetoricians, including Vico, warn against pompous or frivolous
display for its own sake.

Awing your listener with your verbal cleverness, and even your sheer
mastery of rhetorical technique, isn't quite the same thing as real
eloquence. Vico has this to say in his autobiography about his own
ideas concerning eloquence: in the teaching of his subject Vico was
always most interested in the progress of the young men, and to open
their eyes and prevent them from being deceived by false doctors he
was willing to incur the hostility of pedants. He never discussed
matters pertaining to eloquence apart from wisdom, but would say that
eloquence is nothing but wisdom speaking; that his chair [of rhetoric
and eloquence] was the one that should give direction to minds and
make them universal; that others were concerned with the various part
of knowledge, but his should teach it as an integral whole in which
each part accords with every other and gets its meaning from the
whole. No matter what the subject, he showed in his lectures how by
eloquence it was animated as it were
  by a single spirit drawing life from all the sciences that had any
bearing upon it. (198-9).

This highly organic view of what eloquence is anticipates Romantic
interest in poetic form, the topic of a great deal of Coleridge's
writing on the role of the imagination, as well as similar concerns
among his German contemporaries such as the Schlegel brothers. Vico's
interest, however, is in a peculiar way highly antiquarian, or rather
antiquarian and contemporary at the same time, and was enabled, I
think, because his students were all assumed to have a working
knowledge of an older non-demotic language, namely Latin. Perhaps one
reason we have lost the capacity for appreciating that now seemingly
old-fashioned eloquence is that Latin is no longer taught or assumed
to have been learned as a pre-requisite for a well-rounded university
education. No one today even tries to emulate the orotund, Latinate
manner of Dr Johnson or Burke, except perhaps as a comic affectation.
This is probably why there is such emphasis instead on communication,
immediacy of persuasion, and the
ability to "sell" ideas, and why the often stilted and grandiose
manner of contemporary Southern orators such as Barbara Jordan or
Billy Graham seems overdone and out of place, as if they are trying
to do something verbally without adequate background or audience. The
existence of a distant model, as well as one that is difficult to
access without a considerable discipline of attention and
rule-learning, illuminates the considerably ornate and elaborate
verbal performances that Vico and his contemporaries considered
eloquent.

There is a rough modern equivalent to all this in the practice of the
speaking and writing of Arabic, which in the US (alas) is considered
to be a highly controversial and quite fearsome language for entirely
ideological reasons that have nothing to do with the way the language
is lived in, deployed, and experienced by native speakers and users.
I don't know where this conception of Arabic as a language
essentially expressing blood- curdling and incomprehensible violence
comes from, but surely all those 40's and 50's Hollywood screen
villains in turbans who snarl at their victims with sadistic relish
have something to do with it, as does the fixation on terrorism to
the exclusion of everything else about the Arabs in the US media. To
a modern educated Arab anywhere in the Arab world, eloquence in fact
is much closer to what Vico experienced and talked about than it is
for English-speakers.

Rhetoric and eloquence in the Arab literary tradition go back a
millennium, to Abbasid writers like Al-Jahiz and Al-Jurjani, who
devised incredibly complex schemes for understanding rhetoric,
eloquence and tropes that seem startlingly modern. But all their work
is based on classical written, not demotic spoken Arabic: in the case
of the former, that is dominated by the presence of the Quran, which
is both origin and model for everything linguistic that comes after
it (as of course a great deal did). This needs some explanation, and
is, I think, quite unfamiliar to users of the modern European
languages, where there is a rough correspondence between spoken and
literary versions, and where scripture has lost its verbal authority
entirely.

All Arabs have a spoken colloquial that varies considerably between
one region or country and another. The written language is quite
different, however, and I will return to it in a moment. I grew up in
a family whose spoken language was an amalgam of what was commonly
spoken in Palestine, Lebanon and Syria: there were small variations
between those three dialects (enough for one resident of the mashriq,
as the Eastern Mediterranean Arab lands are known, to identify
another resident as coming from either, say, Beirut or Jerusalem) but
never enough to prevent easy and direct communication. But because I
went to school in Cairo and spent most of my early youth there I also
was fluent in that colloquial, a much faster, clipped and more
elegant dialect than any of the others that I knew from my parents
and relatives. Spoken Egyptian was made even more widespread by the
fact that nearly all Arabic films, radio dramas and, later, TV
serials, were made principally in Egypt, and thus their spoken idioms
became familiar to and were learned by Arabs everywhere else; I
remember very clearly that young people my age in Lebanon or
Palestine could sing the ditties and mimic the patter of Egyptian
comedians with considerable panache, even though of course they never
sounded quite as fast and as funny as the originals.

During the 1970's and 1980's, as part of the oil boom of those years,
TV dramas were made in other places as well, and they went in for
spoken classical Arabic drama, which rarely caught on. For not only
were they heavy costume dramas of the kind that were meant to be
elevated and suitable for programmatically Muslim (and old-
fashioned, usually more puritanical Christian) Arab tastes that might
have been put off by the racy Cairo films, they were also designed to
be beneficial in ways that to me at least seemed hopelessly
unattractive. For the inveterate surfer of today, even the most
hastily put together Egyptian mousalsal (or serial) is infinitely
more fun to watch than the best of the best-regulated
classical-language dramas. Only Egyptian dialect has this kind of
currency. Thus, if I were to try to understand an Algerian I would
get more or less nowhere, so different and widely varied are the
colloquials from each other once one gets away from the shores of the
Eastern
Mediterranean. The same would be true for me with an Iraqi, Moroccan,
or even a deep Gulf dialect. And yet paradoxically, all Arabic news
broadcasts, discussion programs, as well as documentaries, to say
nothing of meetings, seminars, and oratorical occasions from mosque
sermons to nationalist rallies, as well as daily encounters between
citizens with hugely varying spoken languages are conducted in the
modified and modernized version of the classical language, or an
approximation of it which can be understood all across the Arab
world, from the Gulf to Morocco.

The reason for that is that classical Arabic, like Latin for the
European colloquial languages until a century ago, has maintained a
living presence as the common language of literary expression despite
the lively and readily-available resources of a whole host of spoken
dialects which, except in the Egyptian case I mentioned earlier, have
never attained much currency beyond the local. Moreover, these spoken
dialects don't at all have the large literature in the classical
lingua franca, despite the fact that in every Arab country there
seems to be a substantial body of colloquial poetry, for instance,
which is liked and often recited if only to other speakers of that
colloquial.

Thus, even writers who are considered regional tend to use the modern
classical language most of the time and only occasionally resort to
colloquial Arabic to render not much more than snippets of dialogue.
So in effect then, an educated person has two quite distinct
linguistic personae in the mother-tongue. It's a common enough thing
to be chatting with a newspaper or television reporter in the
colloquial and then, when the recording is switched on, to modulate
without transition into a streamlined version of the classical
language, which is inherently more formal and polite. Thus "what do
you want?" in Lebanese or Palestinian is, when addressed to a man,
very informally, shoo bidak? In classical it would be madha to reed?

