From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:11 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:11 -0700
Subject: Arabic-L:LING:Hamza
Message-ID: <THU.1.FEB.2007.132411.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Hamza
2) Subject:Hamza
3) Subject:Hamza

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:maabdelw at purdue.edu
Subject:Hamza

[on this one the Arabic didn't come through to me, so for sure it  
won't come through to you, but here it is anyway.  dil]

There are rules for the use of Hamza whether supported by alif, on a  
seat, or
independent. As an example, If the sound that precedes hamza is a  
short vowel
dumma,and the following letter is mahmouz maksour, hamza is witten on  
a seat (
ÓõÆá, if the preceding letter is long vowel alif, and the following  
mahmouz
letter is maksour, then hamza is written on a seat )ÓÇÆá. If the mahmouz
letter is with a short fatha, then hamza is independent given that the
preceding letter is a long vowel' alif' ÓÇÁóá. It is  also written  
independent
in the final position given that the preceding letter is a long vowel  
ÓãÇÁ, æÖæÁ
. THese are just some examples

   An example is worth a 100 pages of explanation
MOhammad

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--
2)
Date: 01 Feb 2007
From:Munther Younes <may2 at cornell.edu>
Subject:Hamza

The following set of rules, which is simpler than the traditional set  
in that it completely does away with the rules of "relative strength"  
of neighboring vowels, accounts for the overwhelming majority of  
hamza spellings. Try it in a piece of ordinary writing and compare it  
to the traditional set.

A. hamza is written on or under alif
	1. under alif if followed by kasra at the beginning of a word
	2. otherwise over alif,
B. except:
	1. it is written as madda before alif and after fatha or no vowel
		 (hamza and alif merge to form madda).
	2. it is written on a yaa' seat before or after kasra or yaa'
	3. it is written on a waaw seat before or after damma or waaw
	4. it is written by itself
		4.1 at the end of a word after a long vowel or sukuun
		4.2. when preceded by alif  and followed by fatha or alif

I use the following further simplified set with my Arabic-as-a- 
foreign-language students for use in their writings. They get the  
correct spelling (according to the standard rules) over 90% of the  
time, which is much higher than the majority of Arabs get on average.

Hamza is written on alif, except,
		1. on a yaa' seat before or after kasra or yaa'
		2. on a waaw seat before or after Damma or waaw
		3. by itself
			3.1 at the end of a word after a long vowel or sukuun
			3.2. before alif or between alif and fatha.

Munther Younes
Cornell University

------------------------------------------------------------------------ 
--
3)
Date: 01 Feb 2007
From:"Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:Hamza

	With disarming humility, Haruko Sakaedani thanks all those who  
responded to his hamza query.  For a more practical form of thanks,  
he goes further to design a beautifully structured electronic diagram  
with horizontal and vertical axises, showing the vagaries of the  
hamza in Arabic orthography.   Even though there are scholars on this  
list who are more enlightened than I about recent electronic work on  
the diverse disciplines of Arabic, I'd readily admit that the  
Sakaedani hamza diagram is the best Arabic has received to date.  I'm  
certain that my appreciation of our Japanese colleague echoes the  
general feeling of this discussion list.

PS:  I've tried more than once to incorporate the Sakaedani hamza  
design in the statement above, but the copy proves so large for the  
screen that it is partly truncated.  Alternatively, I invite you to  
access the design once more, by simply pressing "shift" and "ctrl",  
and then click:
http://www11.ocn.ne.jp/~harukos/arabic/hamza.gif

*MD

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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:15:14 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:15:14 -0700
Subject: Arabic-L:LING:Venice etymology
Message-ID: <THU.1.FEB.2007.131514.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Venice etymology
2) Subject:Venice etymology
3) Subject:Venice etymology

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From: Farouk Mustafa <f-mustafa at uchicago.edu>
Subject:Venice etymology

Could it be that it came into Arabioc through German?
Farouk

------------------------------------------------------------------------ 
--
2)
Date: 01 Feb 2007
From:"NEWMAN D.L." <daniel.newman at durham.ac.uk>
Subject:Venice etymology

Hello,

Of the various etymologies -- ranging from the fanciful (because of  
Venice's alleged role as a centre in the nut trade) to the folk  
(Venice's role as a centre for gun manufacturing) -- it would seem  
that the most plausible is still that the Arabic 'bunduqiyya'   
ultimately goes back to the (Byzantine) Greek 'Venetikos'.
Best,

Daniel Newman

------------------------------------------------------------------------ 
--
3)
Date: 01 Feb 2007
From:"David Chambers" <david.chambers at usa.net>
Subject:Venice etymology

Anything to do with the Arsenale?

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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:10 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:10 -0700
Subject: Arabic-L:LING:Venice etymology (one more)
Message-ID: <THU.1.FEB.2007.132410.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Venice etymology (one more)

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:taoufiq ben amor <tb46 at columbia.edu>
Subject:Venice etymology (one more)

dear all,

very interesting that the question should surface again. a friend of  
mine, and recently one of my students, asked me the same question. i  
have only a partial answer: "bunduqa" means, among other things, a  
pellet or bullet, the size of a hazelnut,  that used to be slung out  
of a bow or a long tube, hence the name bunduq and bunduqiyya for a  
rifle. whether this bears any relationship to venice, i still don't  
know.

best,

taoufiq ben amor

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--
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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:05 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:05 -0700
Subject: Arabic-L:LING:khiDamm query
Message-ID: <THU.1.FEB.2007.132405.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:khiDamm query

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"Rogier Visser" <rogier.visser at gmail.com>
Subject:khiDamm query

Hi all,

I have recently encountered the word khiDamm (sea or ocean), which  
reminded
me of the word sijill (register), because of the shadda on the final
radical. Does anybody have an explanation for the existence of this  
rather
strange pattern Fi'iLL/Fi'aLL (why isn't is just khiDam or sijil?). Are
there more similar words?

Rogier Visser

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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:08 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:08 -0700
Subject: Arabic-L:LING:Query on Mardin coll. book
Message-ID: <THU.1.FEB.2007.132408.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Query on Mardin coll. book

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"siham" <siham at aucegypt.edu>
Subject:Query on Mardin coll. book

Could you please tell me if there is an english version to this book?

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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:15:17 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:15:17 -0700
Subject: Arabic-L:LING:Newcastle U Job (UK)
Message-ID: <THU.1.FEB.2007.131517.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Newcastle U Job (UK)

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"Ghada Khattab" <Ghada.Khattab at newcastle.ac.uk>
Subject:Newcastle U Job (UK)

Newcastle University, UK

Research Assistant/Research Associate, School of Education,  
Communication and Language Sciences, £22,111 - £24,161 per annum
http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=B1688R
The School of Education, Communication & Language Sciences wishes to  
appoint a three-year fixed term Research Asssistant/Research  
Associate (or two part-time) to work on the ESRC-funded project  
'Phonological acquisition in multilingual settings: the case of  
Lebanese Arabic' under the supervision of Dr Ghada Khattab. The aim  
of this project is to investigate the phonological development of  
Arabic by monolingual and multilingual children in Lebanon and the  
UK. You will be based in Lebanon during the fieldwork phase of the  
project (between 12 - 18 months).

You should ideally possess a Masters or a PhD in Linguistics, Speech  
Science or a related discipline and a strong interest in research,  
however applications from candidates with a degree in Speech &  
Language Therapy will also be considered. You will have good time  
management and organisational skills, good English language and IT  
skills, excellent communication skills and knowledge of linguistics.  
You will be a good team player, able to contribute to the team  
working on the project. A background in phonetics/phonology, language  
acquisition or Arabic linguistics is desirable. Post-holders must  
possess a near native proficiency in Arabic.

The post is offered as a full-time appointment for 3 years, although  
50% part time applicants will also be considered. Part-time post- 
holders will have the opportunity to pursue a PhD at the University  
of Newcastle on a topic related to the grant. Candidates interested  
in pursuing a PhD in language development of Arabic in Arabic-English  
monolingual and bilingual children are especially encouraged to apply.

Informal enquiries can be made by contacting Dr Ghada Khattab, e-mail  
ghada.khattab at ncl.ac.uk, tel: +44-191-222 6583

Post commences: 1 July 2007

Closing Date: 1 March 2007

Reference no: B1688R
To apply for this position please send your covering letter, CV and  
Employment Record Form to Dr G Khattab, Newcastle University, School  
of Education, Communication and Language Sciences, King George VI  
Building, Newcastle upon Tyne, NE1 7RU.

Further details about the vacancy and further particulars can be  
found here: http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=B1688R


Ghada Khattab

----------------------
Ghada Khattab
Speech and Language Sciences Section
King George VI bldg
University of Newcastle
Newcastle upon Tyne NE1 7RU
UK
Tel: +44.191.222.6583
Fax: +44.191.222.6518
e-mail: ghada.khattab at ncl.ac.uk
http://www.ncl.ac.uk/ecls/staff/profile/ghada.khattab

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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:15:19 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:15:19 -0700
Subject: Arabic-L:PEDA:Intensive Advanced Business Arabic (Michigan)
Message-ID: <THU.1.FEB.2007.131519.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Intensive Advanced Business Arabic (Michigan)

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"raram" <raram at umich.edu>
Subject:Intensive Advanced Business Arabic (Michigan)

2007 University of Michigan, Summer Language Institute (June 27- 
August 17)

Course Title: AAPTIS 409 – 410: Intensive Advanced Business Arabic    
(8 credits)

Course Description

The sequence of Arabic 409-410 will be offered for students, members  
of the business community and government personnel who have completed  
at least two years of Arabic and wish to continue Arabic study for  
career and professional purposes. Arabic 409 focuses on topics  
pertinent to travel, social and business interactions through the use  
of web-based interactive multimedia program. There is increased  
emphasis in 410 on business correspondence, banking documents and  
transactions, commercial and government contracts and agreements.  
This sequence provides opportunities for the study and analysis of  
various aspects of Islamic banking and finance, and familiarity with  
foreign investment rules and requirements in the Arab world and Arab  
current business practices through authentic texts, brochures, and  
media-based materials including economic reports, lectures, panel  
discussions and films. The lessons include a variety of activities  
and assignments intended to enhance comprehension skills, develop  
fluency and accuracy in discussing business issues both orally and in  
writing, and compare similarities and differences between Arab and  
American business transactions and practices. Daily class activities  
involve extensive oral and written practice including group  
interactions and role-playing. Grades are based on class attendance  
and participation, weekly tests and group activities, a midterm and a  
final examination.

In addition to work in the classroom, the course will feature:

Visits to international firms in the Detroit area which has the  
highest concentration of Arab Americans in North America;
Cultural trips to the Arab American National Museum, Arab Community  
Center and Arabic bookstores and shops in Dearborn, Michigan;
Videocassettes featuring speakers on Islamic Banking and Economics;
Occasional lectures in Arabic on topics of interest to students,  
delivered by guest visiting scholars from Arab universities who will  
be available on UM campus during summer terms.

Students who successfully complete the Intensive Advanced Business  
Arabic course will be able to understand commercials and business  
reports presented orally in Arabic; read and comprehend original  
Arabic business documents; communicate effectively during business  
discussions and contract negotiations; successfully handle a broad  
variety of business forms and documents; and understand and deal  
effectively with social customs and behavior involved in business in  
the Arab world.

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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:15:16 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:15:16 -0700
Subject: Arabic-L:LING:Lexical Foresight Repost
Message-ID: <THU.1.FEB.2007.131516.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Lexical Foresight Repost

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:Lexical Foresight Repost

[I am reposting this since the Arabic didn't come through for many  
people.  In trying to figure out why the Arabic comes through  
sometimes and sometimes does not, it occurred to me that it is the  
nicely formatted submissions (like Prof. Deeb's) that often don't  
come through.  So I copied his post into a text editor and removed  
ALL the formatting.  Could someone for whom the Arabic did NOT come  
through before let me know if it does come through this time?   
thanks, dil]

Lexical Foresight

             Their richness and diversity notwithstanding, Arabic  
lexicons pay only passing attention to etymology, and when they do,  
the background information is either general or uncertain. Whilst  
much can be said about this unfortunate deficiency which still  
persists despite the efforts of the Arabic academies, I would like  
specifically to point out the conflicting etymology of Iraq.


I.    Al-Qa:mu:s al-MuHi:T traces the (عراق) entry to its presumed  
Persian origin as (إيران شهر) which means a country rich in  
palm-trees.


II.    Lisa:n al-‘Arab, on the other hand, suggests that (عراق)  
is the Arabicized form of the Persian origin (إيراق).


     III.    The philologist al-ASma’iyy has a different view,  
quoted in al-Muzhir.  Whereas he agrees that (إيران شهر) is  
the Persian origin, he contends, with an uncanny modern foresight,  
that it means “the wasteland.”   [my emphasis]


             *MD

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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:06 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:06 -0700
Subject: Arabic-L:PEDA:Reading Strategies response
Message-ID: <THU.1.FEB.2007.132406.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Reading Strategies response

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From: "Dora Johnson" <dora at cal.org>
Subject:Reading Strategies response

There is a little bit of information on this subject in the literature
review done by the National Literacy Panel (Developing Literacy in
Second-Language Learners, Lawrence Erlbaum 2006).

The other report on this also shows up the paucity of information on
this topic was done by Development Associates and I believe it is
somewhere in press. For further information, you might want to contact
Annette Zehler of our staff at azehler at cal.org for more information on
the report.

These publications are focussed on students learning English who come
from Arabic and/or backgrounds that employ a different writing system so
they're not exactly what you're looking for but they're informative.

The other group that has done some work on learning strategies (but not
for kids) is the National Capital Language Resource Center. Contact
Catharine Keatley for information on the work she and other colleagues
have been doing with students of Arabic as a foreign language. Her
e-mail is ckeatley at gwu.edu.

It is possible that there is some work being done on this at the Center
for the Advanced Study of Language at the University of Maryland, but
who knows when that information will be available to the public!

Dora Johnson


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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:38 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:38 -0700
Subject: Arabic-L:LING:verb innovations
Message-ID: <THU.8.FEB.2007.105538.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:verb innovations

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From: Dina ElZarka <dina.elzarka at uni-graz.at>
Subject:verb innovations

In Austria, Egyptian immigrants have coined a quadriliteral verb / 
itmaldin/ for "registering as a resident" from German "melden, sich  
anmelden".

Kind regards,
Dina El Zarka

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:46 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:46 -0700
Subject: Arabic-L:fawaziir hamzawiyya
Message-ID: <THU.8.FEB.2007.105546.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:fawaziir hamzawiyya

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:"Waheed Samy" <wasamy at umich.edu>
Subject:fawaziir hamzawiyya

فوازير همزاوية

Here are a couple of cases.

1- sukuun + hamza + fatha:

   يتكون من جُزءَين It is composed/made up of two parts  
(juz'ayn)
or
   يتكوّن من جُزأين It is composed/made up of two parts  
(juz'ayn)


Both the relative strength rule the syllable rule seem irrelevant  
because in
this case there are no instances of /i/ or /u/ vying to act as hamza  
seats.

So, which of the two words above is the prescribed one?

2- aa + hamza + aa:

   جاءا both came (jaa'aa),
and
   جاآ both came (jaa'aa).

Which of the two spellings above is the prescribed one?

Waheed

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--
End of Arabic-L:  08 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb  8 18:01:04 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 11:01:04 -0700
Subject: Arabic-L:LING:ALS Provo powerpoint info
Message-ID: <THU.8.FEB.2007.110104.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ALS Provo powerpoint info

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From: Dina ElZarka <dina.elzarka at uni-graz.at>
Subject:vALS Provo powerpoint info

Apparently we sent out a form with old information about not having a  
projector and screen available.  We WILL have a projector and screen  
available (but probably not a computer).  So you can hook up your  
computer (or borrow someone's) and do powerpoint if you choose to, at  
the upcoming ALS in Provo.
Dil


------------------------------------------------------------------------ 
--


From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:51 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:51 -0700
Subject: Arabic-L:LING:Part time lexicographer job
Message-ID: <THU.8.FEB.2007.105551.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Part time lexicographer job

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:ditte.kimps at nuance.com
Subject:Part time lexicographer job

Part-time Language Consultants Wanted

Nuance Communications, Inc., a world-wide leader in speech  
technology, is seeking part-time language consultants to enhance our  
language dictionaries.

All work will be done off-site (e.g. at your home).

Positions are available for the following languages:

Arabic (Jordanian)
Basque
Catalan
Cantonese (Hong Kong)
Czech
Danish
Finnish
Greek
Hebrew
Hindi
Hungarian
Japanese
Korean
Mandarin (People’s Republic of China)
Mandarin (Taiwan)
Norwegian
Polish
Portugese (Brazilian)
Portugese (Portugal)
Russian
Slovok
Slovenian
Spanish (Argentinian)
Spanish (Columbian)
Swedish
Turkish

Responsibilities:
- Evaluating design and quality of pronunciation dictionaries
- Merging pronunciation dictionaries
- Evaluating and correcting dictionary entries
- Identifying new entries for general and specialized dictionaries.
- Writing phonetic transcriptions for new and existing entries.
- Serving as language expert resource for engineers and researchers.

Requirements:
- Native or near-native fluency in one or more of the languages  
listed above.
- Completion or near-completion of undergraduate degree in linguistics.
- Knowledge of International Phonetic Alphabet.
- Familiarity with a text editor such as emacs or vi.
- Ability to work independently.
- Up-to-date computer.
- Home internet connection.


Helpful Skills:
- Expertise in medicine, law, or technology.
- Knowledge of UNIX.
- Ability to program in a scripting language.

A minimum of 20 hours of work is needed for each language for this  
project.  Some languages will require much more time, with the  
likelihood of additional sporadic tasks over the next four to six  
months. Pay is $12-18 per hour, depending on experience (equivalent  
payment in other currencies, e.g. euros, is also possible).

To apply, please submit your resume or CV and a brief statement  
describing your experience and abilities to vocrequest at nuance.com. We  
will consider only electronic submissions. No phone calls, please.

Application Deadline: Feb 28, 2007.

(Positions may be filled before that date if qualified applicants are  
found.)



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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:43 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:43 -0700
Subject: Arabic-L:PEDA:Reading Strategies research response
Message-ID: <THU.8.FEB.2007.105543.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
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:Reading Strategies research response

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:Mustafa Mughazy <mustafa.mughazy at wmich.edu>
Subject:Reading Strategies research response

Dear Laila

I have done some work on the effects of the Arabic orthography (deep  
and shallow) on the metacognitive reading strategies used by adult  
educated native speakers of Arabic. It is expected to appear in the  
next issue of Al-Arabiyya. here are some of the sources I used.


Alsheikh, Negmeldin. 2002. An examination of the metacognitive  
reading strategies used ‎by native speakers of Arabic when reading  
academic texts in Arabic and English. Ph.D. dissertation, Oklahoma  
State University.‎

Azzam, Rima. 1990. The nature of Arabic reading and spelling errors  
of young children: A descriptive study. Ph.D. dissertation, Columbia  
University Teachers College.‎

Eviatar, Zohar, and Ibrahim, Raphiq. 2004. Morphological and  
orthographic effects on ‎hemispheric processing of nonwords: A cross  
linguistic comparison. Reading and ‎Writing: An Interdisciplinary  
Journal 17:691-705. ‎

Khaldieh, Salim. 1999. An investigation into reader-text interaction:  
Native, proficient, ‎and less proficient non-native readers of  
Arabic. Al-cArabiyya 32:119-59.‎

Khaldieh, Salim. 2001. The relationship between knowledge of icraab,  
lexical knowledge, ‎and reading comprehension of nonnative readers  
of Arabic. The Modern ‎Language Journal 85 (3):416-31.‎

Mokhtari, Kouider, and Shoerey, Ravi. 2002. Measuring awareness of  
reading strategies.  ‎ESL students. Journal of Developmental  
Education 25 (3):2-10.‎

Ryan, Ann. and Meara, Paul. 1991. The case of the invisible vowels:  
Arabic speakers ‎reading English words. Reading in a foreign  
language 7 (2):531-539.‎

Taouk, Miriam. and Coltheart, Max. 2004. The Cognitive Processes  
Involved in Learning ‎to Read in Arabic.  Reading and Writing.  
4:17.27-57‎

THE READING STRATEGIES USED BY SELECTED ADULT SPANISH AND ‎ARABIC  
READERS IN THEIR NATIVE LANGUAGE AND IN ENGLISH by GILBERT, CARMEN  
CASTILLO, Ph.D., University of Illinois at Urbana-‎Champaign, 1984‎

I hope this helps

Mustafa Mughazy

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:52 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:52 -0700
Subject: Arabic-L:GEN:Arabic OCR VERUST (ad)
Message-ID: <THU.8.FEB.2007.105552.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arabic OCR VERUST (ad)

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:"George N. Hallak, Boston" <GnhBos at aol.com>
Subject:Arabic OCR VERUST (ad)

An extraordinarily advanced OCR solution, VERUST Standard provides  
the most
accurate Middle Eastern language optical character recognition in the  
world.
It recognizes Arabic, Farsi (Persian), Dari, and Pashto languages,  
including
embedded English and French. It automatically detects and cleans  
degraded
and skewed documents, automatically identifies a page's primary  
language,
and recognizes a page's fonts without manual intervention. VERUS'T  
intuitive
user interface allows users to quickly review and edit recognized text.

http://www.aramedia.com/ndverus.htm

Deep Academic Discount applied with positive Academic Affiliation!
Please contact AramediA for further details. Thank you.

Best Regards,

George N. Hallak
AramediA
www.aramedia.com
www.arabicsoftware.net
www.aramediastore.com
www.stores.ebay.com/AramediA
T 1-781-849-0021 F 1-781-849-2922

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:40 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:40 -0700
Subject: Arabic-L:PEDA:Needs Spoken Algerian Arabic book
Message-ID: <THU.8.FEB.2007.105540.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Spoken Algerian Arabic book

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:: "aziz errabie" <azizorlando at hotmail.com>
Subject:Needs Spoken Algerian Arabic book

Can any one recommed a good book of Spoken Algerian Arabic?

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:36 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:36 -0700
Subject: Arabic-L:GEN:Amman Jordan New Horizons Conference
Message-ID: <THU.8.FEB.2007.105536.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Amman Jordan New Horizons Conference

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:ghalebrababah at gmail.com
Subject:Amman Jordan New Horizons Conference

University of Jordan – Amman
Jordan

International Conference
New Horizons in Discourse, Langauage/Linguistics, Literature
The date of the conference is 8-10 May, 2007.
Organizing Committee

Professor Ahmad Majdoubeh/Chairman
Dr. Mohamad Al-Qudah/Coordinator
                                Dr. Najib Al-Rabadi/member
                               Dr. Imtinan Al-Smadi/member
                               Dr. Asma Moubaiddin/member
                               Dr. Ghaleb Rabab’ah/member


What Precisely?
We are looking for papers which explore the newest horizons in  
language, linguistic, literary, and cultural studies (gender, ethnic,  
literary theory studies included) which venture into new territories  
or spaces of knowledge, style and subject matter, particularly in  
light of analytical tools and ways of thinking influenced or shaped  
by Postmodernism and beyond – papers which have something novel to  
suggest, or examine the impact of novel means and ways of thinking on  
profession in the disciplines mentioned above.


Submissions:

Papers can be submitted in Arabic or English no later than March 1,  
2007.

Deadline for submission of full papers is March 29, 2007.


What to send:

•	Author/s name (first name, middle initial, last name)
•	Mailing address
•	Phone number, e-mail address
•	University or company affiliation
•	Position, honorary title if applicable
•	Title of the article
•	Abstract


Conference Fees:

No Fees



Cost:

University covers housing (with breakfast and lunch) for three nights  
for participants from outside the country and in-country  
transportation; participants cover their travel and other expenses

Correspondence:

Professor Ahmad Y. Majdoubeh
Dean, Faculty of Arts
Chairman of the Organizing Committee
University of Jordan, Amman 11942, Jordan,
E-mail: oirp at ju.edu.jo
Fax: +962 6 5356518, phone: +962 6 5355000, ext. 24700


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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:54 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:54 -0700
Subject: Arabic-L:LING:Venice
Message-ID: <THU.8.FEB.2007.105554.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
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:Venice
2) Subject:Venice
3) Subject:Venice

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:"Mohammed  Sawaie" <ms at cms.mail.virginia.edu>
Subject:Venice

How about Wendig (sp?) via Turkish? ms

------------------------------------------------------------------------ 
--
2)
Date: 08 Feb 2007
From:" Dwight Reynolds <dreynold at religion.ucsb.edu>
Subject:Venice

The Germanic name of Venice is "Venedig" -- transliterated into  
Arabic that renders <b-n-d-q>

     --DR--

------------------------------------------------------------------------ 
--
3)
Date: 08 Feb 2007
From:"Dr. M Deeb" <muhammaddeeb at gmail.com>
Subject:Venice



Arabic and related sources fall shy of any decisive etymology of  
(البندقية).  Let's have a close look at the raw material:

(1) Lane suggests a link between Venice    (البندقية ) and  
garments made of fine delicate cloth known as (بندقيً).

(2) Al-Mu'jam al-Wasi:T  defines (بندقيً) as venetian gold  
procured from Italian cities.

(3) Abu 'l-Fida:a, in Taqwi:m al-Bulda:n (ed. Reinaud and de Slane,  
Paris, 1840),
states that Venetians were allowed to establish special markets with  
inns /فنادق/
at Alexandria.

Could the Arabic word (فندق ) provide a clue
to Venice's nomenclature in Arabic, bearing in mind that the word / 
funduq/ is borrowed from Greek "pondokeion"?


Further, the relative form  (بندقيً), which is the Arabic  
version of Venetian, comes from the Byzantine Greek term /venetikos/.


(3)   The Encyclopedia of Islam (new edn.) posits a military origin,  
thus   Al-Bunduqiyya is cross-referred to Ba:ru:d (gunpowder).  I'll  
quote below the relevant part:

The fact that a considerable traffic of arms was
conducted [in the Mamlu:k era] by Venice (in Arabic al-Bunduqiyya)  
might also have contributed to the choice of the term bunduqiyya.

The two latter likely etymologies of the EI and Taqwi:m al-Bulda:n   
may have some weight on the ground that Venice, with its
diplomatic leverage, arsenal and daunting fleet, at the time, was a  
superior military power in the  Mediterranean.


Be that as it may, all given etymological
information, varying from bullets, guns, gold to clothes and  
hazelnuts, is based largely on mere assumptions.


PS:

Incidentally, the German for Venice is /benedig/, which sounds very  
close to the Arabic name of the Italian republic, but the linguistic  
and diplomatic relations between medieval Arabs and
Germans are far fetched.