Not that there is no connection at all between the two idioms. There
is of course -- letters are often the same, word order is roughly
equivalent, and personal accents can be conveyed in the same tone.
But words and pronunciation are quite different in that classical or
educated Arabic as a standard version of the language loses every
trace of the regional or local dialect and emerges as a sonorous,
carefully modulated, heightened and extraordinarily inflected
instrument capable of great, often (but not always) formulaic
eloquence. Properly used, it is unmatched for precision of expression
and for the amazing way in which individual letters within a word
(but specially at endings) are varied to say quite distinct and
different things.

It is also a language the centrality of which to a whole culture is
matchless in that (as Jaroslav Stetkevych, author of the best modern
book on the language itself has put it), "Venus-like, it was born in
a perfect state of beauty, and it has preserved that beauty in spite
of all the hazards of history and all the corrosive forces of time".
To the Western student "Arabic suggests an idea of almost
mathematical abstraction. The perfect system of the three radical
consonants, the derived verb forms with their basic meanings, the
precise formation of the verbal noun, of the participles --
everything is clarity, logic, system, and abstraction. The language
is like a mathematical formula." But it is also a beautiful object to
look at in its written form; hence the enduring centrality of
calligraphy in Arabic, which is a combinatorial art of the highest
complexity, ever closer to ornament and arabesque than to discursive
explicitation.

And yet I have only known one person who actually spoke classical
Arabic all the time, a Palestinian political scientist and politician
whom my children used to describe as "the man who speaks like a book"
or, on another occasion, as "the man who sounds like Shakespeare" --
a designation to Arabs not fluent in English symbolizing the pinnacle
of classical English, which of course Shakespeare was not, given the
presence of so many clowns, peasants, sailors, and jokers in his
plays. (Milton would be a better example of the weightily sonorous
classical language). All of this Palestinian academic's friends used
to ask him whether he made love in the classical language (which has
always seemed an impossibility, as the spoken dialect is invariably
the language of intimacy), but he afforded them no more than an
enigmatic smile by way of response. Somehow there is an implicit pact
that governs which Arabic is to be used, on which occasions, for how
long, and so forth.

During the early days of the war in Afghanistan I watched the
controversial Al-Jazeera Arabic- language satellite channel for
discussion and news-reporting unavailable in the US media. What I
found striking, quite apart from what was actually said, was the high
level of eloquence among the more embattled and even repellent of the
participants, Osama Bin Laden included. He is (or was) a soft-spoken,
fluent speaker who neither hesitates nor makes the slightest
linguistic slip, surely a factor in his apparent influence; but so
too, on a lower level, are non-Arabs like Burhaneddine Rabbani and
Hikmat Gulbandyar, who clearly know no colloquial Arabic but who
pedal forward with remarkable ease in the classical (Quranic-based)
tongue.

This is not to say that what has come to be called modern standard
(i.e. modern classical) Arabic is exactly the same as that of the
Quran, 14 centuries ago. It isn't the same: although the Quran
remains a much-studied text, its language (as in the example of the
classical speaker I gave above) is an antique, even stilted and for
daily life unusable, and compared to the modern prose used everywhere
today resembles a very "high" sounding prose-poetry.

The modern classical is the result mainly of a fascinating
modernisation of the language that begins during the last decades of
the 19th century -- the period of the Nahda, or renaissance --
carried out mainly by a group of men in Syria, Lebanon, Palestine and
Egypt (a striking number of them Christian) who set themselves the
collective task of bringing Arabic as a language into the modern
world by modifying and somewhat simplifying its syntax, through the
process of Arabising (isti'rab) the 7th century original, that is
introducing such words as "train" and "company" and "democracy" and
"socialism" that couldn't have existed during the classical period,
and by excavating the language's immense resources through the
technical grammatical process of al-qiyas, or analogy (a subject
brilliantly discussed by Stekevych who demonstrates in minute detail
how Arabic's grammatical laws of derivation were mobilised by the
Nahda reformers to absorb new words and concepts into the system
without in any way upsetting it); thereby, in a sense, these men
forced on classical Arabic a whole new vocabulary, which is roughly
60 per cent of today's classical standard language.

The Nahda brought freedom from the religious texts, and a
surreptitiously introduced new secularism into what Arabs said and
wrote. Thus contemporary complaints by New York Times idiot-savant
Thomas Friedman and tired old Orientalists like Bernard Lewis who
keep repeating the formula that Islam (and the Arabs) need a
Reformation have no basis at all, since their knowledge of the
language is so superficial and their use of it non-existent as they
show no acquaintance whatever with actual Arabic usage where the
traces of reformation in thought and practice are everywhere to be
found.

Even some Arabs who for various reasons left the Arab world
relatively early in life and now work in the West repeat the same
nonsense, though in the same breath they admit to having no serious
knowledge of the classical language. I was struck that Leila Ahmed,
an Egyptian woman who was a close friend of my sisters in Cairo, went
to the same English schools that we attended and came from an
Arabic-speaking educated family, got her PhD in English Literature
from Cambridge, wrote an interesting book on gender in Islam almost
two decades ago, has now re-emerged as a campaigner against the
classical language and, oddly enough, a Professor of religion (Islam
in fact) at Harvard. In her memoir A Border Passage: From Cairo to
America -- A Woman's Journey (1999), she waxes eloquent on the
virtues of spoken Egyptian while admitting that she really doesn't
know the fus-ha (classical Arabic) at all; this doesn't seem to have
impeded her teaching of Islam at Harvard even though it scarcely
needs repeating that Arabic is Islam and Islam Arabic at some very
profound level.

Because of an extraordinary lack of quotidian experience or living in
the language, it doesn't seem to occur to her that educated Arabs
actually use both the demotic and the classical, and that this
totally common practice neither prohibits naturalness and beauty of
expression nor in and of itself does it automatically encourage a
stilted and didactic tone as she seems to think. The two languages
are porous and the user flows in and out of one into another as an
essential aspect of what living in Arabic means. Reading Ahmed's
pathetic tirade makes one feel sorry that she never bothered to learn
her own language, an easy enough thing for her to have done if she
had an open mind and was so inclined.

For the first 15 years of my life I lived exclusively in
Arabic-speaking countries, although I went only to English-speaking
colonial schools, administered either by one or other church
missionary group or by the secular British Council. Classical Arabic
was taught in my schools, of course, but it remained of the order of
a local equivalent of Latin, i.e. a dead and forbidding language (and
hence, the sense that Leila Ahmed had of it). I learned to speak
Arabic and English at my mother's knee, simultaneously, and was
always able to switch in and out of both, but my classical Arabic was
soon outstripped by the much greater investment made in school by
attention to English. During my early years the classical language
was symbolic of parentally and institutionally enforced, not to say
imprisoning, circumstances, where I would have to sit in church
regaled by interminable sermons, or in all sorts of secular
assemblies preached at by orators proclaiming a king's or a
minister's or
  a doctor's or a student's virtue, and where as a form of resistance
to the occasion I would tune out the droning and gradually come to
gain a sort of dumb incomprehension. In practice, I knew passages
from the hymnal, the Book of Common Prayer (including the Lord's
Prayer) and such similar devotional material by heart, and even some
(to me at the time) intolerably smarmy and usually patriotic odes in
classical poetry, but it was only years later that I realised how the
atmosphere of rote-learning, lamentably ungifted and repressive
teachers and clergymen, and a sort of enforced "it's good for you"
attitude against which I was in perpetual rebellion undermined the
project altogether.

Arabic grammar is so sophisticated and logically appealing, I think,
that it is perhaps best studied by an older pupil who can appreciate
the niceties of its reasoning; as it is, ironically enough, the best
Arabic teaching is done for non- Arabs at language institutes in
Egypt, Tunisia, Syria, Lebanon and Vermont. What I never really
easily mastered, however, was what I referred to above, the ability
to switch from one mode to another, colloquial to classical, informal
to formal linguistically speaking. So alienated was I from the layers
of repressive authority blanketing my person as a child and teenager
that rebellion took the form of keeping to the language of the
streets, reserving the respectable classical language solely for use
as all-purpose mockery, savage imitations of tedious pomposity, and
imprecations against church, state and school.

But when, having already been in the US (with frequent visits to home
in Cairo and Lebanon) since 1951, and having only studied European
languages and literatures during my entire 16- year school and
university career here, the 1967 Arab-Israeli war pushed me
unwillingly into political engagement at a distance, the first thing
that struck me is that politics weren't conducted in the 'amiya, or
language of the general public, as colloquial Arabic is called, but
more often in the rigorous and formal fus-ha (pronounced fuss- ha,
the double "esses" and the "h" deriving from deep gutturals that have
no European equivalent), or classical language. Recalling my
childhood attitudes to the formal language I soon felt that, as
presented at rallies or meetings, political analyses were made to
sound more profound than they were, or that much of what was said in
these rather-too-pedantic approximations of formal speech were based
on models of eloquence that had been rote-learned as emulations of
seriousness, rather than the thing itself. This, I discovered to my
chagrin, was especially the case with approximations to Marxist and
liberation-movement jargon at the time, in which descriptions of
class, material interests, capital, and social struggle -- with all
the trappings of contradiction, antithesis, and "wretched of the
earth" that had been Fanon's legacy to us -- were Arabised and turned
to use in long monologues addressed not to the people but to other
sophisticated militants. In private, popular leaders like Arafat and
Nasser, with some of whom I had contact, used the colloquial to much
greater effect than the Marxists (who were also better educated than
either the Palestinian or the Egyptian leader) I thought at the time;
Nasser in particular did, in effect, address his masses of followers
in the Egyptian dialect mixed with resounding phrases from the
fus-ha. And, since eloquence in Arabic has a great deal to do with
dramatic delivery, Arafat usually
emerges in his rare public addresses as a below- average orator, his
mispronunciations, hesitations and awkward circumlocutions seeming to
an educated ear to be the equivalent of an elephant tramping
aimlessly through a flower-patch.

In a few years I felt I had no alternative than to commit myself to a
re-education in Arabic philology and grammar (incidentally, the word
for grammar is the plural qawa'id, the singular form is qua'ida, also
the word for a military base, as well as a rule, in the grammatical
sense). I was fortunate in having an old friend of my father's,
retired professor of Semitic Languages Anis Frayha at the American
University of Beirut, as my tutor and who, like me, was an early
riser; for almost a year between the morning hours of seven and ten
he took me on daily explorations through the language without a
text-book, but with hundreds of passages from the Quran, which at
bottom is the foundation of Arabic usage, classical authors like
Al-Ghazzali, Ibn Khaldun and Al-Mas'udi, and modern writers, from
Ahmed Shawki to Mahfouz. An amazingly effective teacher, his
tutorials disclosed the workings of the language for me in a way that
suited my professional interests and philological training in Western
comparative literature, in which roughly at just that time I was
giving seminars on speculations about language (I called it the
literature of language) by 18th and 19th century authors such as
Vico, Rousseau, Herder, Wordsworth and Coleridge, Humboldt, Renan,
Nietzsche, Freud and de Saussure. Thanks to Frayha I was introduced
to, and later introduced into my own teaching and writing Arab
grammarians and linguistic speculators, including Al-Khalil ibn
Ahmad, Sebawayh, and Ibn Hazm, whose work antedated my European
figures by seven centuries.

As illuminated and explained by Frayha, the passage between
colloquial and classical Arabic was a riveting experience for me,
especially as I made mental comparisons with vocabulary and grammar
in French and English. In the first place, since Arabic is a minutely
inflected language, one can learn the nine most commonly used formal
derivations of a verb -- the core of the language -- from a
three-consonant root, which syntactically makes available those
commonly-used forms (most Arabic sentences begin with a verb) from
which the writer-speaker must choose, although over time this becomes
automatic. Then, secondly, Arabic vocabulary is the richest part of
the language, since words can be formed by a dizzyingly logical
method from roots, and roots of roots more or less endlessly, and
with what seems to be perfect regularity. There are of course
variations in expression that have occurred over time, but archaisms
and modern slang in the classical discourse do not present the same
problems they do in modern English or French, for example.

Classical Arabic, its rules, inflections, syntactical modes, and
overpoweringly beautiful richness seems to exist in a sort of abiding
simultaneity of existence that is quite unlike any other linguistic
state that I know of, even though when colloquial conversations take
a turn for the serious or complex one then resorts to it as a
momentary or intermittent episode: the need for personal small talk
like "pass the sugar," or "it's time for me to go" returns one to the
demotic. But, on the occasions when it is declaimed at a public
gathering that could be a business meeting or a seminar or an
academic panel or lecture, speakers are transformed into the bearers
of this other language, in which even expressions like "I am happy to
be here today" or "I don't want to take too much of your time" can be
rendered in classical formulas that function as an organic part of
the whole discourse itself.

Parenthetically, I should mention that the Al- Jazeera channel, much
maligned in the US media by pseudo-experts and which I can easily
watch on my satellite dish receiver, not only conveys a far wider
range of political opinions than any available in the mainstream US
media, but because of the use of classical standard there is none of
the dreadful verbal tough-guy vulgarity that disfigures talk-shows
and panel discussions here, even when discussants hotly dispute major
issues in politics and religion.

I have never escaped the amusingly dissonant jolt that comes with
hearing a commonly used word that has totally incompatible meanings
in the two languages. The name Sami, for example. In English one
immediately thinks of Sam Weller, or Sammy Glick, a comic, or at
least an inelegant nickname or a shortened, familiar form of the much
grander "Samuel" with its biblical resonance not quite appropriate to
our time. In Arabic Sami is also a common first name for a man (the
feminine is Samia, which is also the word for "semitic"), but it
derives from the word for "heaven", sama, and therefore means "high"
or "heavenly" which is about as far from Sam or Sammy as one can get.
They co-exist in the bilingual ear, unresolved, never at peace.