---------------------------------
*MD

  [here is the formatted version:  --dil]



Arabic and related sources fall shy of any decisive etymology of  
(البندقية).  Let's have a close look at the raw material:

(1) Lane suggests a link between Venice    (البندقية ) and  
garments made of fine delicate cloth known as (بندقيً).

(2) Al-Mu'jam al-Wasi:T  defines (بندقيً) as venetian gold  
procured from Italian cities.

(3) Abu 'l-Fida:a, in Taqwi:m al-Bulda:n (ed. Reinaud and de Slane,  
Paris, 1840),
states that Venetians were allowed to establish special markets with  
inns /فنادق/
at Alexandria.

Could the Arabic word (فندق ) provide a clue
to Venice's nomenclature in Arabic, bearing in mind that the word / 
funduq/ is borrowed from Greek "pondokeion"?


Further, the relative form  (بندقيً), which is the Arabic  
version of Venetian, comes from the Byzantine Greek term /venetikos/.


(3)   The Encyclopedia of Islam (new edn.) posits a military origin,  
thus   Al-Bunduqiyya is cross-referred to Ba:ru:d (gunpowder).  I'll  
quote below the relevant part:

The fact that a considerable traffic of arms was
conducted [in the Mamlu:k era] by Venice (in Arabic al-Bunduqiyya)  
might also have contributed to the choice of the term bunduqiyya.

The two latter likely etymologies of the EI and Taqwi:m al-Bulda:n   
may have some weight on the ground that Venice, with its
diplomatic leverage, arsenal and daunting fleet, at the time, was a  
superior military power in the  Mediterranean.


Be that as it may, all given etymological
information, varying from bullets, guns, gold to clothes and  
hazelnuts, is based largely on mere assumptions.


PS:

Incidentally, the German for Venice is /benedig/, which sounds very  
close to the Arabic name of the Italian republic, but the linguistic  
and diplomatic relations between medieval Arabs and
Germans are far fetched.

---------------------------------
*MD



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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:49 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:49 -0700
Subject: Arabic-L:PEDA:SOAS Job
Message-ID: <THU.8.FEB.2007.105549.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:SOAS Job

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:wo at soas.ac.uk
Subject:SOAS Job

SCHOOL OF ORIENTAL AND AFRICAN STUDIES
University of London

Professor of Arabic
Department of Languages & Cultures of the Near & Middle East
Professorial scale: £49,280 - £72,318 p.a inclusive of London Allowance

Vacancy No: 100212

We propose to appoint a Professor of Arabic from September 2007.

SOAS is one of the leading research and teaching institutions for  
Arabic in the world. The Department possesses enviable strength in  
the fields of Modern and Classical Arabic language, literature and  
culture, in addition to eminence in other ancient and modern Near and  
Middle Eastern subjects. The Department also houses the Centre of  
Islamic Studies, which is responsible for producing the Journal of  
Quranic Studies.

The department achieved a grade of 22 out of 24 in the most recent  
Teaching Quality Audit and a grade of 5 in the latest Research  
Assessment Exercise. In 2005 the School’s excellence in the teaching  
of African, Asian and Middle Eastern languages was recognised by the  
establishment of a HEFCE-funded Centre of Excellence in Teaching and  
Learning (CETL) for Languages of the Wider World.

You will be expected to have a research and publication record of  
high international standing in one or more of the areas of Arabic  
language, literature and culture, a record of high quality teaching  
and research supervision, and a proven record of academic leadership  
in promoting the subject area.

You will also be expected to play a central role in the development  
of an expanding programme of teaching and research in Arabic as it  
enters a period of renewal, and to contribute to teaching across the  
range of language, literature and culture. You will be active in  
generating research income and continue to conduct outstanding  
research that leads to publication.

You can obtain further information about SOAS and the Department of  
the Languages and Cultures of the Near and Middle East from the Head  
of the Department, Professor George Hewitt (gh2 at soas.ac.uk).

An application form and further particulars can be downloaded from  
www.soas.ac.uk/jobs. Alternatively, write to the Human Resources  
Department, SOAS, University of London, Thornhaugh Street, Russell  
Square, London, WC1H OXG, fax no: +44 (0)20 7074 5129 or e-mail  
humanresources at soas.ac.uk stating your name, address and the vacancy  
reference number. CV’s will only be accepted when accompanied by an  
application form.

Closing date: 16 February 2007

SOAS values diversity and aims to be an equal opportunities employer.


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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:47 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:47 -0700
Subject: Arabic-L:LING:Iraq
Message-ID: <THU.8.FEB.2007.105547.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Iraq
2) Subject:Iraq
3) Subject:Iraq

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:Dan Parvaz <dparvaz at mac.com>
Subject:Iraq

The translation of "Iran-shahr" as either "land of palm trees" or  
"wasteland" rings hollow to anyone who studies Persian. More to the  
point, the leap from "Iran Shahr" to "Iraq" is a bit far-fetched --  
I'd want to see exactly how that was supposed to happen. I would have  
thought the origins came from "Uruk". That, and other probable  
origins are covered in:

http://en.wikipedia.org/wiki/Iraq

-Dan.

------------------------------------------------------------------------ 
--
2)
Date: 08 Feb 2007
From: "Robert Ratcliffe" <ratcliffe at tufs.ac.jp>
Subject:Iraq

I am rather amazed that the lexicographers agree in giving this word  
a foreign origin, given the `ain which, obviously, is not found in  
Persian.

There is also a native etymology, since `iraaq is a possible (though  
not the currently standard) plural of `irq, vein. The reference would  
be to the veinlike network of rivers and canals in the region. I  
happened on this etymology in Mas`udi`s Muruuj adh-dhahab, which has  
a discussion of the etymology of various region names. It may be folk  
etymology, of course. Some of the other etymologies given by Mas`udi,  
like ash-shaam from shaama "birthmark", clearly are.

I wonder if there has been any modern discussion of this, in the  
language academies or elsewhere.

------------------------------------------------------------------------ 
--
3)
Date: 08 Feb 2007
From: maabdelw at purdue.edu
Subject:Iraq

My reference for clarifying what "Iraq" means is old people,  
specifically
peasants. Old people mean by the word Iraq a rocky hole or cave that  
provides
protection for people in critical times-flooding, bombing, viloent  
wind. So the
Word Iraq means fortified place. If Iraq means a country rich in palm- 
trees,
the meaning of fortified is still there since palm trees almost  
serves as a
cover that overshadow people on the ground thereby providing some  
sort of
protectiion for them. The meaning of protection or solidness was  
transferred
from rock to palm trees.  Also the other meaning "wasteland" is  
implied since
rocky places are barren-do not provide a source for food.
   Despite the possibility of the second meaning, I see more sense in  
the first
meaning. The meaning that the older generations -grnd mother uncles and
neighbors-used.
  Mohammad

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:44 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:44 -0700
Subject: Arabic-L:LING:sijill and khiDamm
Message-ID: <THU.8.FEB.2007.105544.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:sijill and khiDamm
2) Subject:sijill and khiDamm
3) Subject:sijill and khiDamm
4) Subject:sijill and khiDamm
5) Subject:sijill and khiDamm

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:Ernest McCarus <enm at umich.edu>
Subject:sijill and khiDamm

Sijill: I understand that Arabic sijill 'record' comes from Latin  
sicillum/sigillum meaning "seal", as used on medals, in records, etc.

I've seen no theories on khiDamm.

Ernest McCarus

------------------------------------------------------------------------ 
--
2)
Date: 08 Feb 2007
From:"Marco Hamam" <marco.hamam at poste.it>
Subject:sijill and khiDamm

Dear  Roger,
after having a look to some grammars I have found something regarding  
your very interesting query.
KhiDamm and sijill are part of a phenomenon that is called in the  
arabic grammar "az-ziyada bi-takrir Harf min al-aSl fi (al-ism) ath- 
thulathi".
There are three types of this kind of "ziyada":
1. doubling the 'ayn (of the triliteral pattern f-'-l --> fu''al,  
fi''al, fi''il, fu''ul) like in: sullam, qinnab, dinnab, zummal,  
HimmiS, Hilliz, tubbu' etc.
2. doubling the lam (f-'-l --> fa'lal, fu'lul, fu'lal, fa'all,  
fi'all, fi'ill, fu'ull, fu'alla, fu'ulla) like in: mahdad, surdud,  
qu'dud, 'unbab, qu'dad, rimdid, sharabba, baladda, khiDamm, ma'add,  
habayy, jidabb, khidabb, sijill, jubunn, qutunn, qumudd, filizz,  
khabathth (al-fiDDa), Timirr, ta'iffa, durajja, talunna.
3. doubling both 'ayn and lam (f-'-l --> fa'al'al, fu'al'al) like in:  
Habarbar, tabarbar, Hawarwar, SamaHmaH, duraHraH.
(Abu Bakr Muhammad as-Sarraj an-NaHwi, al-uSul fi an-naHw, III, pp.  
212-213)
The same phenomenon happens with quadrilitteral roots too.

Marco Hamam

------------------------------------------------------------------------ 
--
3)
Date: 08 Feb 2007
From:"Robert Ratcliffe" <ratcliffe at tufs.ac.jp>
Subject:sijill and khiDamm

sijill, I have always assumed, came from Latin sigilla or sigillum.  
The other I don't know about.

------------------------------------------------------------------------ 
--
4)
Date: 08 Feb 2007
From:"Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:sijill and khiDamm

    
------------------------------------------------------------------------ 
------------------------
     |    I have recently encountered the word khiDamm (sea or ocean),
     |    which  reminded me of the word sijill (register), because  
of the
     |    shadda on  the final radical. Does anybody have an explanation
     |    for the existence of this  rather strange pattern Fi'iLL/ 
Fi'aLL
     |    (why isn't is just khiDam or sijil?).
     |    Are there more similar words?
     |
     |    * Rogier Visser
     --------------------------


         I would like to make two preliminary observations: (a)  that  
the two patterns in question /fi'all/ and /fi'ill/ are strictly  
applicable to singular adjectives and nouns, and (b) that they are  
derived from a triliteral root, the last radical of which is doubled  
and incorporated.  Thus /khiDamm/  and /sijill/ are from /khaDama (i  
& a)/ and /sajala (u)/.  With the exception of the two popular  
examples, cited in the query, most of the illustrations I'll list  
below are obscure and rare terms which are usually glossed in  
testimonial classical texts.


I. Form /fi'all/:

     <>   / خدب  / [khidabb]: (a) an old man; (b) sizable or huge;  
(c) rude and rough.

    <>  /  هجف  / [hijaff]: (a) an aging and / or hungry ostrich;  
(b) crude, coarse and uncouth; (c) tall and enormous.

     <>  /  هزف  / [hizaff]: (a) wild and long-feathered (ostrich);  
(b) brutish and unrefined.


II.  Form /fi'ill/:

     <>  /  فلز  / [filizz] ( having also variant readings): a  
metal such as white copper, iron, lead, &ct.,  (b) a gadget on which  
swords are tested; (c) hard and rugged.   (As an aside, I have an  
unconfirmed hunch that this term is a loanword.  Perhaps, some  
colleagues may want to check its etymology.)


III.  Form /fu'ull/.  This nominal and adjectival form shares the  
semantic properties of the two central forms.  Two examples come to  
mind:

     <>  /   عتل  / ['utull]:  gross; mean; ignoble.

     <>   /  صمل  / [Sumull]:  having a strong physical  
constitution, said of people and camels.


<><><>


         Not to be outdone, Spoken Egyptian uses this latter form, or  
slightly modifies it:

     <>  / دهل  / [duhull]: dumb; gullible (for both genders).

     <>  / جعر  / [gi'irr]:  eyesore; disgusting-looking person.


<><><>


          In response to the last part of the query which raises the  
question of different vowelings, the qur'anic term /sijill/  
(originally meaning a stone or bone for writing on, then by extension  
writing paper, writing, scribe, angel.  Muslim exegetes read /sijill/  
variously in  ( يوم نطوي السماء كطيً السجل  
للكتب , XXI: 104).  Besides the standard reading /sijill/, one  
would encounter  the variants of /sujull/, /sajl/ and /sijl/.



         I'd like to make two concluding observations:

         (1)    On reviewing the forms /fi'all/ and /fi'ill/,  I  
would strongly argue that the two forms (both nominal and adjectival)  
often underscore negative traits in people and animals.

         (2) In the light of the doubling and incorporation of the  
last radical, I'm persuaded to think of  such  adjectival patterns as  
supplementary intensive forms  (  ملحقة بصيغ  
المبالغة   ).


         As ever, with my kind regards to my colleague, Rogier Visser.

         --------
         * MD



[here is the formatted version:  --dil]

    
------------------------------------------------------------------------ 
------------------------
     |    I have recently encountered the word khiDamm (sea or ocean),
     |    which  reminded me of the word sijill (register), because  
of the
     |    shadda on  the final radical. Does anybody have an explanation
     |    for the existence of this  rather strange pattern Fi'iLL/ 
Fi'aLL
     |    (why isn't is just khiDam or sijil?).
     |    Are there more similar words?
     |
     |    * Rogier Visser
     --------------------------


         I would like to make two preliminary observations: (a)  that  
the two patterns in question /fi'all/ and /fi'ill/ are strictly  
applicable to singular adjectives and nouns, and (b) that they are  
derived from a triliteral root, the last radical of which is doubled  
and incorporated.  Thus /khiDamm/  and /sijill/ are from /khaDama (i  
& a)/ and /sajala (u)/.  With the exception of the two popular  
examples, cited in the query, most of the illustrations I'll list  
below are obscure and rare terms which are usually glossed in  
testimonial classical texts.


I. Form /fi'all/:

     <>   / خدب  / [khidabb]: (a) an old man; (b) sizable or huge;  
(c) rude and rough.

    <>  /  هجف  / [hijaff]: (a) an aging and / or hungry ostrich;  
(b) crude, coarse and uncouth; (c) tall and enormous.

     <>  /  هزف  / [hizaff]: (a) wild and long-feathered (ostrich);  
(b) brutish and unrefined.


II.  Form /fi'ill/:

     <>  /  فلز  / [filizz] ( having also variant readings): a  
metal such as white copper, iron, lead, &ct.,  (b) a gadget on which  
swords are tested; (c) hard and rugged.   (As an aside, I have an  
unconfirmed hunch that this term is a loanword.  Perhaps, some  
colleagues may want to check its etymology.)


III.  Form /fu'ull/.  This nominal and adjectival form shares the  
semantic properties of the two central forms.  Two examples come to  
mind:

     <>  /   عتل  / ['utull]:  gross; mean; ignoble.

     <>   /  صمل  / [Sumull]:  having a strong physical  
constitution, said of people and camels.


<><><>


         Not to be outdone, Spoken Egyptian uses this latter form, or  
slightly modifies it:

     <>  / دهل  / [duhull]: dumb; gullible (for both genders).

     <>  / جعر  / [gi'irr]:  eyesore; disgusting-looking person.


<><><>


          In response to the last part of the query which raises the  
question of different vowelings, the qur'anic term /sijill/  
(originally meaning a stone or bone for writing on, then by extension  
writing paper, writing, scribe, angel.  Muslim exegetes read /sijill/  
variously in  ( يوم نطوي السماء كطيً السجل  
للكتب , XXI: 104).  Besides the standard reading /sijill/, one  
would encounter  the variants of /sujull/, /sajl/ and /sijl/.



         I'd like to make two concluding observations:

         (1)    On reviewing the forms /fi'all/ and /fi'ill/,  I  
would strongly argue that the two forms (both nominal and adjectival)  
often underscore negative traits in people and animals.

         (2) In the light of the doubling and incorporation of the  
last radical, I'm persuaded to think of  such  adjectival patterns as  
supplementary intensive forms  (  ملحقة بصيغ  
المبالغة   ).


         As ever, with my kind regards to my colleague, Rogier Visser.

         --------
         * MD



------------------------------------------------------------------------ 
--
5)
Date: 08 Feb 2007
From:"Waheed Samy" <wasamy at umich.edu>
Subject:sijill and khiDamm

This is a bona fide wazn.  (It also exists in Egyptian).

   midabb (مِدَبّ) (mifall) (d b b)

   mahabb (مَهَبّ) (mafall) (h b b).
   Some of you might remember سلوى في مهبّ الريح.

   duhull (دُهُلّ) (fucull) (d h l)

   dughufl (دُغُفْل) (fucull) (d gh f l)

   turubsh (طُرُبش) (fucull) (t r b sh)

   'ardabb (أردبّ/إردبّ) (?: fcll) (' r d b)

   'urdunn (أردُنّ) (?: fcll) (' r d n)

Waheed

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From dilworth_parkinson at BYU.EDU  Fri Feb  9 18:03:14 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Fri, 9 Feb 2007 11:03:14 -0700
Subject: Arabic-L:PEDA:BYU 1 year job
Message-ID: <FRI.9.FEB.2007.110314.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:BYU 1 year job

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:Dilworth Parkinson <dil at byu.edu>
Subject:BYU 1 year job

BRIGHAM YOUNG UNIVERSITY

VISITING INSTRUCTOR OR PROFESSOR OF ARABIC

The Department of Asian & Near Eastern Languages at Brigham Young  
University invites applications for a one-year visiting instructor or  
professorial position, with rank depending upon qualifications,  
beginning Fall 2007. Applicants should have an M.A. or Ph.D in Arabic  
language, linguistics, literature or pedagogy, as well as a  
background in Middle East and/or Islamic Studies. Duties include  
teaching and supervising language classes primarily at the advanced  
level, teaching the Islamic Humanities and Modern Islam classes for  
the Middle East Studies Arabic major, supervising the Arabic Study  
Abroad program, and helping manage on-campus programs associated with  
the Arabic program when assigned (language house, majors club,  
etc.).  The candidate must have a proven commitment to undergraduate  
language instruction. Teaching experience at the college level is  
preferred.

Interested candidates should complete the online application form and  
send curriculum vitae, a one-page statement of teaching philosophy,  
along with the names of three academic references to Professor  
Dilworth Parkinson, Arabic Search Committee Chair, Department of  
Asian & Near Eastern Languages, Brigham Young University, Provo, UT  
84602. Application deadline is February 28, 2007.

Brigham Young University is a private university supported by the  
Church of Jesus Christ of Latter-day Saints and preference in hiring  
is given to members of the sponsoring church.


------------------------------------------------------------------------ 
--
End of Arabic-L:  01 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 12 19:33:34 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 12 Feb 2007 12:33:34 -0700
Subject: Arabic-L:ALS Provo Final Program and info
Message-ID: <MON.12.FEB.2007.123334.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 12 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ALS Provo Final Program and info

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2007
From:Dil Parkinson <dil at byu.edu>
Subject:ALS Provo Final Program and info

There were a few necessary changes to the program, but hopefully this  
should be the final version.  I will post it at the end of this message.

Also, please note the following items of information.

The first day sessions (Friday, 2 March) will be held in 3211 WSC  
(the Wilkinson Center) which is the Student Activity Center on  
Brigham Young University Campus.  If you are driving, you should park  
in the Museum of Art parking lot (there is a booth, but they give  
visitors a free pass).  If you are taking a shuttle from a hotel,  
they will drop you off near the Wilkinson Center.  (Reminder: if you  
want us to pick you up in our shuttle vans that we have rented for  
the conference, please let Tessa know by about a week before so we  
can organize it.)

There will be breaks with refreshments in the middle of the morning  
and afternoon sessions on Friday.  It is possible that the Middle  
East Studies Student Association will host a small informal reception  
for us Friday right after the last session (they are still working on  
setting it up.) Lunch and dinner (and breakfast) that day are on your  
own.  There are several eating options right in the Wilkinson Center,  
as well as other places to eat both on and off campus.  We will  
provide a list with your registration materials when you arrive.

The Saturday Sessions (3 March) will be held at the Aspen Grove  
Conference Center, which is up in the mountains above the Sundance  
Ski Resort, in a beautiful alpine setting.  We will have two vans  
available for transportation, and several conference attendees will  
have cars, so we will arrange on Friday to make sure everyone has a  
way to get there.

There will be breaks with refreshments on Saturday at about 10 and  
about 12:15.  We will serve lunch for the attendees (and anyone else  
who registers within the next week) (cost included in conference  
fees) at 2:00 in the Center dining hall.  This is a fairly isolated,  
wilderness spot, and there are no other eating options, so if you  
have special food needs you might want to bring a food for the day,  
or make arrangements with me or Tessa.

The conference will end after the 2:00 PM lunch.  However, it is  
possible we will schedule either a business meeting or a board  
meeting at that time, so stay tuned on that. If you have your own  
transportation, you might want to visit Sundance after the conference  
on the way down the mountain.  It has excellent restaurants.  For a  
more extensive visit, you could hit the Olympic events park in Heber  
Valley, and/or the ski resorts and Olympic event sites in the Park  
City area (instead of heading straight back to Provo).  If you will  
be staying Saturday night, you might consider staying in Salt Lake  
City, which also has a number of attractions (as well as the  
conference at the University of Utah on Sunday and Monday).

Here is the program:

Friday

8:00 Registration

8:25 Welcome

8:30 Ghassan Husseinali:
Processability and Development of Syntax and Agreement in  
Interlanguage of Learners of Arabic as a Foreign Language

9:00 Mohammad T. Alhawary:
Processability theory: Processing prerequisites or L1 transfer

9:30 Khawla Aljenaie:
Imperatives in Early Kuwaiti Arabic Child Language: Experimental  
Approach

10:00 Break

10:15 Samira Farwaneh:
Paradigm Uniformity Effects and the Arabic Verb

10:45 Kamel Elsaadany:
An LFG Account of Agreement

11:15 Usama Soltan:
Structural Opacity and default agreement in Standard Arabic

11:45 Ahmad Al-Jallad:
The Etymology of the Imperfect Indicative Augment bi- in some Neo- 
Arabic dialects


12:15 Lunch on your own

1:30 Abbas Benmamoun:
A corpus study of negation in Arabic dialects

2:00 Dilworth Parkinson:
Sentence Subject Agreement Variation in Newspaper Arabic

2:30 Tim Buckwalter:
A Corpus-based Frequency Count of Spoken and Written Modern Arabic

3:00 Bushra Zawaydeh:
The LInguistic Properties of Romanized Arabic used in Chat rooms

3:30 Break

3:45 Zina Saadi:
Arabic Unicode Variations in Natural Language Processing

4:15 Munther Younes:
Charging Steeds or Maidens doing good deeds?

4:45 Ahmad Fakhri:
Citations in Arabic Legal Opinion: 'iftaa's versus qaDAa'

5:15  possible reception

Dinner on your own

Saturday

8:30 Hossam Eldin Ibrahim Ahmed:
Same Mode, Different Representation: Standard/colloquial code  
switching in Arabic

9:00 Jonathan Owens, Trent Rockwood:
The Discourse Marker yaʕni: what it (really) means

9:30 Maher Bahloul:
Unveiling the Pragmatics of ya'ni, fil-Haqiqa and Tab'an in Formal  
Conversational Arabic

10:00 Break

10:15 Marwa Mohamed Khamis Al-Zouka:
Directness and Face Relations in Egyptian Arabic Performatives: A  
Socio-Pragmatic Study

10:45 Reda A. Mahmoud:
A Text Pragmatic Approach to Moot questions in Arabic

11:15 Mustafa Mughazy and Nehad Heliel:
The pragmatics of dialect change: the case of negation in the Arabic  
dialect of Alexandria.

11:45 Ahmad Shehu Abdussalam:
Linguistic Security of Arabic in the context of globalization

12:15 Break

12:30 Selim Ben Said:
The perception of Arab-accented speech by American native speakers  
and non-native speakers from east and south east Asia

1:00 Brahim Chakrani:
Cultural Context and Speech Act Theory: A Sociopragmatic Analysis of  
Bargaining Exchanges in Morocco

1:30 Abderrahmane Zouhir (UIUC)
A Critical Approach to some Middle Eastern and Moroccan Language  
Policies

2:00 Lunch

3:00 (or so) Business or Board Meeting


------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:37 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:37 -0700
Subject: Arabic-L:Program Evaluation Summer Institute Workshop
Message-ID: <WED.14.FEB.2007.100137.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Program Evaluation Summer Institute Workshop

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:National Foreign Language Resource Center <nflrc at hawaii.edu>
Subject:Program Evaluation Summer Institute Workshop

Our apologies for any cross-postings . . .

		"Developing Useful Evaluation Practices
		 in College Foreign Language Programs"

	      University of Hawaii at Manoa, Honolulu, HI

			  May 28 - June 6, 2007

		http://nflrc.hawaii.edu/prodev/si07d/

	    ** ONLINE APPLICATION DEADLINE - FEBRUARY 15 **

For more details about the Summer Institute workshop (including content,
activities, affordable lodging options, fees, & more) or for the online
application form, visit http://nflrc.hawaii.edu/prodev/si07d/

NOTE: The summer institute website will not be available on Sunday,
February 11 due to scheduled internet upgrades & maintenance at the
University of Hawaii at Manoa on that day (U.S. - Hawaii time).

************************************************************************ 
*
   N           National Foreign Language Resource Center
    F          University of Hawai'i
     L         1859 East-West Road, #106
      R        Honolulu HI 96822
       C       voice: (808) 956-9424, fax: (808) 956-5983
               email: nflrc at hawaii.edu
VISIT OUR WEBSITE!   http://www.nflrc.hawaii.edu
************************************************************************ 
*

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:02:02 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:02:02 -0700
Subject: Arabic-L:GEN:VERUS spelling error
Message-ID: <WED.14.FEB.2007.100202.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:VERUS spelling error

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From: George N. Hallak, Boston [mailto:GnhBos at aol.com]
Subject:VERUS spelling error

Sorry about the spelling error in my earlier posting on the VERUS OCR  
program.  It should read VERUS not VERUST.

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:02:06 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:02:06 -0700
Subject: Arabic-L:GEN:Needs native voice to record childrens book
Message-ID: <WED.14.FEB.2007.100206.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs native voice to record childrens book

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Thad Suits" <suits at initco.net>
Subject:Needs native voice to record childrens book

I have an old children's book in MSA which I would like to have  
someone record for me (in Arabic) so I can listen to it while  
traveling. I estimate the job would take about two hours of reading  
at a moderately slow pace. It would not need to be a studio-quality  
recording, and my budget would not permit anything so elaborate  
anyway. If anyone knows of a good reader with access to basic  
recording equipment who might be interested in making a little extra  
money, please have them contact me at suits at initco.net to discuss  
details. If the first book works well, other similar jobs may follow.

shukran

Thad Suits

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:54 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:54 -0700
Subject: Arabic-L:LING:Soqotri Modern South Arabian Text
Message-ID: <WED.14.FEB.2007.100154.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Soqotri Modern South Arabian Text

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:reposted from LINGUIST
Subject:Soqotri Modern South Arabian Text

California Linguistic Notes, vol. XXXII, Winter, 2007 has finished  
publication
of an original Soqotri language folklore text - a BISMILLA
tale - in the Western dialect of Qalansiya (available in
PDF).