Unlike English, spoken Arabic -- either the standard or the local
dialects -- is full of polite formulas that comprise what is called
adab al lugha, or proper behavior in the language. An individual who
is not a close friend is always addressed in the plural, and
questions like "what is your name?" are always asked indirectly and
with honorifics. Like Japanese and, to a lesser degree French,
German, Italian and Spanish, Arabic users make all sorts of
distinctions in tone and vocabulary as to how to address each other
in given situations and on special subjects. The Quran is always
referred to as al-Quran al- kareem, the honorable Quran, and after
saying the Prophet Mohammed's name it is obligatory to say a phrase
meaning, may God pray and deliver him; a slightly shorter version of
the same phrase applies to Jesus, and in regular Arabic conversation
God's name is invoked dozens of times in an extraordinarily varied
arsenal of phrases that recall the Latin deo volente, or Spanish
ojala, or English in God's name, but many times more.

When one is asked how one is feeling or doing, the immediate response
is invariably al- hamdulillah, for example, and what can follow is a
whole series of questions, also invoking God, that concern members of
the family none of whom is usually referred to by name but by
position of love and prestige (a son is not referred to by his name
but as al-mahrouss, the one whom God preserves). I have an uncle who,
when he worked as a bank executive, had a positive genius for going
on and on with polite indirection for 15 minutes of courtly
wool-gathering, unimaginable in English but learned early in life and
concentrated for use in situations when there is more verbally to say
than there is substance to treat. I always found it miraculously
entertaining, particularly because I found it very hard to do myself,
except for a moment or two.

One of my earliest memories of how much is expected of the classical
Arabic speaker, or khatib, the word for orator, in a formal situation
was a story told to me many years ago by my mother and my great aunt,
a teacher of Arabic, after attending an academic speech in Cairo
given by a well- known Egyptian personality, who might have been Taha
Hussein or Ahmad Lutfi Al-Sayyid. The occasion may have been
political or it may have been commemorative, I have forgotten which,
but I do remember them saying that there were a number of Azhar
sheikhs in attendance. Punctuating the very solemn and elaborate
speech, my mother had noted, one or another sheikh would stand up and
say "allahoma", then sit down immediately, the one word expression
explained to me as showing approval (or disapproval) for fineness of
expression (or a mistake in vocalisation).

The story itself illustrates the great significance attached to
eloquence, or conversely, failures in it. It helps to know that
Al-Azhar University in Cairo is not only the oldest institution of
higher learning in the world, it is considered to be the seat of
orthodoxy for Islam, its Rector being for Sunni Egypt the highest
religious authority in the country. More important is that Al-Azhar
essentially, but not exclusively, teaches Islamic learning of which
the core is the Quran, and all that goes with it in terms of methods
of interpretation, jurisprudence, hadith, language and grammar.
Mastery of classical Arabic is thus clearly the very heart of Islamic
teaching for Arabs and other Muslims at Al-Azhar since the language
of the Quran -- which is considered to be the uncreated Word of God
that "descended" (the Arabic word is munzal) in a series of
revelations to Mohammed -- is sacred, with rules and paradigms in it
that are considered obligatory and binding on users althoug
h, paradoxically enough, they cannot by doctrinal fiat (ijaz) be
directly imitative of it or, as in the case of The Satanic Verses, in
any way challenge its entirely divine provenance.

Sixty years ago orators were listened to and commented on endlessly
for the correctness and felicity of their language as much as for
what they had to say in it. I myself have never witnessed such an
occurrence as the story told to me, even though I recall with some
embarrassment that when I gave my first speech in Arabic (in Cairo
again) two decades ago, and after years of speaking publicly in
English and French but never in my own native language, a young
relative of mine came up to me after I had finished to tell me how
disappointed he was that I hadn't been more eloquent. But you
understood what I said, I asked him plaintively, since being
understood on some sensitive political and philosophical points was
my main concern. Oh yes, of course, he replied dismissively, no
problem: but you weren't rhetorical or eloquent enough. And that
complaint still dogs me when I speak since I am unable to transform
myself into a classical faseeh, or eloquent orator. I mix colloquial
and
  classical idioms pragmatically, with results (I was once amiably
told) that resembled someone who owned a Rolls Royce but preferred to
use a Volkswagen. I'm still trying to sort the problem out because,
as someone who works in several languages, I don't want to be accused
of saying one thing in English that I don't say exactly the same way
in Arabic.

I must say that, despite my pleading that my way of speaking avoids
the circumlocution and ornamental preciosity (often consisting mostly
of endless synonyms, and the use of either of "and" as a device for
elaborating thoughts without regard for logic or development, or the
use of an array of rote-learned formulae for indirection and
euphemism of the kind that Orwell mocks in "Politics and the English
Language," but which are to be found in every language) endemic to
the decline of contemporary political, journalistic and critical
writing in Arabic, it is also an excuse I use to cover my sense of
still loitering on the fringes of the language rather than standing
confidently at its centre.

It's only in the last ten or 15 years that I've discovered that the
finest, leanest, most steely Arabic prose that I have either read or
heard is produced by novelists (not critics) like Elias Khoury or
Gamal El-Ghitany, or by two of our greatest living poets, Adonis and
Mahmoud Darwish, each of whom in his odes soars to such lofty
rhapsodic heights as to drive huge audiences into frenzies of
enthusiastic rapture, but for whom each of which prose is a
razor-sharp Aristotelian instrument the elegance of which resembles
Empson's or Newman's. But their knowledge of the language is so
virtuosic and natural that they can be both eloquent and clear by
virtue of their gift for not needing fillers, or tiresome verbosity,
or display for its own sake, whereas for a relative latecomer to the
classical idiom such as myself -- someone who did not learn it as
part of a specifically Islamic training, or in the national Arab (as
opposed to colonial) school system -- I still have to think
consciously about putting a classical sentence together correctly and
clearly, with not always elegant results, to put it mildly.

Because Arabic and English are such different languages in the way
they operate, and also because the ideal of eloquence in one language
is not the same as in the other, a perfect bilingualism of the kind
that I often dream about, and sometimes boldly think that I have
almost achieved, is not really possible. There is a massive technical
literature about bilingualism, but what I've seen of it simply cannot
deal with the aspect of actually living in, as opposed to knowing,
two languages from two different worlds and two different linguistic
families. This isn't to say that one can't be somehow brilliant, as
the Polish native Conrad was, in English, but the strangeness stays
there forever. Besides, what does it mean to be perfectly, in a
completely equal way, bilingual? Has anyone studied the ways in which
each language creates barriers against other languages, just in case
one might slip over into new territory?

I often find myself noting aspects of the experience and gathering
evidence from around me that reinforces both the tantalising
imperfection (for me) and the dynamic state of both languages, their
perfect inequality that is, which is so much more satisfying than a
frozen, completed but in the end only theoretical attainment such as
the kind professional interpreters and translators seem to have but
in my opinion don't since they cannot by definition be eloquent.
Having left behind locales that have either been ruined by war or for
other reasons no longer exist, and having very little by way of
property and objects that come from my earlier life, I seem to have
made of those two languages at play, as experiences, an environment
that I can carry about within me, complete with timbre, pitch, and
accent specific to the time, the place and the person. I remember and
still listen to what people say, how they say it, what words carry
the stress and exactly how and this, I think, is
  why in English poetry it is Hopkins and Shakespeare's comic
characters who have marked my ears so indelibly.

I think of my earliest years, therefore, in terms both of striking
images that seem as vivid to me now as they did then, and of states
of language in Arabic and English that always begin in the intimacy
of family: my mother's strangely accented and musical English,
acquired in mission schools and a cultivated Palestinian milieu early
in the century, her wonderfully expressive Arabic, vacillating
charmingly between the demotic of her native Nazareth and Beirut, and
that of her long later residence in Cairo, my father's eccentric
Anglo-American dialect, his much poorer Jerusalem and Cairo melange,
the sense he gave me both of admonishment and an often unsuccessful
search for the right word in English as well as Arabic. And then,
more recently, my wife Mariam's Arabic, a language learned naturally
in national school without the disturbance of English and French at
first, although both were acquired a little later. Hence her ease in
moving back and forth between classical and colloquial, which I could
never do as she does or feel as completely at home in as she does.
And my son's amazing knowledge of the Arabic language as a
magnificent, somehow self-conscious structure which he painstakingly
got on his own at university and then through long residence in
Cairo, Palestine, Jordan, Syria, Lebanon, noting down every new
expression legal, Quranic, poetical, dialectical that he learned
until he, a New York city kid now a lawyer whose obvious first
language was English, has in effect become a learned user of his
great-great-grandfather's (Mariam's grandfather) "matter," the Arabic
language which he taught as a university professor in Beirut before
World War One; or my daughter's perfect ear as accomplished actress
and as a precociously early literary talent who, while she didn't do
what her older brother did and go out and make herself master the
strange quirks of our original Muttersprach, can mime the sounds
exactly right, and has been called on (especially now) to play parts
in commercial films, TV serials, and plays, roles that are of the
"generic" Middle Eastern woman, and which has slowly led her to an
interest in learning the common family language for the first time in
her young life.

* Published by permission of Mariam Cortas-Said

C a p t i o n : 'Nasser in particular did, in effect, address his
masses of followers in the Egyptian dialect mixed with resounding
phrases from the fus-ha'


? Copyright Al-Ahram Weekly. All rights reserved

Al-Ahram Weekly Online : 12 - 18 February 2004 (Issue No. 677)

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From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:53 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:53 -0700
Subject: Arabic-L:LIT:Ibrahim Al-Koni info
Message-ID: <FRI.20.FEB.2004.090553.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Ibrahim Al-Koni info

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:al_jovan_t at yahoo.co.uk
Subject:Ibrahim Al-Koni info

My friend, Srpko Lestaric,?sent?me your message regarding the Libyan  
author Ibrahim Al-Kouni. I am not sure that this will help you very  
much, but about a year ago (at least it seems to me so) I read one  
article about him in Kuwaiti monthly Al-Arabi. They also mentioned  
Switzerland as his place of residence. Anyway, you may try to contact  
them.Their email is: arabimag at arabimag.net . I hope they will help you.  
Since I am in Tripoli at present I'll try to find some information  
about Ibrahim. Though it is not very easy here. Good luck.
  Best regards.
  Jovan Djordjevic

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End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:01 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:01 -0700
Subject: Arabic-L:LING:Cairo Univ Conf on Arabic Language Studies in Egypt
Message-ID: <FRI.20.FEB.2004.090601.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Cairo Univ Conf on Arabic Language Studies in Egypt

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:Abdul-rahman sharkawy <sharqawy at hotmail.com>
Subject:Cairo Univ Conf on Arabic Language Studies in Egypt

Hi to all
I would like to inform you about a conference on : Arabic language
studies in egypt which is going to be held at cairo university between
26th - 28th of April and if anyone is intereasted you can send me an
e-mail to get all the details with the title "conference data"the
e-mail adress is: sharqawy at hotmail.com
thanks

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:48 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:48 -0700
Subject: Arabic-L:PEDA:Passive Voice Response
Message-ID: <FRI.20.FEB.2004.090548.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Passive Voice Response

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:akhalil at bethlehem.edu
Subject:Passive Voice Response

Hi,

When I teach the Arabic passive, I focus on tree main
points:

A. TYPES: regular (kataba-kutiba) and 'infa`ala
(reflexive verb) forms ('inkasara)
B. Pragmatic/disoursal functions: unknown agent;
avoidin g the mentioning of the agent; suspense
C. Qur'anic use: We have examples in the Qur'an in
which the semantic "agent" is mentioned in a passive
sentence (e.g. yaa 'ayyuha n-nabiyyu ttabi` maa
'uuHiya 'ilayaka min rabbika.). Other examples
include bi- (e.g., bi-T-Taaghiya).

Aziz Khalil
Chair of the English Department,
Associate Professor of Applied Linguistics,
Bethlehem University,
P.O.Box 9, Bethlehem, Palestine
Tel. #: 00972-2-2744342 (Home)
            00972-2-2741241 (Office) Ext. 2452
Fax #: 00972-2-2744440

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:38 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:38 -0700
Subject: Arabic-L:LIT:Needs Amin Malouf info
Message-ID: <FRI.20.FEB.2004.090538.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Amin Malouf info

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:DAHESHBOOKS at aol.com
Subject:Needs Amin Malouf info

I wonder if you know the writer, ?Amin Malouf's address in France?
Thanks in advance.
Mike Masri

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From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:05 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:05 -0700
Subject: Arabic-L:LING:TOC:Languages and Linguistics
Message-ID: <FRI.20.FEB.2004.090605.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:TOC:Languages and Linguistics

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:estry at menara.ma
Subject:TOC:Languages and Linguistics

Dear colleagues,

I am pleased to in form you of the publication of the new issue of  
Languages
and Linguistics.

Journal: Languages and Linguistics
Issue: 12
Topic: Linguistic Studies and Language Teaching
Editor: Moha Ennaji



CONTENTS / TABLE DES MATIERES

Thami Benkirane
Statut Prosodique et Phonologique  des S?quences CVC
dans le Parler Arabe du Maroc?????????????.?...1

Noureddine Chenfour
Etude des Allongements Syllabiques dans le Syst?me
Accentuel Arabe????????????????????..13

Emmanuel Nicholas Abakah
Syllable Structure Processes in Akan??????????????.43

Joyce T. Mathangwane
Morphological Adaptation of Foreign Words in Setswana
and  Ikalanga?????????????????????....65

Redouan Saidi
Arabic Language Proficiency and the Ethnic Factor?????..?.85

Sultan Ahmed M. Arishi
The Reliability of the Multiple-Choice Test
as an Alternative Measure of Vocabulary Size Test?.. ??...?.?.97

Hassan Al-Hazemi
Evaluating the Multiple Choice and the LLEX
Vocabulary Size Tests: Do they Measure the Same??????? 103

Esma Maamouri Ghrib
EFL Learners? and Teachers? Assessment  of Writing  
Difficulties..????????113

Yahia Ibn Ahmed Mehdi Arishi
Word Borrowing and Military Vocabulary (in  
Arabic)????????????????????????1A

Book-Review

Abdessatar Mahfoudhi?????????????????..?.137
Georges Bohas(2000). Matrices et Etymons: D?veloppement de la
Th?orie?????137


FOR FURTHER INFORMTION, PLEASE CONTACT: estry at menara.ma

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:05:44 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:05:44 -0700
Subject: Arabic-L:PEDA:(Ad)Tell ME More
Message-ID: <FRI.20.FEB.2004.090544.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:(Ad)Tell ME More

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:GnhBos at aol.com
Subject:(Ad)Tell ME More


  TELL ME MORE? is the first language learning method
  based on the use of speech recognition (ASR) technology.
  This collection of CD-ROMs is geared not only towards
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  and the written language (written expression and
  grammar) are easily mastered using this software.