For all interested in the Soqotri language,  MSAL
and Semitics.

http://hss.fullerton.edu/linguistics/cln/

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:35 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:35 -0700
Subject: Arabic-L:TRANS:Needs Arabic for 'windchill' etc.
Message-ID: <WED.14.FEB.2007.100135.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Arabic for 'windchill' etc.

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Ola Moshref" <omoshref at gmail.com>
Subject:Needs Arabic for 'windchill' etc.

Any ideas about the Arabic term for "windchill"? Also could "speech  
communication" as a major of study be translated as التواصل  
الكلامي?

Thanks

Ola Moshref
UIUC

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:50 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:50 -0700
Subject: Arabic-L:LING:Towards and Etymology of Iraq
Message-ID: <WED.14.FEB.2007.100150.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Towards and Etymology of Iraq

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:  "Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:Towards and Etymology of Iraq

Towards an Etymology of Iraq:

I.  Forward:
         I’ve known this Server List for over twelve years and it  
has been all along noted for its dispassionate quest of linguistic  
knowledge in a climate of mutual courtesy and respect.  I’m afraid  
no so recently, for I’ve noticed a measure of abrasiveness, stemming  
most likely from hasty reading, unrestrained personal zeal or both.
When I posted my earlier short note on Iraq, I primarily sought to  
point out two things:  (1) one lexo-philological, showing how Arab  
classical authorities provide conflicting and uncertain etymology of  
Iraq (being only one instance of many); (2) and the other, a  
purposeful aside, underlining the tragic state of present-day Iraq,  
thanks to Imperial aggression and violation of human rights.   
Further, the raw material  in the post, including the Persian  
phrases, is quoted verbatim and fully documented from the respective  
sources of Ibn ManZuur, al-Fayruuzabaady and as-SuyuuTiyy (who  
himself quotes al-ASma’iyy).   It is thus clear in my post that I  
haven’t tempered with or glossed the Arabic or Persian content, and  
most particularly, I haven’t approached or authenticated the  
etymology of Iraq per se.


II. Historical Background:
(1)  Turning to etymology, one finds that, from the second century  
BCE, Greek writers used Mesopotamia, (fem. of mesopotamos < mesos =  
middle + potamos = river>).   It denotes the land between the Tigris  
and Euphrates rivers.  Mesopotamia occurs eight times in the New  
Revised Standard Version.  In the first two cases, the Hebrew /  
‘aram nahaarayim / (= Aram of the two rivers); the Hebrew  
transliterated as /Aram-naharaim/ in the NRSV three times.  The  
Septuagint has /Mesopotamia/ at Genesis 24.10, and Deuteronomy 23.4,  
but Judges 3.8, and “Syria of Mesopotamia” at 1 Chronicles 19.6.
(2)  British soldiers called Iraq Mespot in 1917.   On the subject,  
Arabs refer endearingly to Iraq as (بلاد ما بين  
الرافدين) and to Egypt as (بلاد وادي النيل),  
i.e., “he land of the Nile Valley.”

(3) The biblical narrative of the mighty hunter Nimrod, who  
established a kingdom in Shinar (Babylonia), ties together three or  
four of the most famous cites: Babel, Erech, Accad (Akkad) ( and  
Calneh) of early Babylonian history:

¨   The beginning of his kingdom was Babel, Erech, and Accad, all of  
them in the land of Shinar (The Oxford Annotated Bible, Genesis, 10.10).
¨   And the beginning of his kingdom was Babel, and Erech, and Accad,  
and Calneh, in the land of Shinar (The Scofield Reference Bible,  
Genesis, 10.10).

(4) The Oxford maps of the Near East in the times of the Assyrian and  
Persian empires use the biblical name Erech (and Uruk  
parenthetically).  Similarly, the Babylonian epic of Gilgamesh has / 
Uruk/ as its setting.


II.           My personal argument:

Rather than thinking of “Iraq” as derived from the triliteral  
verb / noun (ر- ق - ع), with all its denotational imports of  
“root” or “vein,” and connotational suggestions of “deep- 
rooted” and “noble  decent,” I’d strongly argue that the  
Arabic name (   عراق) is, in all likelihood, an Arabic version of  
the Assyrian-com-biblical /Erech/ or the Sumerian /Uruk/.  The Arabic  
naturalization of the Assyrian, then Hebrew name /Erech/ or the  
Sumerian /Uruk/ entails the regular process: vowel and consonantal  
change; i.e., insertion  of the initial / ‘ayn = ع /, and turning  
the  terminal letter /ch/ or /k/ into a /qaaf = ق / and the  
adjustment of vowels.  (Cf. Eden and /عدن /).

The problem, or one of the problems of Arabic lexicography, is that  
seemingly cognate, but unrelated words  are lumped under one entry,  
as is evident in /   عراق ،  عرق /
and /    /جمل ، جمال ، حساب الجمًل (for camel,  
beauty and using the numerical values of  the letters of the  
alphabet).  In my view, this renders the derivation of Iraq from (ر-  
ق - ع) untenable.  Far from philology and reckless imperial madness,  
Iraq is and will always remain a country of noble descent, deeply  
rooted in our hearts.

------------------------------------------------------------------------ 
--
*MD


I’ve used the references below:

¨   Kraeling, Emile G.  Rand McNally Bible Atlas.   1946; rpt. 1952.

¨   May, Herbert G. and Bruce M. Metzger, eds.  The Oxford Annotated  
Bible.  1962.

¨   Metzger, Bruce M. and Michael D. Coogan, eds.  The Oxford  
Companion to the Bible.  1993.

¨   Scofield, C. I., ed.  The New Scofield Reference Bible.   1967.


  [here is the original formatted version:]

Towards an Etymology of Iraq:

I.  Forward:
         I’ve known this Server List for over twelve years and it  
has been all along noted for its dispassionate quest of linguistic  
knowledge in a climate of mutual courtesy and respect.  I’m afraid  
no so recently, for I’ve noticed a measure of abrasiveness, stemming  
most likely from hasty reading, unrestrained personal zeal or both.
When I posted my earlier short note on Iraq, I primarily sought to  
point out two things:  (1) one lexo-philological, showing how Arab  
classical authorities provide conflicting and uncertain etymology of  
Iraq (being only one instance of many); (2) and the other, a  
purposeful aside, underlining the tragic state of present-day Iraq,  
thanks to Imperial aggression and violation of human rights.   
Further, the raw material  in the post, including the Persian  
phrases, is quoted verbatim and fully documented from the respective  
sources of Ibn ManZuur, al-Fayruuzabaady and as-SuyuuTiyy (who  
himself quotes al-ASma’iyy).   It is thus clear in my post that I  
haven’t tempered with or glossed the Arabic or Persian content, and  
most particularly, I haven’t approached or authenticated the  
etymology of Iraq per se.


II. Historical Background:
(1)  Turning to etymology, one finds that, from the second century  
BCE, Greek writers used Mesopotamia, (fem. of mesopotamos < mesos =  
middle + potamos = river>).   It denotes the land between the Tigris  
and Euphrates rivers.  Mesopotamia occurs eight times in the New  
Revised Standard Version.  In the first two cases, the Hebrew /  
‘aram nahaarayim / (= Aram of the two rivers); the Hebrew  
transliterated as /Aram-naharaim/ in the NRSV three times.  The  
Septuagint has /Mesopotamia/ at Genesis 24.10, and Deuteronomy 23.4,  
but Judges 3.8, and “Syria of Mesopotamia” at 1 Chronicles 19.6.
(2)  British soldiers called Iraq Mespot in 1917.   On the subject,  
Arabs refer endearingly to Iraq as (بلاد ما بين  
الرافدين) and to Egypt as (بلاد وادي النيل),  
i.e., “he land of the Nile Valley.”

(3) The biblical narrative of the mighty hunter Nimrod, who  
established a kingdom in Shinar (Babylonia), ties together three or  
four of the most famous cites: Babel, Erech, Accad (Akkad) ( and  
Calneh) of early Babylonian history:

¨   The beginning of his kingdom was Babel, Erech, and Accad, all of  
them in the land of Shinar (The Oxford Annotated Bible, Genesis, 10.10).
¨   And the beginning of his kingdom was Babel, and Erech, and Accad,  
and Calneh, in the land of Shinar (The Scofield Reference Bible,  
Genesis, 10.10).

(4) The Oxford maps of the Near East in the times of the Assyrian and  
Persian empires use the biblical name Erech (and Uruk  
parenthetically).  Similarly, the Babylonian epic of Gilgamesh has / 
Uruk/ as its setting.


II.           My personal argument:

Rather than thinking of “Iraq” as derived from the triliteral  
verb / noun (ر- ق - ع), with all its denotational imports of  
“root” or “vein,” and connotational suggestions of “deep- 
rooted” and “noble  decent,” I’d strongly argue that the  
Arabic name (   عراق) is, in all likelihood, an Arabic version of  
the Assyrian-com-biblical /Erech/ or the Sumerian /Uruk/.  The Arabic  
naturalization of the Assyrian, then Hebrew name /Erech/ or the  
Sumerian /Uruk/ entails the regular process: vowel and consonantal  
change; i.e., insertion  of the initial / ‘ayn = ع /, and turning  
the  terminal letter /ch/ or /k/ into a /qaaf = ق / and the  
adjustment of vowels.  (Cf. Eden and /عدن /).

The problem, or one of the problems of Arabic lexicography, is that  
seemingly cognate, but unrelated words  are lumped under one entry,  
as is evident in /   عراق ،  عرق /
and /    /جمل ، جمال ، حساب الجمًل (for camel,  
beauty and using the numerical values of  the letters of the  
alphabet).  In my view, this renders the derivation of Iraq from (ر-  
ق - ع) untenable.  Far from philology and reckless imperial madness,  
Iraq is and will always remain a country of noble descent, deeply  
rooted in our hearts.

------------------------------------------------------------------------ 
--
*MD


I’ve used the references below:

¨   Kraeling, Emile G.  Rand McNally Bible Atlas.   1946; rpt. 1952.

¨   May, Herbert G. and Bruce M. Metzger, eds.  The Oxford Annotated  
Bible.  1962.

¨   Metzger, Bruce M. and Michael D. Coogan, eds.  The Oxford  
Companion to the Bible.  1993.

¨   Scofield, C. I., ed.  The New Scofield Reference Bible.   1967.





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--
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From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:40 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:40 -0700
Subject: Arabic-L:PEDA:Teaching Spoken Arabic query
Message-ID: <WED.14.FEB.2007.100140.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Teaching Spoken Arabic query

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Schub, Michael B." <Michael.Schub at trincoll.edu>
Subject:Teaching Spoken Arabic query

What is the best variety of Spoken Arabic to teach on the college  
level, and how does one go about it?  Thank you for your help.
                                                                         
                              Mike Schub

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:52 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:52 -0700
Subject: Arabic-L:LING:Towards an Etymology of Iraq: Erratum
Message-ID: <WED.14.FEB.2007.100152.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Towards an Etymology of Iraq: Erratum

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Dr. M Deeb" <muhammaddeeb at gmail.com>
Subject:Towards an Etymology of Iraq: Erratum

*Towards an Etymology of Iraq: Erratum*

* *
I apologize for the Internet-induced  error in the underlined portion:

*I'd strongly argue that the Arabic name (   عراق) is, in all  
likelihood, an
Arabic version of the Assyrian-com-biblical /Erech/ or the Sumerian / 
Uruk/.
*

Please, read as "the Assyrian-*cum*-biblical...."  Very many thank

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:56 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:56 -0700
Subject: Arabic-L:LING:fawazir hazawiyya 2nd try
Message-ID: <WED.14.FEB.2007.100156.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:fawazir hazawiyya 2nd try
2) Subject:fawazir hazawiyya response

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:dil (originally Waheed)
Subject:fawazir hazawiyya 2nd try

[here is the post again.  I've stripped out all formatting and put it  
in plain unicode, which is all I know how to do.  I hope it comes  
through this time.  Below is a response to the original posting.--dil]

فوازير همزاوية

Here are a couple of cases.

1- sukuun + hamza + fatha:

   يتكون من جُزءَين It is composed/made up of two parts  
(juz'ayn)
or
   يتكوّن من جُزأين It is composed/made up of two parts  
(juz'ayn)


Both the relative strength rule the syllable rule seem irrelevant  
because in
this case there are no instances of /i/ or /u/ vying to act as hamza  
seats.

So, which of the two words above is the prescribed one?

2- aa + hamza + aa:

   جاءا both came (jaa'aa),
and
   جاآ both came (jaa'aa).

Which of the two spellings above is the prescribed one?

Waheed

------------------------------------------------------------------------ 
--
2)
Date: 014 Feb 2007
From: maabdelw at purdue.edu
Subject:fawazir hazawiyya response

There is no hamza in that verb if I got right. What is the Arabic  
version of
these words?
It is ein in Arabic

       M wali

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:02:04 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:02:04 -0700
Subject: Arabic-L:GEN:Sakhr Arabic OCR & Vista
Message-ID: <WED.14.FEB.2007.100204.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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            unsubscribe arabic-l                                      ]

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

1) Subject:Sakhr Arabic OCR & Vista

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Andrew Freeman" <andyf at umich.edu>
Subject:Sakhr Arabic OCR & Vista

Dear Arabic-L users of Automatic Reader by Sakhr --
The short story is that Automatic Reader does not run on Vista.
I am using Professional Version 6.0 of Automatic Reader.  After  
upgrading to Vista, the application asks the same it does when my  
printer port dongle is not attached.  After a little bit of going  
back and forth with Sakhr tech support, I eventually ended up with  
the email that I have included below.

I can only conclude that no version of Automatic reader will work on  
Vista.  My only recourse at this point in time seems to be re-imaging  
that hard disk and re-installing Windows XP.

Be forewarned,

Dr. Andrew Freeman
Software Developer

From: SAKHR Support [mailto:support at sakhr.com]
Sent: Monday, February 12, 2007 11:18 PM
To: andyf at umich.edu
Subject: Re: Inquiry

Unfortunately, OCR v 9.0 the lasted version doesn't support Windows  
Vista.

Regards

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:45 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:45 -0700
Subject: Arabic-L:PEDA:Maher Lang Institute Summer Jobs
Message-ID: <WED.14.FEB.2007.100145.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Maher Lang Institute Summer Jobs

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:Maher Bahloul < mbahloul at aus.edu >
Subject:Maher Lang Institute Summer Jobs

Organization: Maher Language Institute (MLI)
Web Address: http://www.maher-language-institute.com/
Job Rank: Rank Open
Specialty Areas: Applied Linguistics; Language Teacher
Required Language(s): Arabic, Standard (arb)

Description:
Summer job opportunities in Paris!

Maher Language Institute (MLI) is happy to offer summer teaching  
opportunities
in the following:

- Standard Arabic
- Spoken Moroccan Arabic
- Spoken Algerian Arabic
- Spoken Tunisian Arabic
- Spoken Gulf Arabic
	
The program runs through the entire month of July (July 2 to 27). MLI  
promotes
educational arts through language learning and teaching. It aims to bond
language and culture, not through reading relevant texts followed by  
short
discussions as practiced in most language programs, but through direct
involvement in culturally based arts activities.

Interested applicants should fill out and submit the online  
application form
along with supportive documents
(http://www.maher-language-institute.com/employment/).
Short listed candidates will be contacted as soon as possible.

The remuneration is competitive and commensurate with qualifications and
experience. A preference will be given to candidates who have been  
incorporating
educational arts in their teaching. Selected candidates will work with
professional artists prior to and during the summer session.

Contact information
Dr. Hedi Belazi
balha2001 at yahoo.com

Apply online at:  http://www.maher-language-institute.com/courses/ 
index.php
	
Application Deadline: 01-Jun-2007 (Open until filled)

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:48 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:48 -0700
Subject: Arabic-L:PEDA:Algerian Arabic response
Message-ID: <WED.14.FEB.2007.100148.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
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:Algerian Arabic response

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:Elizabeth M Bergman <emb at georgetown.edu>
Subject:Algerian Arabic response

Dear Aziz,

If you're looking for a textbook of conversational Algerian Arabic,  
Dziri Larbi's L'arabe parlé par l'image was
published in three volumes in 1970, tho it may be difficult to find  
outside of a research library.

More recently, there is Jihane Madouni-La Peyre's Dictionnaire arabe  
algérien-français:  Algérie de l'ouest
(2003).  I found it very useful, but it is not comprehensive.

For speakers of English, Margaret Nydell's From Modern Standard  
Arabic to the Maghrebi dialects (Moroccan
and Algerian).  It focuses on Moroccan, but has extensive notes  
indicating where Algerian diverges from
Moroccan.  It was published by Diplomatic Language Services in 1993  
and should be available thru the website
(www.dls-llc.com).  My Spoken Algerian Arabic (2005) can be ordered,  
with audio, from the publisher at
(www.dunwoodypress.com).  These are not, however, textbooks for  
conversation, but for listening
comprehension.

I wish you luck in your search and would appreciate hearing about  
other sources,

Best,
Elizabeth Bergman

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:43 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:43 -0700
Subject: Arabic-L:PEDA:Conf on Pragmatics and Language Learning
Message-ID: <WED.14.FEB.2007.100143.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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            unsubscribe arabic-l                                      ]

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

1) Subject:Conf on Pragmatics and Language Learning

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From: National Foreign Language Resource Center <nflrc at hawaii.edu>
Subject:Conf on Pragmatics and Language Learning

17th International Conference on Pragmatics & Language Learning (PLL)
        Imin International Conference Center, Honolulu, Hawaii
                             March 26-28, 2007

                   http://nflrc.hawaii.edu/prodev/pll/

IMPORTANT REMINDER: The conference preregistration deadline for PLL 2007
is FEBRUARY 15.  Registration forms and payment received or  
postmarked by
the deadline will enjoy special discount rates. Optional reception and
boxed lunch tickets must also be ordered via the registration form by  
the
preregistration deadline.  Send yours in today!  (See form for  
acceptable
forms of payment)

NOTE: The PLL 2007 website will not be available on Sunday, February 11
due to scheduled internet upgrades & maintenance at the University of
Hawaii at Manoa on that day (U.S. - Hawaii time).

For more information about the conference, its schedule (including
plenaries, invited colloquia, invited workshops, and over 120 paper/ 
poster
sessions), registration, and more, visit our conference website!

Mahalo for your interest,

PLL 2007 Organizing Committee

   N           National Foreign Language Resource Center
    F          University of Hawai'i
     L         1859 East-West Road, #106
      R        Honolulu HI 96822
       C       voice: (808) 956-9424, fax: (808) 956-5983
               email: nflrc at hawaii.edu
VISIT OUR WEBSITE!   http://www.nflrc.hawaii.edu

------------------------------------------------------------------------ 
--
End of Arabic-L: 14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:58 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:58 -0700
Subject: Arabic-L:LING:ALS registration for non-participants
Message-ID: <WED.14.FEB.2007.100158.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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            unsubscribe arabic-l                                      ]

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

1) Subject:ALS registration for non-participants query
2) Subject:ALS registration for non-participants response

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:Farzan Zaheed <farzanzaheed at yahoo.com>
Subject:ALS registration for non-participants query

Hi,
   Is there any information about how to register for the ALS 2007  
conference if one simply wants to attend and is not presenting  
anything. My google search came up with a blank.

   Thanks
   Farzan

------------------------------------------------------------------------ 
--
2)
Date: 14 Feb 2007
From:Farzan Zaheed <farzanzaheed at yahoo.com>
Subject:ALS registration for non-participants response

ALS membership dues are currently $25.  Fees for the conference ar  
$50.  Please make out checks to the Arabic Linguistics Society, along  
with a note containing your name, address, e-mail, affiliation, and  
research interests, and send them to:

Tessa Hauglid
1346 South 2950 East
Spanish Fork, UT 84660 USA

e-mail for questions: tessa at sfcn.org

You may, also, pay at the door.

PLEASE NOTE: If you are not presenting and are planning on attending  
the conference, EVEN IF YOU PLAN TO PAY AT THE DOOR, please send an e- 
mail message to Tessa, so we can plan the correct number for the  
lunch on Saturday.  The Saturday session will be held in a relatively  
isolated area in the mountains, and they need to have the number well  
in advance to be able to have enough food on hand.

Thanks.
Dil


------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:02:00 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:02:00 -0700
Subject: Arabic-L:K-16:NY Public school to teach classes in Arabic
Message-ID: <WED.14.FEB.2007.100200.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:NY Public school to teach classes in Arabic

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:Karin Ryding <rydingk at georgetown.edu>
Subject:NY Public school to teach classes in Arabic

NYTimes, February 13, 2007

A New School Plans to Teach Half of Classes Using Arabic

By ELISSA GOOTMAN

The New York City school system will open its first public school
dedicated to teaching the Arabic language and culture in September, with
half of its classes eventually taught in Arabic, officials said  
yesterday.
The school, the Khalil Gibran International Academy, is one of 40 new
schools that the Department of Education is opening for the 2007-8  
school
year. It will serve grades 6 to 12 and will be in Brooklyn, although a
specific location has not been determined. Debbie Almontaser, a 15-year
veteran of the school system who is the driving force behind the school
and will be its principal, said that ideally, the school would serve an
equal mix of students with backgrounds in Arabic language and culture  
and
those without such backgrounds.

"We are wholeheartedly looking to attract as many diverse students as
possible, because we really want to give them the opportunity to expand
their horizons and be global citizens," said Ms. Almontaser, who  
emigrated
from Yemen when she was 3 and is fluent in Arabic. "I see students  
who are
excited about engaging in international careers, international affairs,
wanting to come to our school. And I also see Arab-American students who
would want the opportunity to learn Arabic, to read it and write it and
have a better understanding of where their ancestors have come from.  
Next
year," Ms. Almontaser said, the school, which is named after a Lebanese
poet and philosopher, will have only sixth graders. It will grow year by
year, and will eventually serve 500 to 600 students; by the third year,
she said, she hoped that half of the schools classes would be taught in
Arabic and half in English.

The school is opening in partnership with New Visions for Public  
Schools,
a nonprofit group that has helped create dozens of small new schools in
recent years, and the Arab-American Family Support Center, a Brooklyn
social service agency that will provide the Arabic language instruction
next year, as well as other programs. It will benefit from donations  
from
the Bill and Melinda Gates Foundation, which has helped Mayor Michael R.
Bloomberg create many other small schools. Half of the 40 new schools  
the
department will open in September were announced last month and the  
others
were announced yesterday. The schools include 10 middle schools, 3
elementary schools, a kindergarten-through-eighth-grade school, 12  
schools
for grades 6 to 12, nine high schools and five transfer schools for
students who struggled elsewhere.

Many of the schools will be located in buildings of schools that are  
being
closed for poor performance.

http://www.nytimes.com/2007/02/13/nyregion/13schools.html? 
_r=1&ref=education&oref=slogin

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:42 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:42 -0700
Subject: Arabic-L:PEDA:Middlebury Study Abroad Site in Alexandria, Egypt
Message-ID: <WED.14.FEB.2007.100142.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Middlebury Study Abroad Site in Alexandria, Egypt

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:jnorthru at middlebury.edu
Subject:Middlebury Study Abroad Site in Alexandria, Egypt

Announcement:

Middlebury College is pleased to announce the establishment of the  
C.V. Starr-Middlebury School in the Middle East. Located in  
Alexandria, Egypt, and affiliated with Alexandria University, the  
school will begin offering classes in the fall of 2007.

Below please find a description of the program. You can also visit  
the webpage at www.middlebury.edu/academics/sa, or contact us at  
schoolsabroad at middlebury.edu or phone 802-443-5745.

Known as the "Pearl of the Mediterranean," Alexandria is Egypt’s  
second largest city, and its largest seaport. A popular travel  
destination for Egyptians, writers and tourists, Alexandria was  
founded by Alexander the Great in 332 B.C. Today Alexandria is a  
bustling metropolis of almost four million people. In a city where  
ancient monuments and echoes of Greeks and Romans give way to modern  
splendor, Alexandria has a rich, cultural diversity all its own.

The School in the Middle East is based at Alexandria University,  
Egypt’s second largest university. With a strong emphasis on  
research, and a rich background in liberal arts, Alexandria  
University is an excellent host for students of all academic  
backgrounds.

PROGRAM HIGHLIGHTS:
All course work is conducted entirely in Arabic
Students adhere to the Middlebury College Language Pledge
Semester or academic year
Curriculum designed for high intermediate and advanced Arabic  
language students.
Housing with Egyptian students in apartments
On-site staff in Alexandria
Anticipated enrollment is approximately 15-20 students/semester
ADMISSIONS REQUIREMENTS AND COSTS
Students must have completed a minimum of two years of Arabic,  
equivalent to Middlebury College's ARBC 0202
B average in Arabic, B average in the major, B- average overall
Application deadline: March 15 (Fall and academic year); October 15  
(spring)
Fees (includes tuition, insurance) - $8,610 per semester

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:12 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:12 -0700
Subject: Arabic-L:PEDA:legality of recording books
Message-ID: <THU.22.FEB.2007.114612.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:legality of recording books

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:Sana Hilmi <shilmi at gmu.edu>
Subject:legality of recording books

I just have a question about the copyright policy. Who wrote the  
book? Is it Ok to record and sell it?

------------------------------------------------------------------------ 
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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:26 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:26 -0700
Subject: Arabic-L:LING:UofUtah Conference on Media Language Program
Message-ID: <THU.22.FEB.2007.114626.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:UofUtah Conference on Media Language Program

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reembassiouney at hotmail.com
Subject:UofUtah Conference on Media Language Program

[for more information contact Reem Bassiouney at reemb at hum.utah.edu]

Sunday 4th of March:
9.15-9.30 Welcome and introduction.