  TELL ME MORE? Arabic introduces the standard
  Arabic used in newspapers, television broadcasts and
  between Arabic speakers of different nationalities. At
  the same time, an introduction to dialects such as
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  students expand their knowledge with regard to different
  Arab cultures while simultaneously strengthening their
  vocabulary skills.

  :: More than 5,000 exercises

  Enhance your learning with 11 different types of
  written and oral activities: Word Association,
  Picture/Word Association, The Right Word, Word
  Order, Fill-in-the-Blanks, Mystery Phrase, Dictation,
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  pronunciation of the 29 Arabic phonemes, including
  Hamza, Baa' and Waaw.

  :: Automatic Detection of Pronunciation Errors: S.E.T.S.?

  TELL ME MORE? points out pronunciation errors within
  a sentence thanks to its exclusive S.E.T.S.? (Spoken
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  of Arab culture with full-screen MPEG videos covering
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  TELL ME MORE? Arabic makes use of the most
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  easier and more enjoyable:

  This package, with all 4 levels, is three packages:

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  AramediA Group??
  761 Adams Street????
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http://www.aramedia.com
http://www.arabicsoftware.net
mailto:GHallak at aramedia.com
  T. 617-825-3044 F. 617-265-9648

------------------------------------------------------------------------ 
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:08 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:08 -0700
Subject: Arabic-L:PEDA:AUC Summer Program
Message-ID: <FRI.20.FEB.2004.090608.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:AUC Summer Program

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:Iman Saad <imansaad at aucegypt.edu>
Subject:AUC Summer Program

The Intensive Summer Program in Arabic Language and Culture
at the American University in Cairo
June  6 to  July  21, 2004
-----------------------------------------
The American University in Cairo offers a superb Intensive Summer
Program to students of Arabic at all levels of proficiency.  Its classes
average only ten students, allowing for homogeneous groups and
individualized attention.   The summer program offers its students a
computer-assisted language lab, a standard language lab, and a study
center
for learners who need extra help in the form of individualized
tutoring, and
some of the most experienced teachers of Arabic in the world.

Fees for AUC's 7 week program are $ 3145.  These cover 20 contact hours
a
week (8 credits).   Students may opt to study both Modern Standard
Arabic
(MSA) and Egyptian Colloquial Arabic (ECA) simultaneously or to
concentrate
on one or the other.  At no extra cost, students can also select up to
two
additional electives, e.g. Media, Qur'an,  Conversation, Literature,
Translation, Writing and Grammar., folkdance, singing, music, or
calligraphy. General campus services and facilities, as well as a
developed
security information and support network are also in
place for international students.

AUC's summer program is famous for its unique cultural program, which
includes lectures, films, tours and trips to many of the fascinating
Pharonic, Greco-Roman, Coptic, and Islmaic sites and places of interest.
Being in Cairo, gives students a unique opportunity to to be in the
heart of
the Arab world and the Middle East.

For further information, see
  http://www.aucegypt.edu/academic.ali
Or contact
The American University in Cairo, Cairo Office
E-mail: alu at aucegypt.edu
The American University in Cairo, New York Office
E-mail: aucegypt at aucnyo.edu

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:15 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:15 -0700
Subject: Arabic-L:PEDA:Internet Resources for Arabic Teachers response
Message-ID: <FRI.20.FEB.2004.090615.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Internet Resources for Arabic Teachers response

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:ibc at ibcbooks.com
Subject:Internet Resources for Arabic Teachers response

Reply ... try the International Book Centre website at
www.ibcbooks.com for a large selection of Arabic Books and learning
aids.
Claudette

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:11 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:11 -0700
Subject: Arabic-L:PEDA:Summer Arabic at Univ. of Pennsylvania
Message-ID: <FRI.20.FEB.2004.090611.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Summer Arabic at Univ. of Pennsylvania

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:Maher Awad <awadm at sas.upenn.edu>
Subject:Summer Arabic at Univ. of Pennsylvania

The Arabic Language Program at the University of
Pennsylvania announces its summer intensive program for the
year 2004.  The program runs from May 18 to June 25.  Two
proficiency-oriented courses in Modern Standard Arabic are
offered:  Intensive Elementary Arabic and Intensive
Intermediate Arabic.  Both classes meet Monday through
Friday from 9 a.m. to 1:30 p.m.  Students earn two (2)
University of Pennsylvania course units for either course.
(Note: 1 course unit is equivalent to 4 semester credit
hours.)

Information about the Arabic program can be found here:
http://ccat.sas.upenn.edu/arabic/

Information about summer tuition, registration, and housing
can be found here:  http://www.upenn.edu/summer/

For information about the courses, contact:

Maher Awad, Coordinator
Arabic Language Program
Dept. of Asian and Middle Eastern Studies
University of Pennsylvania
Philadelphia, PA  19104-5502
E-mail: awadm at sas.upenn.edu

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:33 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:33 -0700
Subject: Arabic-L:LING:Cognitive Ling/Arabic refs response
Message-ID: <FRI.20.FEB.2004.090633.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Cognitive Ling/Arabic refs response

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:mmughazy at unix.cc.wmich.edu
Subject:Cognitive Ling/Arabic refs response

There is a paper in Studies in the Linguistic Sciences, 2001, 31, 2,
fall, 143-153
with the title Adjectival Passives and Thematic Roles in Egyptian
Arabic.

Hope that is what you are looking for

Mustafa Mughazy
Western Michigan University

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:37 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:37 -0700
Subject: Arabic-L:LING:Needs Arabic reference grammar for linguists
Message-ID: <FRI.20.FEB.2004.090637.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Needs Arabic reference grammar for linguists

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:Nori Heikkinen <nori+arabic-l at maenad.net>
Subject:Needs Arabic reference grammar for linguists

Hi,

The company I work for does computational linguistics, and we're just
starting to work with Arabic.  Many of us would find it useful to have
a reference grammar or two lying around that doesn't presuppose
knowledge of the language -- the more concise, the better.  Could the
list recommend anything they particularly like or dislike?

Thanks very much,

Nori Heikkinen
<nori at streamsage.com>

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Fri Feb 20 16:06:28 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Fri, 20 Feb 2004 09:06:28 -0700
Subject: Arabic-L:GEN:Arabic-L Website
Message-ID: <FRI.20.FEB.2004.090628.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Fri 20  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Arabic-L Website

-------------------------Messages-----------------------------------
1)
Date: 20 Feb 2004
From:moderator
Subject:Arabic-L Website

BYU has changed servers (again), so the website for Arabic-L has moved
to:

  http://humanities.byu.edu/asiane/arabic/arabic-l/

This is a rather primitive site, but it does have clear instructions on
how to sign up, send messages, etc. so that you can refer people to it
who want to know how to sign up.

Dil

------------------------------------------------------------------------
--
End of Arabic-L:  20 Feb  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:48:54 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:48:54 -0700
Subject: Arabic-L:LING:another Al-Imra'a exchange
Message-ID: <THU.26.FEB.2004.134854.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:another Al-Imra'a exchange

[Mike and Nagwa had the following exchange, which they now post]

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Michael.Schub at trincoll.edu
Subject:Al-Imra'a

According to all authoritave grammars and dictionaries "indefinite  
/mar'u[n]/"
is simply wrong.  The nominitive is  /mru'un/; the accusative /mra'an/;  
and the
genitive is  /mri'in/, all spelled with an alif waSla initially, and  
the three
  respective different "chairs" for the final hamza.
                                                                          
              Mike Schub

(Even Harvard Professor Thackston botched this up royally on p. 21(?)  
of his *Grammar of Koranic Arabic.*)
      What a piece of work is man!
                                                                          
         Mike Schub

------------------------------------------------------------------------ 
--
2)
Date: 09 Jan 2004
From:nhedayet at yahoo.com
Subject:Al-Imra'a

Yes Mike, one says maru?at al-?ardu maraa?atan meaning its breeze  
became nice, and that person maru?a? muruu?atan meaning behaved with  
humanliness, chivalry or magnanimity. One also says as a complement  
upon eating: hanee?an maree?an like may the food be pleasant. With the  
noun you can say, in case of using the definite article: al-mar?o and  
al- mir?o and al-mor?o (miim muthallatha and sukuun of the raa?) and if  
the word is indefinite you say:? ?emru? by changing of alif al- wasl to  
a kesra while the final hamza of course may be written with any of the  
three chairs depending on this noun case and the plural is ridjaalun=  
men. In case of the feminine form whether definite or indefinite is

  al-mar?to or mar?tun, i.e., miim fatHa only, or by elision of the  
hamza: maratun and the pl. is nisaa?un and niswatun= women. Therefore,  
I think the origin is a miim fatHa as in the verb, verbal noun and the  
feminine form but the story is different if it is preceded by alif al  
wasl,

wa llaahu a?lam

------------------------------------------------------------------------ 
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:01 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:01 -0700
Subject: Arabic-L:LING:Arabic reference grammar for linguists
Message-ID: <THU.26.FEB.2004.134901.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Arabic reference grammar for linguists

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Tim Buckwalter <timbuckwalter at verizon.net>
Subject:Arabic reference grammar for linguists

Nori:

The best concise grammar of Arabic is Mary Catherine Bateson's "Arabic
Language Handbook" (1967) recently re-printed by Georgetown Univ. Press:
http://www.press.georgetown.edu/series.html?se=16

Regards,
Tim

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:48:59 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:48:59 -0700
Subject: Arabic-L:PEDA:Needs info on Muslim Americans learning Arabic
Message-ID: <THU.26.FEB.2004.134859.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Needs info on Muslim Americans learning Arabic

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Mkotun at aol.com
Subject:Needs info on Muslim Americans learning Arabic

Hello,
?
Can you please post a message requesting any information on  
Experiences?of Muslim Americans achieving bilingualism in English and  
Arabic?
?
Truly,
?
Miriam Ezzani-Kotun, USC Graduate Student
Rossier School of Education
  ?
------------------------------------------------------------------------ 
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:06 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:06 -0700
Subject: Arabic-L:PEDA:AUC Summer Program for Arab Heritage Students
Message-ID: <THU.26.FEB.2004.134906.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:AUC Summer Program for Arab Heritage Students

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Iman Saad <imansaad at aucegypt.edu>
Subject:AUC Summer Program for Arab Heritage Students

Arab Heritage Students
An Intensive Summer Program in Arabic Language and Culture
at the American University in Cairo
June  6 to  July  21, 2004
-----------------------------------------
The American University in Cairo offers a superb Intensive Summer
Program to students of Arab origin.  This  program caters to those
interested in
enhancing their Arabic language proficiency while reconnecting with
their
heritage
and culture. Its classes average only ten students, allowing for
homogeneous
groups and
individualized attention.   The program offers its students a
computer-assisted language lab, a standard language lab, and a study
center
for learners who need extra help in the form of individualized
tutoring, and
some of the most experienced teachers of Arabic in the world.

Fees for AUC's 7 week program are $ 3145.  These cover 20 contact hours
a
week (8 credits).   Students may opt to study both Modern Standard
Arabic
(MSA) and Egyptian Colloquial Arabic (ECA) simultaneously or to
concentrate
on one or the other.  At no extra cost, students can also select up to
two
additional electives, e.g. Media, Qur'an,  Conversation, Literature,
Translation, Writing and Grammar., folkdance, singing, music, or
calligraphy. General campus services and facilities, as well as a
developed
security information and support network are also in
place for international students.

AUC's summer program is famous for its unique cultural program, which
includes lectures, films, tours and trips to many of the fascinating
Pharonic, Greco-Roman, Coptic, and Islmaic sites and places of interest.
Being in Cairo, gives students a unique opportunity to to be in the
heart of
the Arab world and the Middle East.

For further information, see
  http://www.aucegypt.edu/academic.ali
Or contact
The American University in Cairo, Cairo Office
E-mail: alu at aucegypt.edu
The American University in Cairo, New York Office
E-mail: aucegypt at aucnyo.edu

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:08 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:08 -0700
Subject: Arabic-L:PEDA:U of Arizona Morocco Study Abroad Program
Message-ID: <THU.26.FEB.2004.134908.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:U of Arizona Morocco Study Abroad Program

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:Martha Schulte-Nafeh <marthas at u.arizona.edu>
Subject:U of Arizona Morocco Study Abroad Program

The University of Arizona in Morocco
L'Universit? Moulay Ismail
June 21-July 30

Program Highlights:
This program focuses on understanding contemporary Moroccan society and
culture, as well as providing an opportunity to take intensive Moroccan
colloquial Arabic, intensive Berber language, or Francophone literature
in French. It has both an undergraduate and a graduate component, the
latter emphasizing research opportunities and sources within Morocco.
Classes are at L'Universit? Moulay Ismail in Meknes, Morocco.
Undergraduates seeking an exciting study abroad experience or the
specialized undergraduate or graduate interested in North African/Arab
society and culture or North African languages can benefit from this
program.