Session (1) 9.30-12.15
Wars in the Media
9.30-10.45
“For Domestic consumption: US news reporting of the 2006 Israel- 
Hizbollah war”.
Professor Tom Huckins (University of Utah)

15 minutes coffee break

11-12.15
“News agencies’ language in the Arab media during the Iraqi war”
Professor Samir Mohammad (University of Cairo)

Lunch break

Session (2) 2-4.45
Code switching and the Media
2-3.15
“Patterns and predictions for code-switching with Arabic”
Professor Carol Myers-Scotton ) Michigan State University, South  
Carolina University)

15 minutes coffee break

3.30-4.45
What happens when diglossia is not policed?
Professor Naima Omar  (University Kansas)

Monday 5th of March
Session (3) 9-1.15
What media does to Arabic/what Arabic does to the media.
9-10.15
“Language attitudes and media in the Arab world”
Professor Keith Walters (Portland State University)

15 minutes coffee break

10.30-11.15
“The effect of media on spoken Arabic”
Professor Zeinab Taha (American University of Cairo)

15 minutes coffee break

11.30-1.15
“Communities of use in Arabic newspaper language”
Professor Dilworth Parkinson (Brigham Young University)

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:28 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:28 -0700
Subject: Arabic-L:PEDA:Needs research on Arabic learner 'success'
Message-ID: <THU.22.FEB.2007.114628.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs research on Arabic learner 'success'

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:Andrew Dempsey <andrew at egyptianarabic.com>
Subject:Needs research on Arabic learner 'success'

Does anyone know of any scholarly or statistical research into the  
³success²
of Arabic learners in learning Arabic?  I am specifically looking for
quantitative research, but would also be interested in qualitative or  
other
types of analysis, or even just interesting articles/discussions of this
topic.

Thanks,

Andrew Dempsey

--------------------
Andrew Dempsey
Cairo, Egypt

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:30 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:30 -0700
Subject: Arabic-L:LIT:Needs Arabic of poem "I am a thousand winds"
Message-ID: <THU.22.FEB.2007.114630.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Arabic of poem "I am a thousand winds"

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"Haruko SAKAEDANI" <harukos at tufs.ac.jp>
Subject:Needs Arabic of poem "I am a thousand winds"

Dear Sirs,

Do you know whether the poem "I am a thousand winds" has been  
translated into Arabic or not?
It has already translated into Japanese and its translator has  
composed a song of this poem.
http://www.youtube.com/watch?v=4Ut28zko1CU

If it has been translated into Arabic, please tell me where its site is.

The original English version is as follows:

Do not stand at my grave and weep
I am not there; I do not sleep.
I am a thousand winds that blow,
I am the diamond glints on snow,
I am the sun on ripened grain,
I am the gentle autumn rain.
When you awaken in the morning's hush
I am the swift uplifting rush
Of quiet birds in circled flight.
I am the soft stars that shine at night.
Do not stand at my grave and cry,
I am not there; I did not die.

Best,
Haruko
*******************
Haruko SAKAEDANI
harukos at tufs.ac.jp

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--
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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:43 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:43 -0700
Subject: Arabic-L:PEDA:Penn State Summer Arabic
Message-ID: <THU.22.FEB.2007.114643.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Penn State Summer Arabic

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"INAS MESSIHA" <ium2 at psu.edu>
Subject:Penn State Summer Arabic

The Pennnsylvania State University at University Park campus offers  
Summer Intensive Arabic courses.  During 8 weeks in the summer,  
students take Arabic 1 and 2, earning 8 college credits.
For more information got to:
www.outreach.psu.edu/cnf/intensive-language
Or contact me if you have any question.
Thanks,
Inas Messiha

Inas Messiha, PhD
The Pennsylvania State University
Department of Comparative Literature
Department of French and Francophone Studies
Coordinator of Arabic Language
Director of Summer Intensive Language Institute
314 Burrowes Building
University Park, PA 16802
ium2 at psu.edu

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:46 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:46 -0700
Subject: Arabic-L:PEDA:Needs feedback on Arab Academy
Message-ID: <THU.22.FEB.2007.114646.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs feedback on Arab Academy

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"J Murgida" <jmurg at ttlc.net>
Subject:Needs feedback on Arab Academy

Dear Colleagues,
A friend has asked me about the online Arabic-language course offered  
by the Arab Academy [www.arabacademy.com] in Cairo.  Does anyone have  
experience with this program, and can anyone comment on its quality,  
ease of use, and so on?  This would be for an adult learning Arabic,  
not the high school program.

I can see from the web site that some of our AATA members are on the  
Academy's board, so of course I assume the program is excellent, but  
I'd like to know what students have reported as to their experiences  
with it, if possible.

ألف شكر مقدما
[alf shukr muqaddaman]
Jackie Murgida

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:16 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:16 -0700
Subject: Arabic-L:GEN:Needs help with Cultural Issues on Survey Research
Message-ID: <THU.22.FEB.2007.114616.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs help with Cultural Issues on Survey Research

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:Afra Al-Mussawir <afraalmussawir at yahoo.com>
Subject:Needs help with Cultural Issues on Survey Research

please contact dan directly at dphelps at cmu.edu if you can offer any  
insight!
***************************************************************

I'll soon be involved with conducting a research survey in the
broader, pan-Arab area of the Middle East and have been warned of
potential cultural issues which may impact the responses, both
quantitatively and qualitatively.  Essentially, I've been told that as a
broad culture there is reluctance to admit poor performance, even
anonymously, if it reflects negatively on social structures to which the
respondent may be involved.  As the research effort is to identify
information system security issues, it's imperative to elicit
information related to security problems found in organizations.

Are these perceptions anecdotal or do they accurately reflect
cultural biases in the more Arab cultures of the greater Middle East?

If this is accepted as true, I was also wondering if anyone has come
across literature in their own research that might suggest a way of
ameliorating these cultural differences in the phrasing of questions for
survey instruments?

Thanks for any assistance you may be able to provide. Please reply to
dphelps at cmu.edu.

Sincerely,

Dan Phelps
-- 
************************************
Daniel C. Phelps, Ph.D.
Carnegie Mellon University
4500 5th Ave
Pittsburgh, PA 15213

office: (412) 268-6617
fax:    (412) 268-9262

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:32 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:32 -0700
Subject: Arabic-L:LING:Hamza
Message-ID: <THU.22.FEB.2007.114632.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Hamza

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"Haruko SAKAEDANI" <harukos at tufs.ac.jp>
Subject:Hamza

Dear Dr. Hamam,


> is your table referred to the initial, middle
> or final hamza?
>

That is a table of the middle hamza.
http://www11.ocn.ne.jp/~harukos/arabic/hamza.gif


> I did not understand why you put the star next to the
> hamza 'ala alif.
>

It means ...
1) if a vowel before the hamza is "a" or "sukuun"="no vowel"
and
2) if the hamza's vowel is a long "aa"
we must write  آ ="madda" as i wrote above the table.

Best wishes,
Haruko

===========================

Dear Dr. Waheed Samy,


> 1- sukuun + hamza + fatha:
>
>   يتكون من جُزءَين It is composed/made up of two parts
> (juz'ayn)
> or
>    يتكوّن من جُزأين It is composed/made up of two parts
> (juz'ayn)
>

According the table mentioned above,
it should be جُزأين .


> 2- aa + hamza + aa:
>
>    جاءا both came (jaa'aa),
> and
>    جاآ both came (jaa'aa).
>

According the table mentioned above,
it should be  جاءا .

Best wishes, too!
Haruko

*******************
Haruko SAKAEDANI
harukos at tufs.ac.jp
*******************

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:37 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:37 -0700
Subject: Arabic-L:LING:Iraq and Venice etymologies
Message-ID: <THU.22.FEB.2007.114637.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Iraq and Venice etymologies
1) Subject:Iraq etymology

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:maabdelw at purdue.edu
Subject:Iraq and Venice etymologies

  Multiple explanations
Some say it dates back to the Sumerian city of Uruk(or Erech) which is
mentioned in Gelgamesh Epic.Others believe it comes from Aramaic  
language,
meaning"the land along the banks of the rivers".Others say it is a  
reference
to the root of a palm tree,as they are numerous in Iraq.Others say it  
comes
from the Arabic word"Areeq",meaning noble in origin or deep-rooted in  
history
because it was the cradle of the Sumerian,Akkadian,Babylonian and  
Assyrian
civilizations and cultures.Under the Persian Sassanid Dynasty, Iraq was
called" Erak Arabi", referring to a region which was part of the  
south western
region of the Persian Empire.Al-Iraq, was the name used by the Arabs  
since the
6th century.
2.Regardig the Arabic name "Al-Bundiqiyya" for Venice, I believe it  
was just
a wrong translation of the word (Albondiga,or albondigas) which means
meatballs, because Venice was famous(and maybe still so) for its cooked
meatballs.

M. wali

------------------------------------------------------------------------ 
--
2)
Date: 22 Feb 2007
From:"Robert Ratcliffe" <ratcliffe at tufs.ac.jp>
Subject:Iraq etymology

Dear muhammad,
I'm convinced. I also am always eager to emphasize that the "consonantal
root" notion is first and foremost merely a lexicographical  
convenience. The
fact that two words are listed under the same "root" doesn't necessarily
mean that they are related either synchronically or etymologically.

Your post does make me wonder, though, if there is a Semitic or Sumerian
etymology for Erech or Uruk.

Best

-RR

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:14 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:14 -0700
Subject: Arabic-L:LING:Basic Technology Arabic Comp Ling job
Message-ID: <THU.22.FEB.2007.114614.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Basic Technology Arabic Comp Ling job

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reposted from LINGUIST
Subject:Basic Technology Arabic Comp Ling job

Date: Wed, 21 Feb 2007 10:22:15
From: Amy Silverstein < amy.silverstein at basistech.com >
Subject: Arabic, Standard & Computational Linguistics: Computational  
Linguist/Middle Eastern Languages Specialist, Basis Technology  
Corporation, Cambridge, MA, USA


Organization: Basis Technology Corporation
Web Address: http://www.basistech.com/
Specialty Areas: Computational Linguistics
Required Language(s): Arabic, Standard (arb)

Description:
Basis Technology has an opening for an experienced Computational  
Linguist/Middle
Eastern Languages Specialist. This is a full-time (40 hour/week)  
permanent
position at our offices in Cambridge, MA which is a five minute walk  
from the
Alewife T stop on the Red line.

Qualifications:
- Bachelors degree in Linguistics, Computational Linguistics or
Linguistics/Computer Science (double major)
- Minimum 6 months experience in Computer Programming
- Must be fluent in Arabic and English

Responsibilities include:
- Work in conjunction with in-house software engineers and software  
developers
to create software capable of processing Arabic language texts in  
various dialects
- Develop grammar rules and parsing algorithms
- Develop and maintain tools for automation support of linguistic tasks
- Create, maintain and augment machine readable dictionaries

Please send resume and cover letter with salary requirements to
jobs-linguist at basistech.com with "Computational Linguist/Middle Eastern
Languages" in the subject line.

Application Deadline: 09-Mar-2007

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:21 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:21 -0700
Subject: Arabic-L:LING:New Book
Message-ID: <THU.22.FEB.2007.114621.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:New Book

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reposted from LINGUIST
Subject:New Book

Title: Notes on a Moroccan Arabic Secret Language
Subtitle: The X? RinC family
Series Title: Lincom Studies in Afroasiatic Linguistics 17

Publication Year: 2007
Publisher: Lincom GmbH
	   http://www.lincom.eu
	
Author: Nasser Berjaoui

Paperback: ISBN: 9783895863899 Pages: 144 Price: Europe EURO 56.00


Abstract:

The present work analyses one category (family) of the Moroccan Arabic
Secret Languages of the Tafilalet (TSLs), the southeast of Morocco.  
In this
family, which involves thirty-three varieties, a consonant of the  
word is
substituted by the consonant of the variety under usage. Then the new  
word
is followed by the constant disguise element "rin" and the substituted
consonant (that of the word). For instance, the word "ktab" (a book) is
encoded in one variety of the TSLs as "stabrink" and as "wtabrink" in
another one. The present book involves eight chapters and a detailed
bibliography for secret languages research. The first chapter presents
major methodological backgrounds to our study. Chapter Two introduces  
major
sociolinguistic aspects of the TSLs with reference to such aspects as  
sex,
age and locations, for example. Chapter Three investigates the encoding
operations of prefixless words, like nouns and adjectives, for example.
Chapter Four scrutinizes the encoding of prefixed items, like verbs and
passive participles, and their negated versions. Chapter Five is  
concerned
with the encoding of long, short and lengthened parts of speech. Chapter
Six aims at a description of the encoding of sentences, phrases, clauses
and negated sentences. Chapter Seven mirrors the uses of the TSLs in
everyday-like encounters. Chapter Eight presents a detailed account  
of the
rules governing the varieties of the X?RinC family of the TSLs.



Linguistic Field(s): Sociolinguistics

Subject Language(s): Arabic, Standard (arb)


Written In: English  (eng)

------------------------------------------------------------------------ 
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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:20 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:20 -0700
Subject: Arabic-L:LING:Arabic-English Parallel Text Corpus
Message-ID: <THU.22.FEB.2007.114620.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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            unsubscribe arabic-l                                      ]

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

1) Subject:Arabic-English Parallel Text Corpus

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reposeted from LDC
Subject:Arabic-English Parallel Text Corpus

ISI Arabic-English Automatically Extracted Parallel Text consists of  
Arabic-English parallel sentences which were extracted automatically  
from two monolingual corpora: Arabic Gigaword Second Edition  
(LDC2006T02) and English Gigaword Second Edition (LDC2005T12). The  
data was extracted from news articles published by Xinhua News Agency  
and Agence France Presse.  The corpus contains 1,124,609 sentence  
pairs; the word count on the English side is approximately 31M words.  
The sentences in the parallel corpus preserve the form and encoding  
of the texts in the original Gigaword corpora.

For each sentence pair in the corpus we provide the names of the  
documents from which the two sentences were extracted, as well as a  
confidence score (between 0.5 and 1.0), which is indicative of their  
degree of parallelism. The parallel sentence identification approach  
is designed to judge sentence pairs in isolation from their contexts,  
and can therefore find parallel sentences within document pairs which  
are not parallel.

In order to make this resource useful for research in Machine  
Translation (MT), we made efforts to detect potential overlaps  
between this data and the standard test and development data sets  
used by the MT community.  ISI Arabic-English Automatically Extracted  
Parallel Text is distributed via web download.

2007 Subscription Members will automatically receive two copies of  
this corpus on disc. 2007 Standard Members may request a copy as part  
of their 16 free membership corpora. Nonmembers may license this data  
for US$4000.


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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:33 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:33 -0700
Subject: Arabic-L:PEDA:Arabization of Education Conference
Message-ID: <THU.22.FEB.2007.114633.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:Arabization of Education Conference

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:mhamalwy at hotmail.com
Subject:Arabization of Education Conference

بسم الله الرحمن الرحيم
يسعدنا دعوة سيادتكم لمشاركتنا  
المؤتمر السنوى الثالث عشر لتعريب  
العلوم، وستجدون أدناه الدعوة الخاصة  
بالمؤتمر.< /FONT>
مع خالص تحياتى والسلام،،،،
أمين الجمعية المصرية لتعريب العلوم  
وأمين عام المؤتمر
أ.د. محمد يونس الحملاوى
أستاذ هندسة الحاسبات، كلية الهندسة،  
جامعة الأزهر
ص.ب 5301 غرب مصر الجديدة، القاهرة 11771
هاتف 6321465 ناسوخ 6377446
بريد إلكترونى  mhamalwy at hotmail.com



بسم الله الرحمن الرحيم
جامعة عين شمس ومركز الدراسات المعرفية  
والجمعية  المصرية  لتعريب العلوم
برعاية
الأستاذ الدكتور على العبد
رئيس جامعة عين شمس

رئيس المؤتمر
الأستاذ الدكتور عبد الحافظ حلمى
رئيس الجمعية  المصرية  لتعريب العلوم

تتشرف جامعة عين شمس ومركز الدراسات  
المعرفية والجمعية  المصرية  لتعريب  
العلوم بدعوة سيادتكم لحضور حفل   
افتتاح  وفعاليات
المؤتمر السنوى الثالث عشر لتعريب  
العلوم
فى الفترة 4-5 صفر 1428هـ (21-22 فبراير 2007م)
بدار الضيافة، جامعة عين شمس بالعباسية  
علماً بأن جلسة الافتتاح تبدأ الساعة  
العاشرة صباح اليوم الأول
التسجيل: الساعة التاسعة صباح اليوم  
الأول
للاستفسار: الجمعية المصرية لتعريب  
العلوم
هاتف 6321465 –القاهرة
ناسوخ 6377446 –القاهرة
بريد إلكتروني mhamalwy at hotmail.com

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:25 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:25 -0700
Subject: Arabic-L:PEDA:U of Oregon Job
Message-ID: <THU.22.FEB.2007.114625.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:U of Oregon Job

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reposted from LINGUIST
Subject:U of Oregon Job

Date: Mon, 19 Feb 2007 10:09:44
From: Jeff Magoto < jmagoto at uoregon.edu >
Subject: Arabic, Standard; Korean; Portuguese; Swahili & Language  
Teaching: Instructor, University of Oregon, OR, USA


University or Organization: University Of Oregon
Department: Yamada Language Center
Web Address: http://babel.uoregon.edu
Job Rank: Instructor
Specialty Areas: Applied Linguistics; Language Acquisition; Language  
Teaching
Required Language(s): Arabic, Standard (arb)
                       Korean (kor)
                       Portuguese (por)
                       Swahili (swh)

Description:

The World Languages Academy at the University of Oregon invites
applications for five language instructors: Arabic-2 (1.0 FTE), Korean-1
(1.0 FTE), Brazilian Portuguese-1 (.67 FTE) and Swahili-1 (.67 FTE).
Starting date is September 17, 2007.

Required qualities for the position include an MA in Language Teaching,
Linguistics, Foreign Language Education or related field with at  
least one
year of full-time university teaching or equivalent experience; a  
record of
excellence in teaching; knowledge of current second-language teaching
methodologies; ability and willingness to teach and direct  
introductory and
intermediate courses in our respective languages; native or near-native
fluency in Arabic, Korean, Portuguese or Swahili, as well as in English.

Desired qualities for the position include: evidence of
pedagogical/professional development, experience in developing language
materials and curricula, and a desire to develop upper level courses in
various aspects of language and culture. The successful candidate  
will have
the ability to work effectively with faculty, staff, and students from a
variety of diverse backgrounds.

These positions are renewable, and, depending upon future funding,  
eligible
for promotion to Senior Instructor. A normal teaching load is 3  
courses per
term (15 hours per week). The starting salary is between $30,000 and
$35,000 for nine months, based on experience and qualifications. Summer
teaching is a possibility, and the university provides an excellent
benefits package.

Review of applications will begin March 15, 2007. Positions will remain
open until filled. Please send: 1) a letter of application, 2)  
curriculum
vitae, 3) a sample of teaching materials, 4) student evaluations, 5)  
three
letters of reference, and 6) a brief statement of teaching philosophy to
the address below. Email queries welcome at: ylc at uoregon.edu.

The University of Oregon is committed to a campus environment that is
enriched and informed by the personal, cultural and intellectual
differences of its students, faculty, staff and visitors. The UO is an
equal-opportunity, affirmative-action institution committed to cultural
diversity and compliance with the Americans with Disability Act.

Address for Applications:
	Director Jeff Magoto
	Yamada Language Center
	1236 University of Oregon
	Eugene, OR 97403-1236
	USA
	
Application Deadline: 15-Mar-2007 (Open until filled)

Contact Information:
	Jeff Magoto
	Email: jmagoto at uoregon.edu
	Phone: (541) 346-4319
	Fax: (541) 346-3917

Apply on-line at: http://hr.uoregon.edu/jobs/unclassified.php? 
subtype=academic

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:23 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:23 -0700
Subject: Arabic-L:PEDA:New HIAS Web Site
Message-ID: <THU.22.FEB.2007.114623.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:New HIAS Web Site

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:nhedayet at yahoo.com
Subject:New HIAS Web Site

Dear Friends and Colleagues,
Please have a look at the Hedayet Institute for Arabic Studies (HIAS)  
web site in its new look. I will be grateful if you send it to your  
students and friends.

www.hedayetinstitute.com

Cheers,

Nagwa

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:36 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:36 -0700
Subject: Arabic-L:LING:ACL 2007 Workshop on Semitic Languages
Message-ID: <THU.22.FEB.2007.114636.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:ACL 2007 Workshop on Semitic Languages

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:Imed Zitouni <izitouni at us.ibm.com>
Subject:ACL 2007 Workshop on Semitic Languages

Please forward to interested colleagues.


********************************************************
2007 Workshop o
and Resource
March 200
*********************************************************

The ACL 2007 Workshop on "Computational Approaches to Semitic Languages:
Common Issues and Resources" will be held in conjunction with the 45th
Annual Meeting of the Association for Computational Linguistics, and  
will
take place on June 28th in Prague, Czech Republic.

* SCOPE AND TOPIC
spoken by a large
number of native speakers (around 300 million). However, Semitic  
languages
as a whole are still understudied. The most prominent members of this
family
are Arabic and its dialects, Hebrew, Amharic, Aramaic, Maltese and  
Syriac.
Their shared ancestry is apparent through pervasive cognate sharing,  
a rich

and productive pattern-based morphology, and similar syntactic
constructions.
An increasing body of computational linguistics work is starting to  
appear
for both Arabic and Hebrew. Arabic alone, as the largest member of the
Semitic
family, has been receiving much attention lately via dedicated workshops
and
conferences. Tools and resources for other Semitic languages are being
created
at a slower rate.  While corpora and some tools are necessarily  
language-
specific, ideally there should be more cross-fertilization among  
research
and
development efforts for different Semitic languages.

The proposed workshop aims to bring together researchers working on  
Semitic

Languages to share and discuss common issues and approaches to the
processing
of these languages. We invite submissions on all Semitic languages,
including
work describing recent state-of-the-art NLP systems and work leveraging
resource and tool creation for the Semitic language family. We  
especially
welcome submissions on work that crosses individual language  
boundaries and

heightens awareness amongst Semitic-language researchers of shared
challenges
and common solutions. The workshop will also include a meeting of the
Special
Interest Group on Computational Approaches to Semitic Languages (the ACL
SIG).
Examples of topics include, but are not limited to
approaches to phonology, morphology, syntax, semantics and
   pragmatics of Semitic language
languages (e.g. POS taggers, parsers, etc.)
* Computational resources for Semitic language
studies of Semitic language
(Semitic or other) to create
   resources and tools for Semitic language
unique/specific phenomena in Semitic language
applications for Semitic languages such as:
   - speech recognition,
   - machine translation,
   - summarization,
   - language generation,
   - speech synthesis,
   - co-reference resolution,
   - mention detection,
   - information retrieval,
   - spoken dialog applications
   - etc

Authors are invited to submit full papers on original, unpublished  
work in
the topic area of this workshop. Submissions should not exceed 8  
pages and
should be formatted using the ACL 2007 style files, which are  
available at:

http://ufal.mff.cuni.cz/acl2007/styles/
The reviewing of the papers will be blind and the papers should not  
include

the authors' names and affiliations. Each submission will be reviewed  
by at

least two members of the program committee. Accepted papers will be
published
in the workshop proceedings.  Papers should be submitted  
electronically, no

later than March 11, 2007. The only accepted format for submitted  
papers is

Adobe PDF.

* IMPORTANT DATES

March 11  --  Submission deadline for workshop paper
Notification of acceptanc
--  Workshop held at ACL 200
Cavalli-Sforza (Carnegie Mellon University, USA) - violetta at cs.cmu.ed
Zitouni (IBM Research, USA) - izitouni at us.ibm.co
Mahdy Abdou (Cairo University, Egypt)
Yaser Al-Onaizan (IBM, USA)
Ann Bies (LDC/University of Pennsylvania, USA)
Malek Boualem (France Telecom, France)
Tim Buckwalter (LDC/University of Pennsylvania, USA)
Achraf Chalabi (Sakhr Software Co., Egypt)
Anne DeRoeck (Open University, UK.)
Mona Diab (Columbia University, USA)
Joseph Dichy (University of Lyon 2, France)
Abdelhamid ElJihad (Institut d'Etudes et Recherches sur l'Arabisation,
Morocco)
Martha W. Evens (Illinois Institute of Technology, USA)
Ali Farghaly (Oracle, USA)
Alexander Fraser (USC/ISI, USA)
Andrew Freeman (Washington University, USA)
Nizar Habash (Columbia University, USA)
Alon Itai (Technion/Israel Institute of Technology, Israel)
Steven Krauwer (Utrecht University, Netherlands)
Mohamed F. Noamany (Carnegie Mellon University, USA)
Uzzi Ornan  (Technion, Israel)
Slim Ouni (LORIA/University of Nancy 2, France)
Mike Rosner (University of Malta, Malta)
Khalil Sima'an (University of Amsterdam, Netherlands)
Abdelhadi Soudi (Ecole Nationale de l'Industrie Minérale, Morocco)
Shuly Wintner (University of Haifa, Israel)
Mustafa Yaseen (Amman University, Jordan)
Abdellah Yousfi (Institut d'Etudes et Recherches sur l'Arabisation,
Morocco)

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:41 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:41 -0700
Subject: Arabic-L:TRANS:windchill & speech communication
Message-ID: <THU.22.FEB.2007.114641.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:windchill
2) Subject:windchill and speech communication

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From: "Marco Hamam" <marco.hamam at poste.it>
Subject:windchill

Hi Ola! What a good question!
I don't think there is a fixed translation for "windchill". Somewhere  
(here, in a site about meteorology, for example: http:// 
arabic.wunderground.com) I've found "رياح باردة" that is a  
bad translation because it means "chill wind" and that does not  
explain the phenomenon. I asked some friends of mine and one said:  
تربد ريحي ... And everybody said: it doesn't work! Nor is it  
برودة الرياح . It does work but it's not this phenomenon,  
as far as I know.
I'd like to open a little discussion starting from what is more a  
definition than a final translation:
تأثير برودة الرياح على شعور الانسان  
بدرجة حرارة جسمه
or just
تأثير الرياح
Hope this little contribution will open a discussion.
By the way, you could ask people at this site http:// 
www.arabicwata.org/ . They are professional Arab translators. If you  
do it, then please share with us your results.
Have a look at the Cairo's Academy of Arabic language here http:// 
www.arabicacademy.org.eg/search.asp?sid=1 .
Best,

Marco Hamam

------------------------------------------------------------------------ 
--
1)
Date: 22 Feb 2007
From: "Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:windchill

     Both  / التواصل الكلاميً /  and   / 
التخاطب /  would seem to render /speech communication/  
adequately.   As for / windchill /, it is a tough one.  The technical  
term is originally created by Environment Canada.  Let's see how  
other languages deal with it.  The Germans and Italians adopt the  
Canadian term as such:  / Der Windchill ( rather than Windkühle) /  
and / il windchill /.  The Spaniards use / la temperatura de  
sensación /.   The French, in keeping with their linguistic policy,  
come up with a  beautiful translation: "le refroidissement  
éolien."   (Parenthetically, this strikes me as poetic as it evokes  
Coleridge's "Aeolian Harp").    In this light, Ola Moshref may opt  
for an easy way out and adopt the Canadian  term:  /   
وندتشيل  /.  Either that or coin an Arabic equivalent.  Here  
are my attempts:  (1)   /   قًرة الريح  /   (qirrat ur-riiH)   
or (2)   /   برد الريح القارس  / (bard ur-riiH al-qaaris).