Location:
Meknes, one of the four "Imperial Cities" of Morocco, has a population
of at least 500,000. Located on the plain between Rabat and Fez (and
near the Roman site of Volubilis), Meknes was the capital city of the
Alawite dynasty when Sultan Moulay Ismail reigned for 55 years in the
late 17th and early 18th centuries. It contains numerous historic
buildings as well as having a vibrant souq (market) and madina (old
city). L'Universite Moulay Ismail was founded in 1982 and during the
regular school year has about 25,000 full-time students. Within its
Faculty of Arts and Sciences are separate departments that focus on
Arabic, French, History, Geography, and Islamic Studies.Classes:

The following classes will be offered in the program:
1) Intensive Beginning Moroccan Arabic (6 units  120 hours of
instruction/conversation/lab)
2) Intermediate Moroccan Arabic (6 units  120 hours of
instruction/conversation/lab)
3) Intensive Beginning Berber (6 units  120 hours of
instruction/conversation/lab)
4) Readings in Arabic Literature (advanced level  3 units, 45 hours)
5) Francophone Literature of North Africa (in French) (3 units, 45  
hours)
6) Introduction to Arabic Language: Written & Spoken (3 units, 45 hours)
7) Morocco: Contemporary Society and Culture (3 units  in English, all
students take, 45 hours)
8) Research Issues & Sources in Morocco (2 units  mainly for graduate
students, 30 hours)

The classes will be 4 days per week, allowing 3-day weekends for travel
and interaction with Moroccans, and for most students, opportunities to
use your language training. Four 3-day excursions are included with the
program, tentatively one to Marrakesh, one to Volubilis and Fez, one to
the south, such as the Ziz valley, and one to the Rif in the north, such
as Tangier and Chefchaouen.

Credit:
Students will take a minimum of 6 credits, and students can take from
6-11 credits. Undergraduate students not having any prior background in
North African studies or languages, might, for instance, take 6 units
(e.g. course 5 and 6 above). Students taking intensive languages
normally will be taking 9 units (to include course 6 above), while
graduate students may be taking, in addition, course 7 above, for a
total of 11 units.

Costs:
For 6 units the cost is $3,300 while for more than 6 units the cost is
$3,600. This price includes lodging and most meals. Transportation costs
to and from Morocco are not included in the price of the program.
Transportation, lodging and most meals for the four 3-day excursions are
included.

Dates:
Monday, June 21- Friday July 30

Eligibility and Application:
The application deadline is March 17. Applications are available at the
Office of Study Abroad & Student Exchange (520) 626-9211, email:
wrightd1 at email.arizona.edu

For more information please contact Professor Michael E. Bonine, Head of
Department of Near Eastern Studies, University of Arizona (520) 621-8012
(bonine at u.arizona.edu) or Kate Mackay, Assistant Director, Center for
Middle East Studies, University of Arizona (520) 621-8079
(kmackay at u.arizona.edu). Students interested in the Francophone
literature can also contact Professor Carine Bourget, French & Italian
Department, University of Arizona (520) 626-0792  
(bourgetc at u.arizona.edu).

------------------------------------------------------------------------ 
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:13 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:13 -0700
Subject: Arabic-L:LIT:Amin Malouf info
Message-ID: <THU.26.FEB.2004.134913.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------ 
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Amin Malouf info

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:abamia at aall.ufl.edu
Subject:Amin Malouf info

Dear Mike,
Try contacting Maalouf's publisher, Grasset for Les identit?s
meurtri?res. Their address is 61, Rue des Saints-P?res, Paris 75006,
France.
Best,
Aida Bamia

------------------------------------------------------------------------ 
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:15 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:15 -0700
Subject: Arabic-L:PEDA:U of Chicago Job
Message-ID: <THU.26.FEB.2004.134915.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:U of Chicago Job

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From: Farouq Mustafa <fawm at midway.uchicago.edu>
Subject:U of Chicago Job

The University of Chicago

The Department of Near Eastern Languages and Civilizations at the
University of Chicago announces a new position of Lecturer in Arabic,
beginning September 2004, for one year, renewable.  Duties will include
teaching Elementary and Intermediate Modern Standard Arabic.  Applicants
are expected to have native or near-native proficiency in Modern
Standard
Arabic and extensive teaching experience.  A Ph.D. is desirable but not
required.  This is not a tenure-track position.  Applicants should send
a
curriculum vitae, a cover letter with a brief description of teaching
philosophy, supporting documents (including teaching evaluations and
sample
syllabi, if available), and three letters of recommendation to:

Chair, Arabic Lecturer Search Committee
Department of Near Eastern Languages and Civilizations
University of Chicago
1155 East 58th Street
Chicago, IL 60637

Review of applications will begin on March 15, 2004, and will continue
until the position is filled.

The University of Chicago is an Affirmative Action/Equal Opportunity
Employer.

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:04 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:04 -0700
Subject: Arabic-L:LIT:Maghribi qasida variations query
Message-ID: <THU.26.FEB.2004.134904.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Maghribi qasida variations query

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From: Sharon Vance <canito3 at earthlink.net>
Subject:Maghribi qasida variations query

[please send your responses directly to Sharon, as well as posting them
to Arabic-L, since she is not a subscriber.  --moderator]

Prof. Allen, my dissertation advisor, suggested I send a question I had
about a possible Maghribi variation of the qasida. I am looking for
research articles on the qasidah in Morocco. I have some references on
the qasidah in Hebrew Moroccan Jewish literature and I wanted to try
and get some articles that describe and discuss this genre among Muslim
authors.

The description I have of it is a strophic, single subject poetic genre
written in a language that is intermediate between the dialect and
classical Arabic.

Any information you might have would be appreciated. Also does anyone
know of any journals that focus on Arabic literature in North Africa?

  Thanks,

Sharon Vance

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004


From dilworth_parkinson at byu.edu  Thu Feb 26 20:49:11 2004
From: dilworth_parkinson at byu.edu (Dilworth Parkinson)
Date: Thu, 26 Feb 2004 13:49:11 -0700
Subject: Arabic-L:GEN:Al Jazeera live on the internet query
Message-ID: <THU.26.FEB.2004.134911.0700.DILWORTHPARKINSON@BYU.EDU>

------------------------------------------------------------------------
-
Arabic-L: Mon 09 Jan  2004
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

-------------------------Directory------------------------------------

1) Subject:Al Jazeera live on the internet query

-------------------------Messages-----------------------------------
1)
Date: 09 Jan 2004
From:mtoler at middlebury.edu
Subject:Al Jazeera live on the internet query

Dear Colleagues and friends,

Would anyone know what has happened to the live stream from Al Jazeera
that
used to be available? It was available on the Al Jazeera Web site, but
then
moved to another site where a paid subscription was required. I don't
recall
what that site was, bug I can't seem to find it via the search engines.
There are plenty of hits that purport to take me to the live stream, but
they are all broken.  Any leads would be much appreciated.  Thanks.

Michael A. Toler
Managing Editor
Arab Culture and Civilization Web Resource
http://www.nitle.org/arabworld
National Institute for Technology and Liberal Education

------------------------------------------------------------------------
--
2)
Date: 09 Jan 2004
From:harukos at tufs.ac.jp
Subject:Al Jazeera live on the internet response

[the above message was also posted on arabica, and received the
following response. --moderator]

According to http://www.arabiago.com/,

1) Al-Jazeera live had already moved to:
http://www.jumptv.com/
The fee is :
  High Speed: $9.95 USD / month
  Dialup: $5.95 USD / month

2) Another site which provides Al-Jazeera live is:
http://www.islamicity.com/multimedia/livetv/
If you want to enjoy this service you should be an IslamiCity Member.

Best,
Haruko

------------------------------------------------------------------------
--
End of Arabic-L:  09 Jan  2004