* M. Deeb

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:39 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:39 -0700
Subject: Arabic-L:PEDA:Which dialect to teach
Message-ID: <THU.22.FEB.2007.114639.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:Which dialect to teach
2) Subject:Which dialect to teach
3) Subject:Which dialect to teach
4) Subject:Which dialect to teach

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"Jeremy Palmer" <jeremy.palmer at gmail.com>
Subject:Which dialect to teach

Dear Mike Schub,

I am surprised that you do not know which spoken variety to teach. The
profession has come to the following conclusion regarding the issue:

you should teach variety "x", because variety "y" is not understood in
countries "a", "b", and "c" - but the majority of the people who  
speak "a",
"b", and "c" (and don't forget "d") understand variety "x". We have also
always felt an acute attraction for dialect "z", so you might  
consider that
as well. You must realize, however, that variety "x" might not be  
understood
outside of that particular city, so you really should teach variety  
"x.1",
which is not to be confused with dialect "x", due to the sensitive  
nature of
vernacular discrimination and language identity. Did we mention the  
lack of
codification for variety "x" in general? We hope you won't try to
standardize variety "x.1" without the consent of the local populace, who
might not even wish to consider "x.1" a real "language". Good luck  
with all
that!

Humor aside, this is one of the most loaded questions in the  
profession.  I
am a proponent of teaching spoken varieties, though I will not  
attempt to
enlighten this listserv. Perhaps a personal email might be more  
appropriate
in which I can reveal my own variety bias.

Best,

Jeremy Palmer
Second Language Acquisition and Teaching
(SLAT) PhD student
University of Arizona

------------------------------------------------------------------------ 
--
2)
Date: 22 Feb 2007
From:"Bill Young" <byoung at casl.umd.edu>
Subject:Which dialect to teach

It seems to me that no one can say what the "best" variety would be
without knowing more about your program, your students' goals and needs,
and your location.

How many years of teaching spoken Arabic do you want to provide?  If you
need course materials for two years of spoken Arabic, you might want to
focus on either Egyptian or Levantine Arabic, because there are probably
more textbooks and teaching materials available for those dialects than
for the others.

Do you want to enable your students to shift easily between the formal,
"modern standard" register and the colloquial register?  (In that case,
your courses in modern standard would have to be integrated with your
courses in a colloquial variety.  Any spoken dialect could be integrated
with courses in classical Arabic.)

Do you want your students to be able to interact with Arabic speakers in
the local community?  (ex. in Chicago the predominant varieties in the
immigrant communities are Jordanian/Palestinian and Egyptian, with some
Yemeni speakers.  In New York there are probably more Egyptians and
Yemenis than there are Syrians or Moroccans.)  I don't know what the
predominant immigrant dialects are in Connecticut, but you could
probably find out easily enough.

Do you want your students to improve their spoken fluency by attending
language programs overseas?  In that case you have many dialects to
choose from (Egyptian, Jordanian, Moroccan, Syrian, Tunisian, Yemeni).
Not all Arab countries have programs for teaching Arabic to English
speakers, however.  There is a new one run by Georgetown in Qatar but
nothing in Kuwait or Oman or Sudan or Algeria, as far as I know.  I
think that there are programs in Saudi Arabia but they have religious
restrictions.

Do most of your students want to learn spoken Arabic in order to get US
government jobs?  In that case, Iraqi dialect is now very marketable,
for obvious reasons.

Does your institution have strong programs in Middle East anthropology,
African history, development economics?  Can you recruit students from
these programs who want to use spoken Arabic for doing field research?
If so, ask them which dialects they need.

 From a purely linguistic perspective, there are no grounds for choosing
one dialect over the others.  Most native speakers argue that their
native dialects are "closer to Classical Arabic" than the others.  I've
heard Egyptians, Syrians, and Sudanese all make this argument, even
though all of these dialects have diverged significantly from classical
Arabic in many respects.  Egyptian dialect is probably understood over a
wider geographical area than the other dialects, because it has been
"exported" from Egypt in Egyptian films, songs, and TV programs.  But
the Arabs who understand Egyptian Arabic do not speak it with each other
and only use it when they meet Egyptians or foreigners.  So this is not
an especially good reason to choose Egyptian.

Anyway, these are my opinions.  I hope they are helpful.

Best,

Bill Young
University of Maryland

------------------------------------------------------------------------ 
--
3)
Date: 22 Feb 2007
From: "John Joseph Colangelo" <yaacolangelo at hotmail.com>
Subject:Which dialect to teach

My two cents,
I would give an introduction to Levantine, Egyptian and Moroccan  
Arabic. John Jospeh Colangelo

------------------------------------------------------------------------ 
--
4)
Date: 22 Feb 2007
From: Dan Parvaz <dparvaz at mac.com>
Subject:Which dialect to teach

I'd argue that the "best" spoken variety is some combination of:

1. The one you know (the minute an instructor claims they speak "all  
dialects" or "several dialects", run in the opposite direction)
2. The one your institution has resources for (sister school? study  
abroad center? native instructors?)
3. The one for which there is some interest and/or focus (have an  
African studies program? Assyriology? etc.)

Others can speak better as to the "how" here.

-Dan.

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From Dilworth_Parkinson at BYU.EDU  Mon Feb 26 23:22:04 2007
From: Dilworth_Parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:04 -0700
Subject: Arabic-L:LING:Ibn Hisham uses a hamza
Message-ID: <MON.26.FEB.2007.162204.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
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:Ibn Hisham uses a hamza

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Waheed Samy" <wasamy at umich.edu>
Subject:Ibn Hisham uses a hamza

> Dear Dr. Waheed Samy,
> 1- sukuun + hamza + fatha:
>  يتكون من جُزءَين It is composed/made up of two parts
> (juz'ayn)
> or
>   يتكوّن من جُزأين It is composed/made up of two parts
> (juz'ayn)
> According the table mentioned above,
> it should be جُزأين .

Dear Haruko,

According to Ibn Hisham (شرح شذور الذهب Sharh shudhuur al- 
dhahab), in the
elaboration section of المبني على الفتح (al-mabny ala al- 
fath), when he
introduces the third of seven types he says the following:

والنوع الثالث: ما رُكّبَ تركيب المَزج  
من الأعداد، وهو الأحدَ عشرَ، والإحدى
عشرةَ، إلى التسعةَ عشرةَ، تقول جاءَني  
أحدَ عشرَ، ورأيتُ أحدَ عشرَ، ومررتُ
بأحدَ عشر، ببناء الجُزءَين على الفتح.

Waheed

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:32 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:32 -0700
Subject: Arabic-L:PEDA:legality of recording books response
Message-ID: <MON.26.FEB.2007.162232.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:legality of recording books response

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:Gail Grella <grellag1 at georgetown.edu>
Subject:legality of recording books response

The answer to the second question is no--it is not legal to make a  
sound recording of a book and sell it without permission from the  
copyright holder. The publisher of the book usually administers such  
subsidiary rights even if copyright is in the author's name (or that  
of another party), so you should contact the publisher if you want to  
pursue this.

Gail Grella
Georgetown University Press

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:09 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:09 -0700
Subject: Arabic-L:LING:Needs Colloquial Arabic lexicons with glosses
Message-ID: <MON.26.FEB.2007.162209.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Colloquial Arabic lexicons with glosses

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Bushra Zawaydeh" <bzawaydeh at hotmail.com>
Subject:Needs Colloquial Arabic lexicons with glosses

hello
I was wondering if anybody knows about any colloquial Arabic lexicons  
that have the colloquial Arabic word and its gloss for sale? I know  
that the LDC has the monolingual Egyptian lexicon. Are there any  
lexicons that have the gloss and one could buy?

thanks
Bushra Zawaydeh

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:30 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:30 -0700
Subject: Arabic-L:PEDA:learner success research response
Message-ID: <MON.26.FEB.2007.162230.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:learner success research response

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:malhawary at ou.edu
Subject:learner success research response

Dear Andrew:
Look for such articles in _Al-Arabiyya_ journal and recent volumes of  
the _Perspectives on Arabic Linguistics_ series.
With Best Wishes,
Mohammad Alhawary

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:19 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:19 -0700
Subject: Arabic-L:LING:Computational Approaches to Arabic Script-based
 Languages deadline extended
Message-ID: <MON.26.FEB.2007.162219.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Computational Approaches to Arabic Script-based Languages  
deadline extended

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Ali Farghaly" <farghaly1 at gmail.com>
Subject:Computational Approaches to Arabic Script-based Languages  
deadline extended

Deadline for submitting papers for the Second Workshop on "Computational
Approaches to Arabic Script-based Languages" has been extended to  
March 5th.

Workshop websie: http://www.zoorna.org/CAASL2/

Ali Farghaly & Karine Megerdoomian

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:13 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:13 -0700
Subject: Arabic-L:PEDA:Education of emergent Arabic/English bilinguals
Message-ID: <MON.26.FEB.2007.162213.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Education of emergent Arabic/English bilinguals

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From: "rhozayin" <rhozayin at aucegypt.edu>
Subject:Education of emergent Arabic/English bilinguals

We are planning educational/training programs for teachers and  
parents of young children in Egypt in the area of emergent biliteracy  
(Arabic and English, based on Egyptian government language policy  
since September 2004, when EFL became mandatory in all first primary  
classes).

We would like to know (1) if anyone is carrying out an emergent  
literacy (or biliteracy) approach in  any other Arab country; (2) if  
anyone could suggest resources on the acquisition of Arabic literacy  
for young native speakers.

Please let me know if you have a response to either or both of these  
items, or if you would like information on our project.

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:26 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:26 -0700
Subject: Arabic-L:PEDA:Arab Academy Student reviews
Message-ID: <MON.26.FEB.2007.162226.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arab Academy Student review
2) Subject:Arab Academy Student review

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Debra Smith" <dlmsmith at sbcglobal.net>
Subject:Arab Academy Student review

I've been an online student at Arab Academy since November 2003, an  
onsite
student for a month each of the past two summers, and a participant  
in their
online live speaking courses since their inception just over a year  
ago. At
the same time I've been working through al-Kitaab 1-3 first in a
university's night program then privately with a professor, and I teach
English as a Second Language to adults -- all that to say I have a
particular frame of reference for your question.

My experience with Arab Academy's courses and programs has been
unequivocally positive. They use a communicative approach to teaching  
the
language, and they structure their units so that each lesson builds  
on the
previous one with lots of repetition built in for target vocabulary and
structures. The online exercises are fun and effective; some provide  
instant
feedback, while others receive teacher correction and are returned  
later.
Writing is a requirement. Message boards allow communication with the
teachers and other students both for additional help and to build a  
sense of
learning community for interpersonal learners.

As for ease of use -- there's a lot there, so it takes some  
acclimation, but
the whole site is well designed and user friendly. Technical support is
outstanding. And the interface is available in both English and  
Arabic (and
maybe some other languages, not sure).

Of course, studying independently online requires a type of discipline
different from that required by a scheduled class in a physical  
classroom,
so some personalities might not do well in this environment, but others
might thrive online more than they do in a classroom.

Hope this helps -- I've mostly addressed the Internet lessons, but if
there's more you'd like to know either about that or about the onsite
program or the speaking courses, feel free to email me off list.

Debra Morris Smith

------------------------------------------------------------------------ 
--
2)
Date: 26 Feb 2007
From:"Gary Bolen" <thearabist at gmail.com>
Subject:Arab Academy Student review

Hi Jackie
I have been using Arab Academy quite a bit since returning from Yemen an
overall I can say that it gets a lot right and very little wrong.

Please find below a comprehensive review of Arab Academy that comes from
LangSource (http://www.langsource.umd.edu/index.php).

The Arab Academy is a comprehensive web-based Arabic language teaching
program using a site designed to simulate a university and a school.  
Courses
are offered for English, French, German, and Indonesian learners of  
Arabic.
Several types of courses are offered: novice to advanced level Modern
Standard Arabic, novice and intermediate Quran, novice Sirah, Hadith and
Egyptian Colloquial. Level Zero teaches the alphabet. Learners log on  
to a
virtual classroom which includes links for coursework (the online  
lessons;
the Examination center; the Composition link for corrections and  
comments;
the Arabic board to post Arabic messages, questions to teachers,
suggestions, etc.; the Arabic chatroom moderated by a 'live' Arabic  
teacher;
Overall Scores of the learner's where students can check their  
scores; and
other contact Boards) and complimentary links (course information,  
student
evaluations, course materials, webliographical and bibliographical
references, graphics, and personal profile). The personal profile allows
students to control their own pace and set their own learning styles, a
valuable feature. Other sites offer specialized information on the  
Arabic
alphabet and key grammar points and monitoring by teachers and
administrators. The Arab Academy's Standard Arabic courses follow the
American Council on Teaching Foreign Languages (ACTFL) guidelines on the
novice, intermediate, and advanced levels. Each level is further divided
into three courses (low, mid, and high). The first two courses,  
novice low
and mid, revolve around daily life situations (greetings, shopping, and
ordering food, etc.). The intermediate-level courses are based on  
newspaper
articles. Arabic 103 takes the student to the intermediate level, where
local and international news is discussed based on newspaper  
articles, using
songs, short stories and other relevant texts. The advanced-level  
courses
are skill based. Currently available are courses that focus on the
development of listening, the skill that learners at this level have the
most trouble with, through the presentation and discussion of interviews
taken from Arab TV channels. The topics are all well chosen and  
useful, and
the vocabulary is also well chosen and varied, including a much larger
number of descriptive adjectives than one finds in present Arabic  
textbooks.
The vocabulary is presented with audio (through Real Player, which  
must be
available on the computer), and comes with the option of presenting  
either a
Modern Standard Arabic vocabulary word or its Egyptian Arabic  
equivalent, or
both. The same is true of the dialogue and situation sessions. This
represents a significant achievement—presenting two varieties at once,
something which the medium, CALL, allows with ease, and which printed  
texts
do not. One of the most powerful features of the program is that the
translation of every Arabic word and sentence is given by placing the  
cursor
on it and the sound file is played by clicking on any word. The  
vocabulary
can be printed out with the English (or other) equivalents, and there  
are
downloadable electronic books with the full curriculum. On the whole,  
it is
a very nicely designed and executed program. The other courses are  
meant to
be taken along with the Arabic courses one finds at each level—thus  
Arabic
102 goes with Quran 102, Hadith 102, Sirah 102. The Quran courses are  
very
well done, including background information in English (and Arabic)  
on the
"descent" (or time of revelation of the sura), rules of tajwiid  
present in
the sura, as well as introductory questions on the suras. The audio  
of an
authentic recitation of each verse of a sura may be accessed by  
pressing on
the verse number appearing at the end of the verse. You can also  
listen to
each word by clicking on it. The Hadith course is structured around a  
topic
with a relevant Quran verse as well as a citation from a hadith  
collection,
both of which are provided with audio. While the texts of these  
courses are
authentic and thus linguistically quite complex for the learning  
level, the
combination of single-word glosse

If you have any specific questions that aren't addressed by the review,
please feel free to email me directly.

Sincerely,
Gary Bolen

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--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:22 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:22 -0700
Subject: Arabic-L:PEDA:needs suggestions of simple poems
Message-ID: <MON.26.FEB.2007.162222.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:needs suggestions of simple poems

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Haroon Shirwani" <arabictutor at hotmail.com>
Subject:needs suggestions of simple poems

We are going to hold an Arabic declamation contest, with students  
reciting a poem or passage of their choice. Can anyone recommend any  
very simple poems, preferably ones that they have successfully used  
with beginners? There are plenty of Nizar Qabbani poems that are  
suitable, but what about other famous poets? I recall reading a very  
simple poem by Ilyaa Abu Madi while at university, but I have not  
been able to trace it. Any suggestions will be appreciated.

Regards,
Haroon

Haroon Shirwani
Head of Arabic
Eton College

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:24 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:24 -0700
Subject: Arabic-L:TRANS:windchill
Message-ID: <MON.26.FEB.2007.162224.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:windchill

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Andrew Freeman" <andyf at u.washington.edu>
Subject:windchill

In response to Marco Hamam’s discussion I would just like to point  
out that
this definition:

تأثير برودة الرياح على شعور الانسان  
بدرجة حرارة جسمه

is not 100% correct.  Wind-chill is more than just the sensation or
perception of cold, شعور الانسان.  Even if the actual  
temperature is above
0° Celsius, water will freeze if there is enough wind blowing over  
it.  In
places where it snows, you will see this phenomenon occasionally,  
when the
“actual” temperature is 1° Celsius, the snow will stick in places  
that are
exposed to the wind, but will melt in places that are protected from the
wind.

Best regards,
Andy

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:20 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:20 -0700
Subject: Arabic-L:LING:Iraq etymology
Message-ID: <MON.26.FEB.2007.162220.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Iraq etymology

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"C.G.Häberl" <haberl at rutgers.edu>
Subject:Iraq etymology

[moderator's note: I couldn't figure out how to make the html  
entities in this message 'resolve' into the correct characters.  If  
someone knows how to do it, send it to me resolved and I'll repost.   
dil]

Dear Colleagues:

As far as I know, the site of Uruk (Biblical Erech) is known as  
Warka:' in
Arabic, possibly by way of Greek &#927;&#961;&#967;&#972;&#951;.  I'm  
not
entirely sure how one could derive the name 3Ira:q from either  
Warka:' or
&#927;&#961;&#967;&#972;&#951;, but I've learned to be very wary of
etymologies that take such liberties with phonemic segments.  In this
case, you have three root consonants, of which you are substituting two
with completely separate phonemes.  Furthermore, there is no attempt at
demonstrating a regular correspondence between these segments in the two
languages.

A similar problem is posed by practically every other etymology I've  
seen,
including one which derives the name Iraq from the Middle Persian word
e:rag.  Boyce translates this word as "south;" it is transparently  
related
to the Middle Persian word e:r meaning "low," and elsewhere I've seen it
translated as "lowlands."  While the expected form *e:ra:g is
unfortunately not attested in Pahlavi to my knowledge, there is a modern
reflex i:ra:h which means "coast."

The correspondence between Middle Persian g and Arabic q is not
controversial, but determining a correspondence between the glottal stop
and Arabic 3ayn- is much more problematic.  According to Ja:7i6', the
Arabs around Kufa pronounced their language in the Naba6i: manner,
replacing the 3ayn- with hamza.  If we accept an etymology from *e:ra:g
we might adduce a hypercorrection here.  Thus "Iraq" would be the
low-lying river valley complement to the Iranian plateau.  Considering
that the territory known today as Iraq was part of an Iranian empire in
one form or another for a millennium or more, it would not surprise  
me to
find an Iranian etymology for the name.

With regard to the Arab Iraq (3ira:qu l-3arabi:) as opposed to the
"Persian" Iraq (3ira:qu l-3ajami:), this distinction did not arise  
(as far
as I know) until the Seljuk period, when the Seljuks ruled a territory
spanning both Iraq and the mountainous area formerly known as the Jebal.
Because the Arabic Iraq was the much more significant part of this
territory, it gave its name to the whole, but since the Seljuks ruled  
from
Hamadan, it became necessary to distinguish between the two parts for  
the
first time.  A similar development gave us the "Kingdom of the Two
Sicilies" (1816-1861), which was ruled from Naples.

-- 
Charles G. Häberl, PhD
Instructor in Middle Eastern Studies
Assistant Director, Development and Communication
Center for Middle Eastern Studies
Rutgers, The State University of New Jersey
Lucy Stone Hall, Room B-316, 54 Joyce Kilmer Avenue
Piscataway, New Jersey 08854-8045



------------------------------------------------------------------------ 
--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:01 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:01 -0700
Subject: Arabic-L:LING:ELRA Language Resources
Message-ID: <MON.26.FEB.2007.162201.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ELRA Language Resources

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:reposted from LINGUIST
Subject:ELRA Language Resources

Date: Wed, 21 Feb 2007 15:13:21
From: Hélène Mazo < mazo at elda.org >
Subject: ELRA Language Resources Catalogue Update 2/07 -2



ELRA Language Resources Catalogue - Update

ELRA is happy to announce that 4 new Speech Resources are now  
available in
its catalogue.

ELRA-S0157 NetDC Arabic BNSC (Broadcast News Speech Corpus)

The NetDC Arabic BNSC (Broadcast News Speech Corpus) is a corpus  
developed
by ELDA in the framework of the European-funded project Network of Data
Centres (NetDC). The project was done in collaboration with the LDC
(Linguistic Data Consortium), which has produced a similar corpus  
from the
news broadcasted by Voice of America Arabic in the United States. The
database contains ca. 22.5 hours of broadcast news speech recorded from
Radio Orient (France) during a 3-month period.
For more information, see:
http://catalog.elra.info/product_info.php?products_id=13&language=en

ELRA-S0232 Swiss-German Speecon Database

The Swiss-German Speecon database comprises the recordings of 550 adult
Swiss-German speakers and 50 child Swiss-German speakers who uttered
respectively over 290 items and 210 items (read and spontaneous).
For more information, see:
http://catalog.elra.info/product_info.php?products_id=982&language=en

ELRA-S0233 US English Speecon Database

The US English Speecon database comprises the recordings of 550 adult US
English speakers and 50 child US English speakers who uttered  
respectively
over 290 items and 210 items (read and spontaneous).
For more information, see:
http://catalog.elra.info/product_info.php?products_id=983&language=en

ELRA-S0234 SALA Spanish Chilean Database

The SALA Spanish Chilean Database comprises 1,024 Chilean speakers (477
males, 547 females) recorded over the Chilean fixed telephone network.
For more information, see:
http://catalog.elra.info/product_info.php?products_id=981&language=en


Moreover, the contents of the following two LC-STAR phonetic lexica was
updated:

ELRA-S0207 LC-STAR Catalan Phonetic Lexicon

The LC-STAR Catalan phonetic lexicon comprises more than 100,000 words,
including a set of more than 45,000 common words and a set of more than
45,000 proper names (including person names, family names, cities,  
streets,
companies and brand names) with phonetic transcriptions in SAMPA. The
lexicon is provided in XML format.
For more information, see:
http://catalog.elra.info/product_info.php?products_id=832&language=en

ELRA-S0208 LC-STAR Spanish Phonetic Lexicon

The LC-STAR Spanish phonetic lexicon comprises more than 100,000 words,
including a set of more than 45,000 common words and a set of more than
45,000 proper names (including person names, family names, cities,  
streets,
companies and brand names) with phonetic transcriptions in SAMPA. The
lexicon is provided in XML format.
For more information, see:
http://catalog.elra.info/product_info.php?products_id=833&language=en

For more information on the catalogue, please contact Valérie Mapelli
mailto:mapelli at elda.org

Our on-line catalogue has moved to the following address:
http://catalog.elra.info. Please update your bookmarks.
Linguistic Field(s): Computational Linguistics

------------------------------------------------------------------------ 
--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:07 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:07 -0700
Subject: Arabic-L:GEN:Needs contact info
Message-ID: <MON.26.FEB.2007.162207.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs contact info

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:emanabdoh at hotmail.com
Subject:Needs contact info

I do need the e-mails of Dr Mousa Amayreh and Dr Alice Dyson  
urgently. Please, if anybody has them, send them as soon as possible.  
Thanks.

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:15 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:15 -0700
Subject: Arabic-L:PEDA:More on which dialect to teach
Message-ID: <MON.26.FEB.2007.162215.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:More on which dialect to teach
2) Subject:More on which dialect to teach
3) Subject:More on which dialect to teach

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:Joseph.Bell at msk.uib.no
Subject:More on which dialect to teach

Arabs who understand Egyptian dialect _can_ in fact also generally speak
it enough for a foreigner who only knows Egyptian to understand. For
students who don't know where they are going to be staying, Egyptian is
the only reasonable alternative.

Joseph Bell

------------------------------------------------------------------------ 
--
2)
Date: 26 Feb 2007
From:JMaria Persson <Maria.Persson at ling.lu.se>
Subject:More on which dialect to teach

On the subject "Which dialect to teach" Bill Young wrote:
---
Not all Arab countries have programs for teaching Arabic to English
speakers, however.  There is a new one run by Georgetown in Qatar but
nothing in Kuwait or Oman or Sudan or Algeria, as far as I know.  I
think that there are programs in Saudi Arabia but they have religious
restrictions.
---
To you and anyone else that might not know it I'd like to tell you  
that there is a language school of good quality in the Buraimi oasis  
on the border between Oman and the UAE. I realize that I am in a way  
recommending myself by saying so, but since I do not work at the  
colloquial department, and that was what you were interested in, I  
hope no one will mind ;) As for me I am responsible for the MSA  
program while at the same time doing research in the area. The full  
program combines MSA using the al-Kitaab with Gulf Arabic but the  
school will tailor courses for any student or group of students that  
want to do, say, only colloquial. The teachers are Omani but material  
from other counties is included in the curriculum. For more  
information go to: http://www.gapschool.net/

------------------------------------------------------------------------ 
--
3)
Date: 26 Feb 2007
From:"David Wilmsen" <dww22 at georgetown.edu>
Subject:More on which dialect to teach

I generally make the argument for teaching the Cairene vernacular
precisely because, as Bill Young points out, speakers of other
vernaculars who understand Egyptian Arabic, while they certainly do
not speak it with each other, may indeed use it - or at least approach
it - when dealing with Egyptians or foreigners.   This is, in fact, a
very good reason to teach our students to speak that variety as a
default form.  All other the considerations that Bill Young points out
are valid and should be considered as much as is feasible.  If, for
instance, students are planning to ship off to Iraq, it would be
better if they were to learn the Iraqi vernacular.  If they plan to do
anthropological fieldwork with the Tuareg or to work with development
organizations in rural Palestine, it would be better that they learn
those local vernaculars.  But such things are special conditions that
departments must address on an individual basis, if they are able to
How many instructors competent in any rural or Bedouin varieties would
be be able to find anyway?

In considering a strategy for the profession as a whole, however, it
seems prudent to aim for graduates leaving school with competence in a
more-or-less universally understood spoken vernacular, that being
Cairene.  At least they will be able to speak something as soon as
they land on Arab soil, and their interlocutors (most of them) will be
able to understand them (once they get over their initial surprise at
a very obviously non Egyptian speaking to them in Cairene Arabic).
Once learners have learned one variety well, it is not too hard a task
to begin switching to another and certainly to understand it, even if
they never gain complete control over it.

There, of course, is the rub:  learning it well.  Not enough time is
spent teaching spoken vernacular Arabic of any variety.  Two terms (as
it seems are devoted to the vernacular in those programs where it is
even taught) are generally not sufficient to impart any sort of
realistic proficiency in any language, not even Spanish or Dutch.
Granting greater exposure to vernacular Arabic could be solved easily
without too much interruption to the curriculum by simply beginning
with the study of a vernacular, and then after two terms teaching MSA
using the vernacular as a medium of instruction.  I am convinced that
after studying two terms of a vernacular, students would have gained
enough skill to be able to contend with that.  This would solve two
problems.  It would, as I mentioned, ipso facto give students greater
exposure within the classroom to vernacular Arabic, and it would also
preclude the need to lapse into English to explain grammar, as seems
to be unavoidable now, regardless of how hard we try not to.

David Wilmsen
Arabic and Islamic Studies
Georgetown

------------------------------------------------------------------------ 
--
End of Arabic-L:  26 Feb 2007


From Dilworth_Parkinson at BYU.EDU  Mon Feb 26 23:22:05 2007
From: Dilworth_Parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:05 -0700
Subject: Arabic-L:LING:Cairo Linguists Group Lecture
Message-ID: <MON.26.FEB.2007.162205.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Cairo Linguists Group Lecture

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:madihadoss at yahoo.com
Subject:Cairo Linguists Group Lecture


CAIRO LINGUISTS GROUP
and the Arab African Research Center

are inviting you to a lecture by

Mbaye Bashir Lo
(Duke University, U.S.A.)

“Development of Arabic Language and Literature in West Africa”
  (in Arabic, abstract attached)

at the new headquarters of the Arab & African Research Center:
5 Hassan Barada Street, Giza, (side street off the previous address  
Qura Ibn Shureik Street), ground floor, Apt. 5. Tel. 7744644

Saturday, 10th  March 2007, 6p.m.

PLEASE COME ON TIME.
------------------------------------------------------------------------ 
-----------

جماعة اللغويين في القاهرة
   و مركز البحوث العربية و الإفريقية

نتشرف بدعوتكم لحضور محاضرة

امباي بشير لو
(جامعة ديوك، بالولايات المتحدة)

"تطوّر اللغة العربيّة و آدابها في غرب  
افريقيا"
(باللغة العربية و مرفق الملخص)

                  في المقر  الجديد لمركز  
البحوث العربية والأفريقية
5شارع المهندس حسن برادة- متفرع من شارع  
قرة بن شريك -الجيزة الدور الأرضي شقة 5

تليفون: 7744644

يوم السبت 10 مارس 2007 الساعة السادسة  
مساءً
رجاء الحضور في الموعد المحدد


الملخص

يسعى هذا البحث الى عرض تطوّر الأدب  
العربّي ببنائه الفنّي وأشكاله  
النظميّة في غرب افريقيا. فتاريخ اللغة  
العربيّة و فنونها عريق في غرب افريقيا.  
فقد  بدأ مع دخول الاسلام في القرن  
الحادي عشرة  ثمّ نمت فروع الأدب العربي  
وخاصة الشعر منها ليصل الى أعظم  
مراتبها في نهاية القرن التاسع عشرة،  
حين أصبحت القصيدة العربيّة رمز الكمال  
اللغوي والنضج الأدبي لدى شعراء  
المنطقة في السنغال, مالي , نيجيريا.. الخ

فسوف يقدّم  هذا البحث أشكال تطوّر  
القصيدة العربيّة بمراحلها الأربعة:  
المرحلة التقليديّة على  نمط  البحور  
الخليليّة, مرحلة النظم الصوفي, مرحلة  
المزاوجة بين اللغات المحليّة و اللغة   
العربيّة. وأخيرا مرحلة الاستقلال  
اللغوي حيث يستخدم الشاعر اللغة  
المحلية في نظم القصيدة  بالحروف  
العربية،  وحسب البحور الخليليّة  
وضوابطها العروضيّة. وفي خضم هذا العرض   
سيتناول البحث أشكال هذا الابداع   
وأنماطه مستخدما في ذلك شعراء المنطقة  
بمختلف جنسياتهم و اتجاهاتهم  الفنّيّة.



ABSTRACT

This presentation explores the development of Arabic literary forms  
and themes in West Africa. The rise of Islam in this region in the  
eleventh century was combined with the spread of some Islamic  
sciences such as fiqh (Jurisprudence) Tawhid (theology) TaSawwuf  
(Sufism) Tafsir (Quranic exegesis) and Lugha (Arabic language).  
Arabic literature in general, and the Arabic Qasida  in particular,  
became the main characteristic of West African writings. The paper  
will trace the development of the Qasida form from Rajaz in the hands  
of the early scholars, to Takhmis, in the 16th century, to reach its  
peak in the 19th and 20th century. The focus will be on four forms of  
the Qasida: the classical meters on the tradition of al-Buhur al- 
Khaliliyya; the acrostic of the Sufis; the mixed form (using local  
languages mixed with Arabic); and the ‘ajami  form using local  
languages in Arabic script to write the classical meters. Themes  
range from eulogy, elegy, praise, to social commentary on local  
issues related to wars, celebrations, and resistance against  
colonialism. Poems from Senegal, Nigeria and Mali will be used to  
explain each form of the Qasida.
					

------------------------------------------------------------------------ 
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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:27 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:27 -0700
Subject: Arabic-L:PEDA:Gilman International Scholarship Application
Message-ID: <MON.26.FEB.2007.162227.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
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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listserv at byu.edu with first line reading:
            unsubscribe arabic-l                                      ]

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

1) Subject:Gilman International Scholarship Application

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Gilman" <Gilman at iie.org>
Subject:Gilman International Scholarship Application

Benjamin A. Gilman International Scholarship Program

Fall 2007/Academic Year 2007-2008 Application Open - Deadline: April 3,
2007

The Gilman International Scholarship Program provides awards of up to
$5,000 for U.S. undergraduate students to study abroad for up to one
academic year.  The program aims to diversify the kinds of student who
study abroad and the countries and regions where they go.  The program
serves students who have been under-represented in study abroad which
includes but is not limited to: students with high financial need,
community college students, students in under-represented fields such as
the sciences and engineering, students from diverse ethnic backgrounds,
students attending minority-serving institutions, and students with
disabilities. The Gilman Program seeks to assist students from a diverse
range and type of two-year and four-year public and private institutions
from all 50 states.

A limited number of $3000 Critical Need Language Supplements are
available for students studying a critical need language for a total
possible award of $8000.  A list of eligible languages can be found on
the Gilman website at http://www.iie.org/gilman

Eligibility: Students must be receiving a Federal Pell Grant at the time
of application and cannot be studying abroad in a country currently
under a U.S. Department of State Travel Warning or in Cuba.

The Gilman International Scholarship Program is sponsored by the U.S.
Department of State, Bureau of Educational and Cultural Affairs and
administered by the Institute of International Education.

For more information, full eligibility criteria and the online
application visit:  http://www.iie.org/gilman
<file:///C:\Documents%20and%20Settings\phauck\Local%20Settings\Temporary
%20Internet%20Files\OLKA9\www.iie.org\gilman>

Gilman International Scholarship Program
Institute of International Education
520 Post Oak Blvd., Ste. 740
Houston, TX 77027

Contact for Applicants: Lindsay Calvert
email: gilman at iie.org
Phone: 713.621.6300, ext 25

Contact for Advisors: Jennifer Eisele
email: gilman_scholars at iie.org
Phone: 713.621.6300, ext 16

http://www.iie.org/gilman

------------------------------------------------------------------------ 
--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:11 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:11 -0700
Subject: Arabic-L:LING:Hamza
Message-ID: <THU.1.FEB.2007.132411.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
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:Hamza
2) Subject:Hamza
3) Subject:Hamza

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:maabdelw at purdue.edu
Subject:Hamza

[on this one the Arabic didn't come through to me, so for sure it  
won't come through to you, but here it is anyway.  dil]

There are rules for the use of Hamza whether supported by alif, on a  
seat, or
independent. As an example, If the sound that precedes hamza is a  
short vowel
dumma,and the following letter is mahmouz maksour, hamza is witten on  
a seat (
????, if the preceding letter is long vowel alif, and the following  
mahmouz
letter is maksour, then hamza is written on a seat )????. If the mahmouz
letter is with a short fatha, then hamza is independent given that the
preceding letter is a long vowel' alif' ?????. It is  also written  
independent
in the final position given that the preceding letter is a long vowel  
????, ????
. THese are just some examples

   An example is worth a 100 pages of explanation
MOhammad

------------------------------------------------------------------------ 
--
2)
Date: 01 Feb 2007
From:Munther Younes <may2 at cornell.edu>
Subject:Hamza

The following set of rules, which is simpler than the traditional set  
in that it completely does away with the rules of "relative strength"  
of neighboring vowels, accounts for the overwhelming majority of  
hamza spellings. Try it in a piece of ordinary writing and compare it  
to the traditional set.

A. hamza is written on or under alif
	1. under alif if followed by kasra at the beginning of a word
	2. otherwise over alif,
B. except:
	1. it is written as madda before alif and after fatha or no vowel
		 (hamza and alif merge to form madda).
	2. it is written on a yaa' seat before or after kasra or yaa'
	3. it is written on a waaw seat before or after damma or waaw
	4. it is written by itself
		4.1 at the end of a word after a long vowel or sukuun
		4.2. when preceded by alif  and followed by fatha or alif

I use the following further simplified set with my Arabic-as-a- 
foreign-language students for use in their writings. They get the  
correct spelling (according to the standard rules) over 90% of the  
time, which is much higher than the majority of Arabs get on average.

Hamza is written on alif, except,
		1. on a yaa' seat before or after kasra or yaa'
		2. on a waaw seat before or after Damma or waaw
		3. by itself
			3.1 at the end of a word after a long vowel or sukuun
			3.2. before alif or between alif and fatha.

Munther Younes
Cornell University

------------------------------------------------------------------------ 
--
3)
Date: 01 Feb 2007
From:"Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:Hamza

	With disarming humility, Haruko Sakaedani thanks all those who  
responded to his hamza query.  For a more practical form of thanks,  
he goes further to design a beautifully structured electronic diagram  
with horizontal and vertical axises, showing the vagaries of the  
hamza in Arabic orthography.   Even though there are scholars on this  
list who are more enlightened than I about recent electronic work on  
the diverse disciplines of Arabic, I'd readily admit that the  
Sakaedani hamza diagram is the best Arabic has received to date.  I'm  
certain that my appreciation of our Japanese colleague echoes the  
general feeling of this discussion list.

PS:  I've tried more than once to incorporate the Sakaedani hamza  
design in the statement above, but the copy proves so large for the  
screen that it is partly truncated.  Alternatively, I invite you to  
access the design once more, by simply pressing "shift" and "ctrl",  
and then click:
http://www11.ocn.ne.jp/~harukos/arabic/hamza.gif

*MD

------------------------------------------------------------------------ 
--
End of Arabic-L:  01 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:15:14 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:15:14 -0700
Subject: Arabic-L:LING:Venice etymology
Message-ID: <THU.1.FEB.2007.131514.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Venice etymology
2) Subject:Venice etymology
3) Subject:Venice etymology

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From: Farouk Mustafa <f-mustafa at uchicago.edu>
Subject:Venice etymology

Could it be that it came into Arabioc through German?
Farouk

------------------------------------------------------------------------ 
--
2)
Date: 01 Feb 2007
From:"NEWMAN D.L." <daniel.newman at durham.ac.uk>
Subject:Venice etymology

Hello,

Of the various etymologies -- ranging from the fanciful (because of  
Venice's alleged role as a centre in the nut trade) to the folk  
(Venice's role as a centre for gun manufacturing) -- it would seem  
that the most plausible is still that the Arabic 'bunduqiyya'   
ultimately goes back to the (Byzantine) Greek 'Venetikos'.
Best,

Daniel Newman

------------------------------------------------------------------------ 
--
3)
Date: 01 Feb 2007
From:"David Chambers" <david.chambers at usa.net>
Subject:Venice etymology

Anything to do with the Arsenale?

------------------------------------------------------------------------ 
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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:10 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:10 -0700
Subject: Arabic-L:LING:Venice etymology (one more)
Message-ID: <THU.1.FEB.2007.132410.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Venice etymology (one more)

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:taoufiq ben amor <tb46 at columbia.edu>
Subject:Venice etymology (one more)

dear all,

very interesting that the question should surface again. a friend of  
mine, and recently one of my students, asked me the same question. i  
have only a partial answer: "bunduqa" means, among other things, a  
pellet or bullet, the size of a hazelnut,  that used to be slung out  
of a bow or a long tube, hence the name bunduq and bunduqiyya for a  
rifle. whether this bears any relationship to venice, i still don't  
know.

best,

taoufiq ben amor

------------------------------------------------------------------------ 
--
End of Arabic-L:  01 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:05 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:05 -0700
Subject: Arabic-L:LING:khiDamm query
Message-ID: <THU.1.FEB.2007.132405.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
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:khiDamm query

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"Rogier Visser" <rogier.visser at gmail.com>
Subject:khiDamm query

Hi all,

I have recently encountered the word khiDamm (sea or ocean), which  
reminded
me of the word sijill (register), because of the shadda on the final
radical. Does anybody have an explanation for the existence of this  
rather
strange pattern Fi'iLL/Fi'aLL (why isn't is just khiDam or sijil?). Are
there more similar words?

Rogier Visser

------------------------------------------------------------------------ 
--
End of Arabic-L:  01 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:08 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:08 -0700
Subject: Arabic-L:LING:Query on Mardin coll. book
Message-ID: <THU.1.FEB.2007.132408.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Query on Mardin coll. book

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"siham" <siham at aucegypt.edu>
Subject:Query on Mardin coll. book

Could you please tell me if there is an english version to this book?

------------------------------------------------------------------------ 
--
End of Arabic-L:  01 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:15:17 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:15:17 -0700
Subject: Arabic-L:LING:Newcastle U Job (UK)
Message-ID: <THU.1.FEB.2007.131517.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Newcastle U Job (UK)

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"Ghada Khattab" <Ghada.Khattab at newcastle.ac.uk>
Subject:Newcastle U Job (UK)

Newcastle University, UK

Research Assistant/Research Associate, School of Education,  
Communication and Language Sciences, ?22,111 - ?24,161 per annum
http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=B1688R
The School of Education, Communication & Language Sciences wishes to  
appoint a three-year fixed term Research Asssistant/Research  
Associate (or two part-time) to work on the ESRC-funded project  
'Phonological acquisition in multilingual settings: the case of  
Lebanese Arabic' under the supervision of Dr Ghada Khattab. The aim  
of this project is to investigate the phonological development of  
Arabic by monolingual and multilingual children in Lebanon and the  
UK. You will be based in Lebanon during the fieldwork phase of the  
project (between 12 - 18 months).

You should ideally possess a Masters or a PhD in Linguistics, Speech  
Science or a related discipline and a strong interest in research,  
however applications from candidates with a degree in Speech &  
Language Therapy will also be considered. You will have good time  
management and organisational skills, good English language and IT  
skills, excellent communication skills and knowledge of linguistics.  
You will be a good team player, able to contribute to the team  
working on the project. A background in phonetics/phonology, language  
acquisition or Arabic linguistics is desirable. Post-holders must  
possess a near native proficiency in Arabic.

The post is offered as a full-time appointment for 3 years, although  
50% part time applicants will also be considered. Part-time post- 
holders will have the opportunity to pursue a PhD at the University  
of Newcastle on a topic related to the grant. Candidates interested  
in pursuing a PhD in language development of Arabic in Arabic-English  
monolingual and bilingual children are especially encouraged to apply.

Informal enquiries can be made by contacting Dr Ghada Khattab, e-mail  
ghada.khattab at ncl.ac.uk, tel: +44-191-222 6583

Post commences: 1 July 2007

Closing Date: 1 March 2007

Reference no: B1688R
To apply for this position please send your covering letter, CV and  
Employment Record Form to Dr G Khattab, Newcastle University, School  
of Education, Communication and Language Sciences, King George VI  
Building, Newcastle upon Tyne, NE1 7RU.

Further details about the vacancy and further particulars can be  
found here: http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=B1688R


Ghada Khattab

----------------------
Ghada Khattab
Speech and Language Sciences Section
King George VI bldg
University of Newcastle
Newcastle upon Tyne NE1 7RU
UK
Tel: +44.191.222.6583
Fax: +44.191.222.6518
e-mail: ghada.khattab at ncl.ac.uk
http://www.ncl.ac.uk/ecls/staff/profile/ghada.khattab

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:15:19 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:15:19 -0700
Subject: Arabic-L:PEDA:Intensive Advanced Business Arabic (Michigan)
Message-ID: <THU.1.FEB.2007.131519.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Intensive Advanced Business Arabic (Michigan)

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"raram" <raram at umich.edu>
Subject:Intensive Advanced Business Arabic (Michigan)

2007 University of Michigan, Summer Language Institute (June 27- 
August 17)

Course Title: AAPTIS 409 ? 410: Intensive Advanced Business Arabic    
(8 credits)

Course Description

The sequence of Arabic 409-410 will be offered for students, members  
of the business community and government personnel who have completed  
at least two years of Arabic and wish to continue Arabic study for  
career and professional purposes. Arabic 409 focuses on topics  
pertinent to travel, social and business interactions through the use  
of web-based interactive multimedia program. There is increased  
emphasis in 410 on business correspondence, banking documents and  
transactions, commercial and government contracts and agreements.  
This sequence provides opportunities for the study and analysis of  
various aspects of Islamic banking and finance, and familiarity with  
foreign investment rules and requirements in the Arab world and Arab  
current business practices through authentic texts, brochures, and  
media-based materials including economic reports, lectures, panel  
discussions and films. The lessons include a variety of activities  
and assignments intended to enhance comprehension skills, develop  
fluency and accuracy in discussing business issues both orally and in  
writing, and compare similarities and differences between Arab and  
American business transactions and practices. Daily class activities  
involve extensive oral and written practice including group  
interactions and role-playing. Grades are based on class attendance  
and participation, weekly tests and group activities, a midterm and a  
final examination.

In addition to work in the classroom, the course will feature:

Visits to international firms in the Detroit area which has the  
highest concentration of Arab Americans in North America;
Cultural trips to the Arab American National Museum, Arab Community  
Center and Arabic bookstores and shops in Dearborn, Michigan;
Videocassettes featuring speakers on Islamic Banking and Economics;
Occasional lectures in Arabic on topics of interest to students,  
delivered by guest visiting scholars from Arab universities who will  
be available on UM campus during summer terms.

Students who successfully complete the Intensive Advanced Business  
Arabic course will be able to understand commercials and business  
reports presented orally in Arabic; read and comprehend original  
Arabic business documents; communicate effectively during business  
discussions and contract negotiations; successfully handle a broad  
variety of business forms and documents; and understand and deal  
effectively with social customs and behavior involved in business in  
the Arab world.

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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:15:16 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:15:16 -0700
Subject: Arabic-L:LING:Lexical Foresight Repost
Message-ID: <THU.1.FEB.2007.131516.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Lexical Foresight Repost

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:"Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:Lexical Foresight Repost

[I am reposting this since the Arabic didn't come through for many  
people.  In trying to figure out why the Arabic comes through  
sometimes and sometimes does not, it occurred to me that it is the  
nicely formatted submissions (like Prof. Deeb's) that often don't  
come through.  So I copied his post into a text editor and removed  
ALL the formatting.  Could someone for whom the Arabic did NOT come  
through before let me know if it does come through this time?   
thanks, dil]

Lexical Foresight

             Their richness and diversity notwithstanding, Arabic  
lexicons pay only passing attention to etymology, and when they do,  
the background information is either general or uncertain. Whilst  
much can be said about this unfortunate deficiency which still  
persists despite the efforts of the Arabic academies, I would like  
specifically to point out the conflicting etymology of Iraq.


I.    Al-Qa:mu:s al-MuHi:T traces the (????) entry to its presumed  
Persian origin as (????? ???) which means a country rich in  
palm-trees.


II.    Lisa:n al-?Arab, on the other hand, suggests that (????)  
is the Arabicized form of the Persian origin (?????).


     III.    The philologist al-ASma?iyy has a different view,  
quoted in al-Muzhir.  Whereas he agrees that (????? ???) is  
the Persian origin, he contends, with an uncanny modern foresight,  
that it means ?the wasteland.?   [my emphasis]


             *MD

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From dilworth_parkinson at BYU.EDU  Thu Feb  1 20:24:06 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 1 Feb 2007 13:24:06 -0700
Subject: Arabic-L:PEDA:Reading Strategies response
Message-ID: <THU.1.FEB.2007.132406.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Reading Strategies response

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From: "Dora Johnson" <dora at cal.org>
Subject:Reading Strategies response

There is a little bit of information on this subject in the literature
review done by the National Literacy Panel (Developing Literacy in
Second-Language Learners, Lawrence Erlbaum 2006).

The other report on this also shows up the paucity of information on
this topic was done by Development Associates and I believe it is
somewhere in press. For further information, you might want to contact
Annette Zehler of our staff at azehler at cal.org for more information on
the report.

These publications are focussed on students learning English who come
from Arabic and/or backgrounds that employ a different writing system so
they're not exactly what you're looking for but they're informative.

The other group that has done some work on learning strategies (but not
for kids) is the National Capital Language Resource Center. Contact
Catharine Keatley for information on the work she and other colleagues
have been doing with students of Arabic as a foreign language. Her
e-mail is ckeatley at gwu.edu.

It is possible that there is some work being done on this at the Center
for the Advanced Study of Language at the University of Maryland, but
who knows when that information will be available to the public!

Dora Johnson


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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:38 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:38 -0700
Subject: Arabic-L:LING:verb innovations
Message-ID: <THU.8.FEB.2007.105538.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:verb innovations

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From: Dina ElZarka <dina.elzarka at uni-graz.at>
Subject:verb innovations

In Austria, Egyptian immigrants have coined a quadriliteral verb / 
itmaldin/ for "registering as a resident" from German "melden, sich  
anmelden".

Kind regards,
Dina El Zarka

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:46 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:46 -0700
Subject: Arabic-L:fawaziir hamzawiyya
Message-ID: <THU.8.FEB.2007.105546.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:fawaziir hamzawiyya

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:"Waheed Samy" <wasamy at umich.edu>
Subject:fawaziir hamzawiyya

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

Here are a couple of cases.

1- sukuun + hamza + fatha:

   ????? ?? ??????? It is composed/made up of two parts  
(juz'ayn)
or
   ?????? ?? ?????? It is composed/made up of two parts  
(juz'ayn)


Both the relative strength rule the syllable rule seem irrelevant  
because in
this case there are no instances of /i/ or /u/ vying to act as hamza  
seats.

So, which of the two words above is the prescribed one?

2- aa + hamza + aa:

   ???? both came (jaa'aa),
and
   ??? both came (jaa'aa).

Which of the two spellings above is the prescribed one?

Waheed

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 18:01:04 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 11:01:04 -0700
Subject: Arabic-L:LING:ALS Provo powerpoint info
Message-ID: <THU.8.FEB.2007.110104.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ALS Provo powerpoint info

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From: Dina ElZarka <dina.elzarka at uni-graz.at>
Subject:vALS Provo powerpoint info

Apparently we sent out a form with old information about not having a  
projector and screen available.  We WILL have a projector and screen  
available (but probably not a computer).  So you can hook up your  
computer (or borrow someone's) and do powerpoint if you choose to, at  
the upcoming ALS in Provo.
Dil


------------------------------------------------------------------------ 
--


From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:51 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:51 -0700
Subject: Arabic-L:LING:Part time lexicographer job
Message-ID: <THU.8.FEB.2007.105551.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Part time lexicographer job

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:ditte.kimps at nuance.com
Subject:Part time lexicographer job

Part-time Language Consultants Wanted

Nuance Communications, Inc., a world-wide leader in speech  
technology, is seeking part-time language consultants to enhance our  
language dictionaries.

All work will be done off-site (e.g. at your home).

Positions are available for the following languages:

Arabic (Jordanian)
Basque
Catalan
Cantonese (Hong Kong)
Czech
Danish
Finnish
Greek
Hebrew
Hindi
Hungarian
Japanese
Korean
Mandarin (People?s Republic of China)
Mandarin (Taiwan)
Norwegian
Polish
Portugese (Brazilian)
Portugese (Portugal)
Russian
Slovok
Slovenian
Spanish (Argentinian)
Spanish (Columbian)
Swedish
Turkish

Responsibilities:
- Evaluating design and quality of pronunciation dictionaries
- Merging pronunciation dictionaries
- Evaluating and correcting dictionary entries
- Identifying new entries for general and specialized dictionaries.
- Writing phonetic transcriptions for new and existing entries.
- Serving as language expert resource for engineers and researchers.

Requirements:
- Native or near-native fluency in one or more of the languages  
listed above.
- Completion or near-completion of undergraduate degree in linguistics.
- Knowledge of International Phonetic Alphabet.
- Familiarity with a text editor such as emacs or vi.
- Ability to work independently.
- Up-to-date computer.
- Home internet connection.


Helpful Skills:
- Expertise in medicine, law, or technology.
- Knowledge of UNIX.
- Ability to program in a scripting language.

A minimum of 20 hours of work is needed for each language for this  
project.  Some languages will require much more time, with the  
likelihood of additional sporadic tasks over the next four to six  
months. Pay is $12-18 per hour, depending on experience (equivalent  
payment in other currencies, e.g. euros, is also possible).

To apply, please submit your resume or CV and a brief statement  
describing your experience and abilities to vocrequest at nuance.com. We  
will consider only electronic submissions. No phone calls, please.

Application Deadline: Feb 28, 2007.

(Positions may be filled before that date if qualified applicants are  
found.)



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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:43 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:43 -0700
Subject: Arabic-L:PEDA:Reading Strategies research response
Message-ID: <THU.8.FEB.2007.105543.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
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:Reading Strategies research response

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:Mustafa Mughazy <mustafa.mughazy at wmich.edu>
Subject:Reading Strategies research response

Dear Laila

I have done some work on the effects of the Arabic orthography (deep  
and shallow) on the metacognitive reading strategies used by adult  
educated native speakers of Arabic. It is expected to appear in the  
next issue of Al-Arabiyya. here are some of the sources I used.


Alsheikh, Negmeldin. 2002. An examination of the metacognitive  
reading strategies used ?by native speakers of Arabic when reading  
academic texts in Arabic and English. Ph.D. dissertation, Oklahoma  
State University.?

Azzam, Rima. 1990. The nature of Arabic reading and spelling errors  
of young children: A descriptive study. Ph.D. dissertation, Columbia  
University Teachers College.?

Eviatar, Zohar, and Ibrahim, Raphiq. 2004. Morphological and  
orthographic effects on ?hemispheric processing of nonwords: A cross  
linguistic comparison. Reading and ?Writing: An Interdisciplinary  
Journal 17:691-705. ?

Khaldieh, Salim. 1999. An investigation into reader-text interaction:  
Native, proficient, ?and less proficient non-native readers of  
Arabic. Al-cArabiyya 32:119-59.?

Khaldieh, Salim. 2001. The relationship between knowledge of icraab,  
lexical knowledge, ?and reading comprehension of nonnative readers  
of Arabic. The Modern ?Language Journal 85 (3):416-31.?

Mokhtari, Kouider, and Shoerey, Ravi. 2002. Measuring awareness of  
reading strategies.  ?ESL students. Journal of Developmental  
Education 25 (3):2-10.?

Ryan, Ann. and Meara, Paul. 1991. The case of the invisible vowels:  
Arabic speakers ?reading English words. Reading in a foreign  
language 7 (2):531-539.?

Taouk, Miriam. and Coltheart, Max. 2004. The Cognitive Processes  
Involved in Learning ?to Read in Arabic.  Reading and Writing.  
4:17.27-57?

THE READING STRATEGIES USED BY SELECTED ADULT SPANISH AND ?ARABIC  
READERS IN THEIR NATIVE LANGUAGE AND IN ENGLISH by GILBERT, CARMEN  
CASTILLO, Ph.D., University of Illinois at Urbana-?Champaign, 1984?

I hope this helps

Mustafa Mughazy

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--
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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:52 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:52 -0700
Subject: Arabic-L:GEN:Arabic OCR VERUST (ad)
Message-ID: <THU.8.FEB.2007.105552.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arabic OCR VERUST (ad)

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:"George N. Hallak, Boston" <GnhBos at aol.com>
Subject:Arabic OCR VERUST (ad)

An extraordinarily advanced OCR solution, VERUST Standard provides  
the most
accurate Middle Eastern language optical character recognition in the  
world.
It recognizes Arabic, Farsi (Persian), Dari, and Pashto languages,  
including
embedded English and French. It automatically detects and cleans  
degraded
and skewed documents, automatically identifies a page's primary  
language,
and recognizes a page's fonts without manual intervention. VERUS'T  
intuitive
user interface allows users to quickly review and edit recognized text.

http://www.aramedia.com/ndverus.htm

Deep Academic Discount applied with positive Academic Affiliation!
Please contact AramediA for further details. Thank you.

Best Regards,

George N. Hallak
AramediA
www.aramedia.com
www.arabicsoftware.net
www.aramediastore.com
www.stores.ebay.com/AramediA
T 1-781-849-0021 F 1-781-849-2922

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:40 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:40 -0700
Subject: Arabic-L:PEDA:Needs Spoken Algerian Arabic book
Message-ID: <THU.8.FEB.2007.105540.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Spoken Algerian Arabic book

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:: "aziz errabie" <azizorlando at hotmail.com>
Subject:Needs Spoken Algerian Arabic book

Can any one recommed a good book of Spoken Algerian Arabic?

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:36 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:36 -0700
Subject: Arabic-L:GEN:Amman Jordan New Horizons Conference
Message-ID: <THU.8.FEB.2007.105536.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Amman Jordan New Horizons Conference

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:ghalebrababah at gmail.com
Subject:Amman Jordan New Horizons Conference

University of Jordan ? Amman
Jordan

International Conference
New Horizons in Discourse, Langauage/Linguistics, Literature
The date of the conference is 8-10 May, 2007.
Organizing Committee

Professor Ahmad Majdoubeh/Chairman
Dr. Mohamad Al-Qudah/Coordinator
                                Dr. Najib Al-Rabadi/member
                               Dr. Imtinan Al-Smadi/member
                               Dr. Asma Moubaiddin/member
                               Dr. Ghaleb Rabab?ah/member


What Precisely?
We are looking for papers which explore the newest horizons in  
language, linguistic, literary, and cultural studies (gender, ethnic,  
literary theory studies included) which venture into new territories  
or spaces of knowledge, style and subject matter, particularly in  
light of analytical tools and ways of thinking influenced or shaped  
by Postmodernism and beyond ? papers which have something novel to  
suggest, or examine the impact of novel means and ways of thinking on  
profession in the disciplines mentioned above.


Submissions:

Papers can be submitted in Arabic or English no later than March 1,  
2007.

Deadline for submission of full papers is March 29, 2007.


What to send:

?	Author/s name (first name, middle initial, last name)
?	Mailing address
?	Phone number, e-mail address
?	University or company affiliation
?	Position, honorary title if applicable
?	Title of the article
?	Abstract


Conference Fees:

No Fees



Cost:

University covers housing (with breakfast and lunch) for three nights  
for participants from outside the country and in-country  
transportation; participants cover their travel and other expenses

Correspondence:

Professor Ahmad Y. Majdoubeh
Dean, Faculty of Arts
Chairman of the Organizing Committee
University of Jordan, Amman 11942, Jordan,
E-mail: oirp at ju.edu.jo
Fax: +962 6 5356518, phone: +962 6 5355000, ext. 24700


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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:54 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:54 -0700
Subject: Arabic-L:LING:Venice
Message-ID: <THU.8.FEB.2007.105554.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Venice
2) Subject:Venice
3) Subject:Venice

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:"Mohammed  Sawaie" <ms at cms.mail.virginia.edu>
Subject:Venice

How about Wendig (sp?) via Turkish? ms

------------------------------------------------------------------------ 
--
2)
Date: 08 Feb 2007
From:" Dwight Reynolds <dreynold at religion.ucsb.edu>
Subject:Venice

The Germanic name of Venice is "Venedig" -- transliterated into  
Arabic that renders <b-n-d-q>

     --DR--

------------------------------------------------------------------------ 
--
3)
Date: 08 Feb 2007
From:"Dr. M Deeb" <muhammaddeeb at gmail.com>
Subject:Venice



Arabic and related sources fall shy of any decisive etymology of  
(????????).  Let's have a close look at the raw material:

(1) Lane suggests a link between Venice    (???????? ) and  
garments made of fine delicate cloth known as (??????).

(2) Al-Mu'jam al-Wasi:T  defines (??????) as venetian gold  
procured from Italian cities.

(3) Abu 'l-Fida:a, in Taqwi:m al-Bulda:n (ed. Reinaud and de Slane,  
Paris, 1840),
states that Venetians were allowed to establish special markets with  
inns /?????/
at Alexandria.

Could the Arabic word (???? ) provide a clue
to Venice's nomenclature in Arabic, bearing in mind that the word / 
funduq/ is borrowed from Greek "pondokeion"?


Further, the relative form  (??????), which is the Arabic  
version of Venetian, comes from the Byzantine Greek term /venetikos/.


(3)   The Encyclopedia of Islam (new edn.) posits a military origin,  
thus   Al-Bunduqiyya is cross-referred to Ba:ru:d (gunpowder).  I'll  
quote below the relevant part:

The fact that a considerable traffic of arms was
conducted [in the Mamlu:k era] by Venice (in Arabic al-Bunduqiyya)  
might also have contributed to the choice of the term bunduqiyya.

The two latter likely etymologies of the EI and Taqwi:m al-Bulda:n   
may have some weight on the ground that Venice, with its
diplomatic leverage, arsenal and daunting fleet, at the time, was a  
superior military power in the  Mediterranean.


Be that as it may, all given etymological
information, varying from bullets, guns, gold to clothes and  
hazelnuts, is based largely on mere assumptions.


PS:

Incidentally, the German for Venice is /benedig/, which sounds very  
close to the Arabic name of the Italian republic, but the linguistic  
and diplomatic relations between medieval Arabs and
Germans are far fetched.

---------------------------------
*MD

  [here is the formatted version:  --dil]



Arabic and related sources fall shy of any decisive etymology of  
(????????).  Let's have a close look at the raw material:

(1) Lane suggests a link between Venice    (???????? ) and  
garments made of fine delicate cloth known as (??????).

(2) Al-Mu'jam al-Wasi:T  defines (??????) as venetian gold  
procured from Italian cities.

(3) Abu 'l-Fida:a, in Taqwi:m al-Bulda:n (ed. Reinaud and de Slane,  
Paris, 1840),
states that Venetians were allowed to establish special markets with  
inns /?????/
at Alexandria.

Could the Arabic word (???? ) provide a clue
to Venice's nomenclature in Arabic, bearing in mind that the word / 
funduq/ is borrowed from Greek "pondokeion"?


Further, the relative form  (??????), which is the Arabic  
version of Venetian, comes from the Byzantine Greek term /venetikos/.


(3)   The Encyclopedia of Islam (new edn.) posits a military origin,  
thus   Al-Bunduqiyya is cross-referred to Ba:ru:d (gunpowder).  I'll  
quote below the relevant part:

The fact that a considerable traffic of arms was
conducted [in the Mamlu:k era] by Venice (in Arabic al-Bunduqiyya)  
might also have contributed to the choice of the term bunduqiyya.

The two latter likely etymologies of the EI and Taqwi:m al-Bulda:n   
may have some weight on the ground that Venice, with its
diplomatic leverage, arsenal and daunting fleet, at the time, was a  
superior military power in the  Mediterranean.


Be that as it may, all given etymological
information, varying from bullets, guns, gold to clothes and  
hazelnuts, is based largely on mere assumptions.


PS:

Incidentally, the German for Venice is /benedig/, which sounds very  
close to the Arabic name of the Italian republic, but the linguistic  
and diplomatic relations between medieval Arabs and
Germans are far fetched.

---------------------------------
*MD



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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:49 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:49 -0700
Subject: Arabic-L:PEDA:SOAS Job
Message-ID: <THU.8.FEB.2007.105549.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:SOAS Job

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:wo at soas.ac.uk
Subject:SOAS Job

SCHOOL OF ORIENTAL AND AFRICAN STUDIES
University of London

Professor of Arabic
Department of Languages & Cultures of the Near & Middle East
Professorial scale: ?49,280 - ?72,318 p.a inclusive of London Allowance

Vacancy No: 100212

We propose to appoint a Professor of Arabic from September 2007.

SOAS is one of the leading research and teaching institutions for  
Arabic in the world. The Department possesses enviable strength in  
the fields of Modern and Classical Arabic language, literature and  
culture, in addition to eminence in other ancient and modern Near and  
Middle Eastern subjects. The Department also houses the Centre of  
Islamic Studies, which is responsible for producing the Journal of  
Quranic Studies.

The department achieved a grade of 22 out of 24 in the most recent  
Teaching Quality Audit and a grade of 5 in the latest Research  
Assessment Exercise. In 2005 the School?s excellence in the teaching  
of African, Asian and Middle Eastern languages was recognised by the  
establishment of a HEFCE-funded Centre of Excellence in Teaching and  
Learning (CETL) for Languages of the Wider World.

You will be expected to have a research and publication record of  
high international standing in one or more of the areas of Arabic  
language, literature and culture, a record of high quality teaching  
and research supervision, and a proven record of academic leadership  
in promoting the subject area.

You will also be expected to play a central role in the development  
of an expanding programme of teaching and research in Arabic as it  
enters a period of renewal, and to contribute to teaching across the  
range of language, literature and culture. You will be active in  
generating research income and continue to conduct outstanding  
research that leads to publication.

You can obtain further information about SOAS and the Department of  
the Languages and Cultures of the Near and Middle East from the Head  
of the Department, Professor George Hewitt (gh2 at soas.ac.uk).

An application form and further particulars can be downloaded from  
www.soas.ac.uk/jobs. Alternatively, write to the Human Resources  
Department, SOAS, University of London, Thornhaugh Street, Russell  
Square, London, WC1H OXG, fax no: +44 (0)20 7074 5129 or e-mail  
humanresources at soas.ac.uk stating your name, address and the vacancy  
reference number. CV?s will only be accepted when accompanied by an  
application form.

Closing date: 16 February 2007

SOAS values diversity and aims to be an equal opportunities employer.


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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:47 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:47 -0700
Subject: Arabic-L:LING:Iraq
Message-ID: <THU.8.FEB.2007.105547.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Iraq
2) Subject:Iraq
3) Subject:Iraq

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:Dan Parvaz <dparvaz at mac.com>
Subject:Iraq

The translation of "Iran-shahr" as either "land of palm trees" or  
"wasteland" rings hollow to anyone who studies Persian. More to the  
point, the leap from "Iran Shahr" to "Iraq" is a bit far-fetched --  
I'd want to see exactly how that was supposed to happen. I would have  
thought the origins came from "Uruk". That, and other probable  
origins are covered in:

http://en.wikipedia.org/wiki/Iraq

-Dan.

------------------------------------------------------------------------ 
--
2)
Date: 08 Feb 2007
From: "Robert Ratcliffe" <ratcliffe at tufs.ac.jp>
Subject:Iraq

I am rather amazed that the lexicographers agree in giving this word  
a foreign origin, given the `ain which, obviously, is not found in  
Persian.

There is also a native etymology, since `iraaq is a possible (though  
not the currently standard) plural of `irq, vein. The reference would  
be to the veinlike network of rivers and canals in the region. I  
happened on this etymology in Mas`udi`s Muruuj adh-dhahab, which has  
a discussion of the etymology of various region names. It may be folk  
etymology, of course. Some of the other etymologies given by Mas`udi,  
like ash-shaam from shaama "birthmark", clearly are.

I wonder if there has been any modern discussion of this, in the  
language academies or elsewhere.

------------------------------------------------------------------------ 
--
3)
Date: 08 Feb 2007
From: maabdelw at purdue.edu
Subject:Iraq

My reference for clarifying what "Iraq" means is old people,  
specifically
peasants. Old people mean by the word Iraq a rocky hole or cave that  
provides
protection for people in critical times-flooding, bombing, viloent  
wind. So the
Word Iraq means fortified place. If Iraq means a country rich in palm- 
trees,
the meaning of fortified is still there since palm trees almost  
serves as a
cover that overshadow people on the ground thereby providing some  
sort of
protectiion for them. The meaning of protection or solidness was  
transferred
from rock to palm trees.  Also the other meaning "wasteland" is  
implied since
rocky places are barren-do not provide a source for food.
   Despite the possibility of the second meaning, I see more sense in  
the first
meaning. The meaning that the older generations -grnd mother uncles and
neighbors-used.
  Mohammad

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From dilworth_parkinson at BYU.EDU  Thu Feb  8 17:55:44 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 8 Feb 2007 10:55:44 -0700
Subject: Arabic-L:LING:sijill and khiDamm
Message-ID: <THU.8.FEB.2007.105544.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 08 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:sijill and khiDamm
2) Subject:sijill and khiDamm
3) Subject:sijill and khiDamm
4) Subject:sijill and khiDamm
5) Subject:sijill and khiDamm

-------------------------Messages-----------------------------------
1)
Date: 08 Feb 2007
From:Ernest McCarus <enm at umich.edu>
Subject:sijill and khiDamm

Sijill: I understand that Arabic sijill 'record' comes from Latin  
sicillum/sigillum meaning "seal", as used on medals, in records, etc.

I've seen no theories on khiDamm.

Ernest McCarus

------------------------------------------------------------------------ 
--
2)
Date: 08 Feb 2007
From:"Marco Hamam" <marco.hamam at poste.it>
Subject:sijill and khiDamm

Dear  Roger,
after having a look to some grammars I have found something regarding  
your very interesting query.
KhiDamm and sijill are part of a phenomenon that is called in the  
arabic grammar "az-ziyada bi-takrir Harf min al-aSl fi (al-ism) ath- 
thulathi".
There are three types of this kind of "ziyada":
1. doubling the 'ayn (of the triliteral pattern f-'-l --> fu''al,  
fi''al, fi''il, fu''ul) like in: sullam, qinnab, dinnab, zummal,  
HimmiS, Hilliz, tubbu' etc.
2. doubling the lam (f-'-l --> fa'lal, fu'lul, fu'lal, fa'all,  
fi'all, fi'ill, fu'ull, fu'alla, fu'ulla) like in: mahdad, surdud,  
qu'dud, 'unbab, qu'dad, rimdid, sharabba, baladda, khiDamm, ma'add,  
habayy, jidabb, khidabb, sijill, jubunn, qutunn, qumudd, filizz,  
khabathth (al-fiDDa), Timirr, ta'iffa, durajja, talunna.
3. doubling both 'ayn and lam (f-'-l --> fa'al'al, fu'al'al) like in:  
Habarbar, tabarbar, Hawarwar, SamaHmaH, duraHraH.
(Abu Bakr Muhammad as-Sarraj an-NaHwi, al-uSul fi an-naHw, III, pp.  
212-213)
The same phenomenon happens with quadrilitteral roots too.

Marco Hamam

------------------------------------------------------------------------ 
--
3)
Date: 08 Feb 2007
From:"Robert Ratcliffe" <ratcliffe at tufs.ac.jp>
Subject:sijill and khiDamm

sijill, I have always assumed, came from Latin sigilla or sigillum.  
The other I don't know about.

------------------------------------------------------------------------ 
--
4)
Date: 08 Feb 2007
From:"Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:sijill and khiDamm

    
------------------------------------------------------------------------ 
------------------------
     |    I have recently encountered the word khiDamm (sea or ocean),
     |    which  reminded me of the word sijill (register), because  
of the
     |    shadda on  the final radical. Does anybody have an explanation
     |    for the existence of this  rather strange pattern Fi'iLL/ 
Fi'aLL
     |    (why isn't is just khiDam or sijil?).
     |    Are there more similar words?
     |
     |    * Rogier Visser
     --------------------------


         I would like to make two preliminary observations: (a)  that  
the two patterns in question /fi'all/ and /fi'ill/ are strictly  
applicable to singular adjectives and nouns, and (b) that they are  
derived from a triliteral root, the last radical of which is doubled  
and incorporated.  Thus /khiDamm/  and /sijill/ are from /khaDama (i  
& a)/ and /sajala (u)/.  With the exception of the two popular  
examples, cited in the query, most of the illustrations I'll list  
below are obscure and rare terms which are usually glossed in  
testimonial classical texts.


I. Form /fi'all/:

     <>   / ???  / [khidabb]: (a) an old man; (b) sizable or huge;  
(c) rude and rough.

    <>  /  ???  / [hijaff]: (a) an aging and / or hungry ostrich;  
(b) crude, coarse and uncouth; (c) tall and enormous.

     <>  /  ???  / [hizaff]: (a) wild and long-feathered (ostrich);  
(b) brutish and unrefined.


II.  Form /fi'ill/:

     <>  /  ???  / [filizz] ( having also variant readings): a  
metal such as white copper, iron, lead, &ct.,  (b) a gadget on which  
swords are tested; (c) hard and rugged.   (As an aside, I have an  
unconfirmed hunch that this term is a loanword.  Perhaps, some  
colleagues may want to check its etymology.)


III.  Form /fu'ull/.  This nominal and adjectival form shares the  
semantic properties of the two central forms.  Two examples come to  
mind:

     <>  /   ???  / ['utull]:  gross; mean; ignoble.

     <>   /  ???  / [Sumull]:  having a strong physical  
constitution, said of people and camels.


<><><>


         Not to be outdone, Spoken Egyptian uses this latter form, or  
slightly modifies it:

     <>  / ???  / [duhull]: dumb; gullible (for both genders).

     <>  / ???  / [gi'irr]:  eyesore; disgusting-looking person.


<><><>


          In response to the last part of the query which raises the  
question of different vowelings, the qur'anic term /sijill/  
(originally meaning a stone or bone for writing on, then by extension  
writing paper, writing, scribe, angel.  Muslim exegetes read /sijill/  
variously in  ( ??? ???? ?????? ???? ?????  
????? , XXI: 104).  Besides the standard reading /sijill/, one  
would encounter  the variants of /sujull/, /sajl/ and /sijl/.



         I'd like to make two concluding observations:

         (1)    On reviewing the forms /fi'all/ and /fi'ill/,  I  
would strongly argue that the two forms (both nominal and adjectival)  
often underscore negative traits in people and animals.

         (2) In the light of the doubling and incorporation of the  
last radical, I'm persuaded to think of  such  adjectival patterns as  
supplementary intensive forms  (  ????? ????  
????????   ).


         As ever, with my kind regards to my colleague, Rogier Visser.

         --------
         * MD



[here is the formatted version:  --dil]

    
------------------------------------------------------------------------ 
------------------------
     |    I have recently encountered the word khiDamm (sea or ocean),
     |    which  reminded me of the word sijill (register), because  
of the
     |    shadda on  the final radical. Does anybody have an explanation
     |    for the existence of this  rather strange pattern Fi'iLL/ 
Fi'aLL
     |    (why isn't is just khiDam or sijil?).
     |    Are there more similar words?
     |
     |    * Rogier Visser
     --------------------------


         I would like to make two preliminary observations: (a)  that  
the two patterns in question /fi'all/ and /fi'ill/ are strictly  
applicable to singular adjectives and nouns, and (b) that they are  
derived from a triliteral root, the last radical of which is doubled  
and incorporated.  Thus /khiDamm/  and /sijill/ are from /khaDama (i  
& a)/ and /sajala (u)/.  With the exception of the two popular  
examples, cited in the query, most of the illustrations I'll list  
below are obscure and rare terms which are usually glossed in  
testimonial classical texts.


I. Form /fi'all/:

     <>   / ???  / [khidabb]: (a) an old man; (b) sizable or huge;  
(c) rude and rough.

    <>  /  ???  / [hijaff]: (a) an aging and / or hungry ostrich;  
(b) crude, coarse and uncouth; (c) tall and enormous.

     <>  /  ???  / [hizaff]: (a) wild and long-feathered (ostrich);  
(b) brutish and unrefined.


II.  Form /fi'ill/:

     <>  /  ???  / [filizz] ( having also variant readings): a  
metal such as white copper, iron, lead, &ct.,  (b) a gadget on which  
swords are tested; (c) hard and rugged.   (As an aside, I have an  
unconfirmed hunch that this term is a loanword.  Perhaps, some  
colleagues may want to check its etymology.)


III.  Form /fu'ull/.  This nominal and adjectival form shares the  
semantic properties of the two central forms.  Two examples come to  
mind:

     <>  /   ???  / ['utull]:  gross; mean; ignoble.

     <>   /  ???  / [Sumull]:  having a strong physical  
constitution, said of people and camels.


<><><>


         Not to be outdone, Spoken Egyptian uses this latter form, or  
slightly modifies it:

     <>  / ???  / [duhull]: dumb; gullible (for both genders).

     <>  / ???  / [gi'irr]:  eyesore; disgusting-looking person.


<><><>


          In response to the last part of the query which raises the  
question of different vowelings, the qur'anic term /sijill/  
(originally meaning a stone or bone for writing on, then by extension  
writing paper, writing, scribe, angel.  Muslim exegetes read /sijill/  
variously in  ( ??? ???? ?????? ???? ?????  
????? , XXI: 104).  Besides the standard reading /sijill/, one  
would encounter  the variants of /sujull/, /sajl/ and /sijl/.



         I'd like to make two concluding observations:

         (1)    On reviewing the forms /fi'all/ and /fi'ill/,  I  
would strongly argue that the two forms (both nominal and adjectival)  
often underscore negative traits in people and animals.

         (2) In the light of the doubling and incorporation of the  
last radical, I'm persuaded to think of  such  adjectival patterns as  
supplementary intensive forms  (  ????? ????  
????????   ).


         As ever, with my kind regards to my colleague, Rogier Visser.

         --------
         * MD



------------------------------------------------------------------------ 
--
5)
Date: 08 Feb 2007
From:"Waheed Samy" <wasamy at umich.edu>
Subject:sijill and khiDamm

This is a bona fide wazn.  (It also exists in Egyptian).

   midabb (??????) (mifall) (d b b)

   mahabb (??????) (mafall) (h b b).
   Some of you might remember ???? ?? ???? ?????.

   duhull (??????) (fucull) (d h l)

   dughufl (???????) (fucull) (d gh f l)

   turubsh (??????) (fucull) (t r b sh)

   'ardabb (?????/?????) (?: fcll) (' r d b)

   'urdunn (??????) (?: fcll) (' r d n)

Waheed

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From dilworth_parkinson at BYU.EDU  Fri Feb  9 18:03:14 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Fri, 9 Feb 2007 11:03:14 -0700
Subject: Arabic-L:PEDA:BYU 1 year job
Message-ID: <FRI.9.FEB.2007.110314.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 01 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:BYU 1 year job

-------------------------Messages-----------------------------------
1)
Date: 01 Feb 2007
From:Dilworth Parkinson <dil at byu.edu>
Subject:BYU 1 year job

BRIGHAM YOUNG UNIVERSITY

VISITING INSTRUCTOR OR PROFESSOR OF ARABIC

The Department of Asian & Near Eastern Languages at Brigham Young  
University invites applications for a one-year visiting instructor or  
professorial position, with rank depending upon qualifications,  
beginning Fall 2007. Applicants should have an M.A. or Ph.D in Arabic  
language, linguistics, literature or pedagogy, as well as a  
background in Middle East and/or Islamic Studies. Duties include  
teaching and supervising language classes primarily at the advanced  
level, teaching the Islamic Humanities and Modern Islam classes for  
the Middle East Studies Arabic major, supervising the Arabic Study  
Abroad program, and helping manage on-campus programs associated with  
the Arabic program when assigned (language house, majors club,  
etc.).  The candidate must have a proven commitment to undergraduate  
language instruction. Teaching experience at the college level is  
preferred.

Interested candidates should complete the online application form and  
send curriculum vitae, a one-page statement of teaching philosophy,  
along with the names of three academic references to Professor  
Dilworth Parkinson, Arabic Search Committee Chair, Department of  
Asian & Near Eastern Languages, Brigham Young University, Provo, UT  
84602. Application deadline is February 28, 2007.

Brigham Young University is a private university supported by the  
Church of Jesus Christ of Latter-day Saints and preference in hiring  
is given to members of the sponsoring church.


------------------------------------------------------------------------ 
--
End of Arabic-L:  01 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 12 19:33:34 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 12 Feb 2007 12:33:34 -0700
Subject: Arabic-L:ALS Provo Final Program and info
Message-ID: <MON.12.FEB.2007.123334.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 12 Feb 2007
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:ALS Provo Final Program and info

-------------------------Messages-----------------------------------
1)
Date: 12 Feb 2007
From:Dil Parkinson <dil at byu.edu>
Subject:ALS Provo Final Program and info

There were a few necessary changes to the program, but hopefully this  
should be the final version.  I will post it at the end of this message.

Also, please note the following items of information.

The first day sessions (Friday, 2 March) will be held in 3211 WSC  
(the Wilkinson Center) which is the Student Activity Center on  
Brigham Young University Campus.  If you are driving, you should park  
in the Museum of Art parking lot (there is a booth, but they give  
visitors a free pass).  If you are taking a shuttle from a hotel,  
they will drop you off near the Wilkinson Center.  (Reminder: if you  
want us to pick you up in our shuttle vans that we have rented for  
the conference, please let Tessa know by about a week before so we  
can organize it.)

There will be breaks with refreshments in the middle of the morning  
and afternoon sessions on Friday.  It is possible that the Middle  
East Studies Student Association will host a small informal reception  
for us Friday right after the last session (they are still working on  
setting it up.) Lunch and dinner (and breakfast) that day are on your  
own.  There are several eating options right in the Wilkinson Center,  
as well as other places to eat both on and off campus.  We will  
provide a list with your registration materials when you arrive.

The Saturday Sessions (3 March) will be held at the Aspen Grove  
Conference Center, which is up in the mountains above the Sundance  
Ski Resort, in a beautiful alpine setting.  We will have two vans  
available for transportation, and several conference attendees will  
have cars, so we will arrange on Friday to make sure everyone has a  
way to get there.

There will be breaks with refreshments on Saturday at about 10 and  
about 12:15.  We will serve lunch for the attendees (and anyone else  
who registers within the next week) (cost included in conference  
fees) at 2:00 in the Center dining hall.  This is a fairly isolated,  
wilderness spot, and there are no other eating options, so if you  
have special food needs you might want to bring a food for the day,  
or make arrangements with me or Tessa.

The conference will end after the 2:00 PM lunch.  However, it is  
possible we will schedule either a business meeting or a board  
meeting at that time, so stay tuned on that. If you have your own  
transportation, you might want to visit Sundance after the conference  
on the way down the mountain.  It has excellent restaurants.  For a  
more extensive visit, you could hit the Olympic events park in Heber  
Valley, and/or the ski resorts and Olympic event sites in the Park  
City area (instead of heading straight back to Provo).  If you will  
be staying Saturday night, you might consider staying in Salt Lake  
City, which also has a number of attractions (as well as the  
conference at the University of Utah on Sunday and Monday).

Here is the program:

Friday

8:00 Registration

8:25 Welcome

8:30 Ghassan Husseinali:
Processability and Development of Syntax and Agreement in  
Interlanguage of Learners of Arabic as a Foreign Language

9:00 Mohammad T. Alhawary:
Processability theory: Processing prerequisites or L1 transfer

9:30 Khawla Aljenaie:
Imperatives in Early Kuwaiti Arabic Child Language: Experimental  
Approach

10:00 Break

10:15 Samira Farwaneh:
Paradigm Uniformity Effects and the Arabic Verb

10:45 Kamel Elsaadany:
An LFG Account of Agreement

11:15 Usama Soltan:
Structural Opacity and default agreement in Standard Arabic

11:45 Ahmad Al-Jallad:
The Etymology of the Imperfect Indicative Augment bi- in some Neo- 
Arabic dialects


12:15 Lunch on your own

1:30 Abbas Benmamoun:
A corpus study of negation in Arabic dialects

2:00 Dilworth Parkinson:
Sentence Subject Agreement Variation in Newspaper Arabic

2:30 Tim Buckwalter:
A Corpus-based Frequency Count of Spoken and Written Modern Arabic

3:00 Bushra Zawaydeh:
The LInguistic Properties of Romanized Arabic used in Chat rooms

3:30 Break

3:45 Zina Saadi:
Arabic Unicode Variations in Natural Language Processing

4:15 Munther Younes:
Charging Steeds or Maidens doing good deeds?

4:45 Ahmad Fakhri:
Citations in Arabic Legal Opinion: 'iftaa's versus qaDAa'

5:15  possible reception

Dinner on your own

Saturday

8:30 Hossam Eldin Ibrahim Ahmed:
Same Mode, Different Representation: Standard/colloquial code  
switching in Arabic

9:00 Jonathan Owens, Trent Rockwood:
The Discourse Marker ya?ni: what it (really) means

9:30 Maher Bahloul:
Unveiling the Pragmatics of ya'ni, fil-Haqiqa and Tab'an in Formal  
Conversational Arabic

10:00 Break

10:15 Marwa Mohamed Khamis Al-Zouka:
Directness and Face Relations in Egyptian Arabic Performatives: A  
Socio-Pragmatic Study

10:45 Reda A. Mahmoud:
A Text Pragmatic Approach to Moot questions in Arabic

11:15 Mustafa Mughazy and Nehad Heliel:
The pragmatics of dialect change: the case of negation in the Arabic  
dialect of Alexandria.

11:45 Ahmad Shehu Abdussalam:
Linguistic Security of Arabic in the context of globalization

12:15 Break

12:30 Selim Ben Said:
The perception of Arab-accented speech by American native speakers  
and non-native speakers from east and south east Asia

1:00 Brahim Chakrani:
Cultural Context and Speech Act Theory: A Sociopragmatic Analysis of  
Bargaining Exchanges in Morocco

1:30 Abderrahmane Zouhir (UIUC)
A Critical Approach to some Middle Eastern and Moroccan Language  
Policies

2:00 Lunch

3:00 (or so) Business or Board Meeting


------------------------------------------------------------------------ 
--
End of Arabic-L:  12 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:37 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:37 -0700
Subject: Arabic-L:Program Evaluation Summer Institute Workshop
Message-ID: <WED.14.FEB.2007.100137.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Program Evaluation Summer Institute Workshop

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:National Foreign Language Resource Center <nflrc at hawaii.edu>
Subject:Program Evaluation Summer Institute Workshop

Our apologies for any cross-postings . . .

		"Developing Useful Evaluation Practices
		 in College Foreign Language Programs"

	      University of Hawaii at Manoa, Honolulu, HI

			  May 28 - June 6, 2007

		http://nflrc.hawaii.edu/prodev/si07d/

	    ** ONLINE APPLICATION DEADLINE - FEBRUARY 15 **

For more details about the Summer Institute workshop (including content,
activities, affordable lodging options, fees, & more) or for the online
application form, visit http://nflrc.hawaii.edu/prodev/si07d/

NOTE: The summer institute website will not be available on Sunday,
February 11 due to scheduled internet upgrades & maintenance at the
University of Hawaii at Manoa on that day (U.S. - Hawaii time).

************************************************************************ 
*
   N           National Foreign Language Resource Center
    F          University of Hawai'i
     L         1859 East-West Road, #106
      R        Honolulu HI 96822
       C       voice: (808) 956-9424, fax: (808) 956-5983
               email: nflrc at hawaii.edu
VISIT OUR WEBSITE!   http://www.nflrc.hawaii.edu
************************************************************************ 
*

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:02:02 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:02:02 -0700
Subject: Arabic-L:GEN:VERUS spelling error
Message-ID: <WED.14.FEB.2007.100202.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:VERUS spelling error

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From: George N. Hallak, Boston [mailto:GnhBos at aol.com]
Subject:VERUS spelling error

Sorry about the spelling error in my earlier posting on the VERUS OCR  
program.  It should read VERUS not VERUST.

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:02:06 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:02:06 -0700
Subject: Arabic-L:GEN:Needs native voice to record childrens book
Message-ID: <WED.14.FEB.2007.100206.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs native voice to record childrens book

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Thad Suits" <suits at initco.net>
Subject:Needs native voice to record childrens book

I have an old children's book in MSA which I would like to have  
someone record for me (in Arabic) so I can listen to it while  
traveling. I estimate the job would take about two hours of reading  
at a moderately slow pace. It would not need to be a studio-quality  
recording, and my budget would not permit anything so elaborate  
anyway. If anyone knows of a good reader with access to basic  
recording equipment who might be interested in making a little extra  
money, please have them contact me at suits at initco.net to discuss  
details. If the first book works well, other similar jobs may follow.

shukran

Thad Suits

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:54 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:54 -0700
Subject: Arabic-L:LING:Soqotri Modern South Arabian Text
Message-ID: <WED.14.FEB.2007.100154.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
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:Soqotri Modern South Arabian Text

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:reposted from LINGUIST
Subject:Soqotri Modern South Arabian Text

California Linguistic Notes, vol. XXXII, Winter, 2007 has finished  
publication
of an original Soqotri language folklore text - a BISMILLA
tale - in the Western dialect of Qalansiya (available in
PDF).

For all interested in the Soqotri language,  MSAL
and Semitics.

http://hss.fullerton.edu/linguistics/cln/

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:35 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:35 -0700
Subject: Arabic-L:TRANS:Needs Arabic for 'windchill' etc.
Message-ID: <WED.14.FEB.2007.100135.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Arabic for 'windchill' etc.

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Ola Moshref" <omoshref at gmail.com>
Subject:Needs Arabic for 'windchill' etc.

Any ideas about the Arabic term for "windchill"? Also could "speech  
communication" as a major of study be translated as ???????  
????????

Thanks

Ola Moshref
UIUC

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:50 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:50 -0700
Subject: Arabic-L:LING:Towards and Etymology of Iraq
Message-ID: <WED.14.FEB.2007.100150.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
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:Towards and Etymology of Iraq

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:  "Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:Towards and Etymology of Iraq

Towards an Etymology of Iraq:

I.  Forward:
         I?ve known this Server List for over twelve years and it  
has been all along noted for its dispassionate quest of linguistic  
knowledge in a climate of mutual courtesy and respect.  I?m afraid  
no so recently, for I?ve noticed a measure of abrasiveness, stemming  
most likely from hasty reading, unrestrained personal zeal or both.
When I posted my earlier short note on Iraq, I primarily sought to  
point out two things:  (1) one lexo-philological, showing how Arab  
classical authorities provide conflicting and uncertain etymology of  
Iraq (being only one instance of many); (2) and the other, a  
purposeful aside, underlining the tragic state of present-day Iraq,  
thanks to Imperial aggression and violation of human rights.   
Further, the raw material  in the post, including the Persian  
phrases, is quoted verbatim and fully documented from the respective  
sources of Ibn ManZuur, al-Fayruuzabaady and as-SuyuuTiyy (who  
himself quotes al-ASma?iyy).   It is thus clear in my post that I  
haven?t tempered with or glossed the Arabic or Persian content, and  
most particularly, I haven?t approached or authenticated the  
etymology of Iraq per se.


II. Historical Background:
(1)  Turning to etymology, one finds that, from the second century  
BCE, Greek writers used Mesopotamia, (fem. of mesopotamos < mesos =  
middle + potamos = river>).   It denotes the land between the Tigris  
and Euphrates rivers.  Mesopotamia occurs eight times in the New  
Revised Standard Version.  In the first two cases, the Hebrew /  
?aram nahaarayim / (= Aram of the two rivers); the Hebrew  
transliterated as /Aram-naharaim/ in the NRSV three times.  The  
Septuagint has /Mesopotamia/ at Genesis 24.10, and Deuteronomy 23.4,  
but Judges 3.8, and ?Syria of Mesopotamia? at 1 Chronicles 19.6.
(2)  British soldiers called Iraq Mespot in 1917.   On the subject,  
Arabs refer endearingly to Iraq as (???? ?? ???  
????????) and to Egypt as (???? ???? ?????),  
i.e., ?he land of the Nile Valley.?

(3) The biblical narrative of the mighty hunter Nimrod, who  
established a kingdom in Shinar (Babylonia), ties together three or  
four of the most famous cites: Babel, Erech, Accad (Akkad) ( and  
Calneh) of early Babylonian history:

?   The beginning of his kingdom was Babel, Erech, and Accad, all of  
them in the land of Shinar (The Oxford Annotated Bible, Genesis, 10.10).
?   And the beginning of his kingdom was Babel, and Erech, and Accad,  
and Calneh, in the land of Shinar (The Scofield Reference Bible,  
Genesis, 10.10).

(4) The Oxford maps of the Near East in the times of the Assyrian and  
Persian empires use the biblical name Erech (and Uruk  
parenthetically).  Similarly, the Babylonian epic of Gilgamesh has / 
Uruk/ as its setting.


II.           My personal argument:

Rather than thinking of ?Iraq? as derived from the triliteral  
verb / noun (?- ? - ?), with all its denotational imports of  
?root? or ?vein,? and connotational suggestions of ?deep- 
rooted? and ?noble  decent,? I?d strongly argue that the  
Arabic name (   ????) is, in all likelihood, an Arabic version of  
the Assyrian-com-biblical /Erech/ or the Sumerian /Uruk/.  The Arabic  
naturalization of the Assyrian, then Hebrew name /Erech/ or the  
Sumerian /Uruk/ entails the regular process: vowel and consonantal  
change; i.e., insertion  of the initial / ?ayn = ? /, and turning  
the  terminal letter /ch/ or /k/ into a /qaaf = ? / and the  
adjustment of vowels.  (Cf. Eden and /??? /).

The problem, or one of the problems of Arabic lexicography, is that  
seemingly cognate, but unrelated words  are lumped under one entry,  
as is evident in /   ???? ?  ??? /
and /    /??? ? ???? ? ???? ?????? (for camel,  
beauty and using the numerical values of  the letters of the  
alphabet).  In my view, this renders the derivation of Iraq from (?-  
? - ?) untenable.  Far from philology and reckless imperial madness,  
Iraq is and will always remain a country of noble descent, deeply  
rooted in our hearts.

------------------------------------------------------------------------ 
--
*MD


I?ve used the references below:

?   Kraeling, Emile G.  Rand McNally Bible Atlas.   1946; rpt. 1952.

?   May, Herbert G. and Bruce M. Metzger, eds.  The Oxford Annotated  
Bible.  1962.

?   Metzger, Bruce M. and Michael D. Coogan, eds.  The Oxford  
Companion to the Bible.  1993.

?   Scofield, C. I., ed.  The New Scofield Reference Bible.   1967.


  [here is the original formatted version:]

Towards an Etymology of Iraq:

I.  Forward:
         I?ve known this Server List for over twelve years and it  
has been all along noted for its dispassionate quest of linguistic  
knowledge in a climate of mutual courtesy and respect.  I?m afraid  
no so recently, for I?ve noticed a measure of abrasiveness, stemming  
most likely from hasty reading, unrestrained personal zeal or both.
When I posted my earlier short note on Iraq, I primarily sought to  
point out two things:  (1) one lexo-philological, showing how Arab  
classical authorities provide conflicting and uncertain etymology of  
Iraq (being only one instance of many); (2) and the other, a  
purposeful aside, underlining the tragic state of present-day Iraq,  
thanks to Imperial aggression and violation of human rights.   
Further, the raw material  in the post, including the Persian  
phrases, is quoted verbatim and fully documented from the respective  
sources of Ibn ManZuur, al-Fayruuzabaady and as-SuyuuTiyy (who  
himself quotes al-ASma?iyy).   It is thus clear in my post that I  
haven?t tempered with or glossed the Arabic or Persian content, and  
most particularly, I haven?t approached or authenticated the  
etymology of Iraq per se.


II. Historical Background:
(1)  Turning to etymology, one finds that, from the second century  
BCE, Greek writers used Mesopotamia, (fem. of mesopotamos < mesos =  
middle + potamos = river>).   It denotes the land between the Tigris  
and Euphrates rivers.  Mesopotamia occurs eight times in the New  
Revised Standard Version.  In the first two cases, the Hebrew /  
?aram nahaarayim / (= Aram of the two rivers); the Hebrew  
transliterated as /Aram-naharaim/ in the NRSV three times.  The  
Septuagint has /Mesopotamia/ at Genesis 24.10, and Deuteronomy 23.4,  
but Judges 3.8, and ?Syria of Mesopotamia? at 1 Chronicles 19.6.
(2)  British soldiers called Iraq Mespot in 1917.   On the subject,  
Arabs refer endearingly to Iraq as (???? ?? ???  
????????) and to Egypt as (???? ???? ?????),  
i.e., ?he land of the Nile Valley.?

(3) The biblical narrative of the mighty hunter Nimrod, who  
established a kingdom in Shinar (Babylonia), ties together three or  
four of the most famous cites: Babel, Erech, Accad (Akkad) ( and  
Calneh) of early Babylonian history:

?   The beginning of his kingdom was Babel, Erech, and Accad, all of  
them in the land of Shinar (The Oxford Annotated Bible, Genesis, 10.10).
?   And the beginning of his kingdom was Babel, and Erech, and Accad,  
and Calneh, in the land of Shinar (The Scofield Reference Bible,  
Genesis, 10.10).

(4) The Oxford maps of the Near East in the times of the Assyrian and  
Persian empires use the biblical name Erech (and Uruk  
parenthetically).  Similarly, the Babylonian epic of Gilgamesh has / 
Uruk/ as its setting.


II.           My personal argument:

Rather than thinking of ?Iraq? as derived from the triliteral  
verb / noun (?- ? - ?), with all its denotational imports of  
?root? or ?vein,? and connotational suggestions of ?deep- 
rooted? and ?noble  decent,? I?d strongly argue that the  
Arabic name (   ????) is, in all likelihood, an Arabic version of  
the Assyrian-com-biblical /Erech/ or the Sumerian /Uruk/.  The Arabic  
naturalization of the Assyrian, then Hebrew name /Erech/ or the  
Sumerian /Uruk/ entails the regular process: vowel and consonantal  
change; i.e., insertion  of the initial / ?ayn = ? /, and turning  
the  terminal letter /ch/ or /k/ into a /qaaf = ? / and the  
adjustment of vowels.  (Cf. Eden and /??? /).

The problem, or one of the problems of Arabic lexicography, is that  
seemingly cognate, but unrelated words  are lumped under one entry,  
as is evident in /   ???? ?  ??? /
and /    /??? ? ???? ? ???? ?????? (for camel,  
beauty and using the numerical values of  the letters of the  
alphabet).  In my view, this renders the derivation of Iraq from (?-  
? - ?) untenable.  Far from philology and reckless imperial madness,  
Iraq is and will always remain a country of noble descent, deeply  
rooted in our hearts.

------------------------------------------------------------------------ 
--
*MD


I?ve used the references below:

?   Kraeling, Emile G.  Rand McNally Bible Atlas.   1946; rpt. 1952.

?   May, Herbert G. and Bruce M. Metzger, eds.  The Oxford Annotated  
Bible.  1962.

?   Metzger, Bruce M. and Michael D. Coogan, eds.  The Oxford  
Companion to the Bible.  1993.

?   Scofield, C. I., ed.  The New Scofield Reference Bible.   1967.





------------------------------------------------------------------------ 
--
End of Arabic-L: 14 Feb 2007
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From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:40 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:40 -0700
Subject: Arabic-L:PEDA:Teaching Spoken Arabic query
Message-ID: <WED.14.FEB.2007.100140.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Teaching Spoken Arabic query

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Schub, Michael B." <Michael.Schub at trincoll.edu>
Subject:Teaching Spoken Arabic query

What is the best variety of Spoken Arabic to teach on the college  
level, and how does one go about it?  Thank you for your help.
                                                                         
                              Mike Schub

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:52 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:52 -0700
Subject: Arabic-L:LING:Towards an Etymology of Iraq: Erratum
Message-ID: <WED.14.FEB.2007.100152.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
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:Towards an Etymology of Iraq: Erratum

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Dr. M Deeb" <muhammaddeeb at gmail.com>
Subject:Towards an Etymology of Iraq: Erratum

*Towards an Etymology of Iraq: Erratum*

* *
I apologize for the Internet-induced  error in the underlined portion:

*I'd strongly argue that the Arabic name (   ????) is, in all  
likelihood, an
Arabic version of the Assyrian-com-biblical /Erech/ or the Sumerian / 
Uruk/.
*

Please, read as "the Assyrian-*cum*-biblical...."  Very many thank

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:56 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:56 -0700
Subject: Arabic-L:LING:fawazir hazawiyya 2nd try
Message-ID: <WED.14.FEB.2007.100156.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:fawazir hazawiyya 2nd try
2) Subject:fawazir hazawiyya response

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:dil (originally Waheed)
Subject:fawazir hazawiyya 2nd try

[here is the post again.  I've stripped out all formatting and put it  
in plain unicode, which is all I know how to do.  I hope it comes  
through this time.  Below is a response to the original posting.--dil]

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

Here are a couple of cases.

1- sukuun + hamza + fatha:

   ????? ?? ??????? It is composed/made up of two parts  
(juz'ayn)
or
   ?????? ?? ?????? It is composed/made up of two parts  
(juz'ayn)


Both the relative strength rule the syllable rule seem irrelevant  
because in
this case there are no instances of /i/ or /u/ vying to act as hamza  
seats.

So, which of the two words above is the prescribed one?

2- aa + hamza + aa:

   ???? both came (jaa'aa),
and
   ??? both came (jaa'aa).

Which of the two spellings above is the prescribed one?

Waheed

------------------------------------------------------------------------ 
--
2)
Date: 014 Feb 2007
From: maabdelw at purdue.edu
Subject:fawazir hazawiyya response

There is no hamza in that verb if I got right. What is the Arabic  
version of
these words?
It is ein in Arabic

       M wali

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:02:04 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:02:04 -0700
Subject: Arabic-L:GEN:Sakhr Arabic OCR & Vista
Message-ID: <WED.14.FEB.2007.100204.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
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:Sakhr Arabic OCR & Vista

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:"Andrew Freeman" <andyf at umich.edu>
Subject:Sakhr Arabic OCR & Vista

Dear Arabic-L users of Automatic Reader by Sakhr --
The short story is that Automatic Reader does not run on Vista.
I am using Professional Version 6.0 of Automatic Reader.  After  
upgrading to Vista, the application asks the same it does when my  
printer port dongle is not attached.  After a little bit of going  
back and forth with Sakhr tech support, I eventually ended up with  
the email that I have included below.

I can only conclude that no version of Automatic reader will work on  
Vista.  My only recourse at this point in time seems to be re-imaging  
that hard disk and re-installing Windows XP.

Be forewarned,

Dr. Andrew Freeman
Software Developer

From: SAKHR Support [mailto:support at sakhr.com]
Sent: Monday, February 12, 2007 11:18 PM
To: andyf at umich.edu
Subject: Re: Inquiry

Unfortunately, OCR v 9.0 the lasted version doesn't support Windows  
Vista.

Regards

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:45 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:45 -0700
Subject: Arabic-L:PEDA:Maher Lang Institute Summer Jobs
Message-ID: <WED.14.FEB.2007.100145.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Maher Lang Institute Summer Jobs

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:Maher Bahloul < mbahloul at aus.edu >
Subject:Maher Lang Institute Summer Jobs

Organization: Maher Language Institute (MLI)
Web Address: http://www.maher-language-institute.com/
Job Rank: Rank Open
Specialty Areas: Applied Linguistics; Language Teacher
Required Language(s): Arabic, Standard (arb)

Description:
Summer job opportunities in Paris!

Maher Language Institute (MLI) is happy to offer summer teaching  
opportunities
in the following:

- Standard Arabic
- Spoken Moroccan Arabic
- Spoken Algerian Arabic
- Spoken Tunisian Arabic
- Spoken Gulf Arabic
	
The program runs through the entire month of July (July 2 to 27). MLI  
promotes
educational arts through language learning and teaching. It aims to bond
language and culture, not through reading relevant texts followed by  
short
discussions as practiced in most language programs, but through direct
involvement in culturally based arts activities.

Interested applicants should fill out and submit the online  
application form
along with supportive documents
(http://www.maher-language-institute.com/employment/).
Short listed candidates will be contacted as soon as possible.

The remuneration is competitive and commensurate with qualifications and
experience. A preference will be given to candidates who have been  
incorporating
educational arts in their teaching. Selected candidates will work with
professional artists prior to and during the summer session.

Contact information
Dr. Hedi Belazi
balha2001 at yahoo.com

Apply online at:  http://www.maher-language-institute.com/courses/ 
index.php
	
Application Deadline: 01-Jun-2007 (Open until filled)

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:48 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:48 -0700
Subject: Arabic-L:PEDA:Algerian Arabic response
Message-ID: <WED.14.FEB.2007.100148.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
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:Algerian Arabic response

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:Elizabeth M Bergman <emb at georgetown.edu>
Subject:Algerian Arabic response

Dear Aziz,

If you're looking for a textbook of conversational Algerian Arabic,  
Dziri Larbi's L'arabe parl? par l'image was
published in three volumes in 1970, tho it may be difficult to find  
outside of a research library.

More recently, there is Jihane Madouni-La Peyre's Dictionnaire arabe  
alg?rien-fran?ais:  Alg?rie de l'ouest
(2003).  I found it very useful, but it is not comprehensive.

For speakers of English, Margaret Nydell's From Modern Standard  
Arabic to the Maghrebi dialects (Moroccan
and Algerian).  It focuses on Moroccan, but has extensive notes  
indicating where Algerian diverges from
Moroccan.  It was published by Diplomatic Language Services in 1993  
and should be available thru the website
(www.dls-llc.com).  My Spoken Algerian Arabic (2005) can be ordered,  
with audio, from the publisher at
(www.dunwoodypress.com).  These are not, however, textbooks for  
conversation, but for listening
comprehension.

I wish you luck in your search and would appreciate hearing about  
other sources,

Best,
Elizabeth Bergman

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--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:43 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:43 -0700
Subject: Arabic-L:PEDA:Conf on Pragmatics and Language Learning
Message-ID: <WED.14.FEB.2007.100143.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
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:Conf on Pragmatics and Language Learning

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From: National Foreign Language Resource Center <nflrc at hawaii.edu>
Subject:Conf on Pragmatics and Language Learning

17th International Conference on Pragmatics & Language Learning (PLL)
        Imin International Conference Center, Honolulu, Hawaii
                             March 26-28, 2007

                   http://nflrc.hawaii.edu/prodev/pll/

IMPORTANT REMINDER: The conference preregistration deadline for PLL 2007
is FEBRUARY 15.  Registration forms and payment received or  
postmarked by
the deadline will enjoy special discount rates. Optional reception and
boxed lunch tickets must also be ordered via the registration form by  
the
preregistration deadline.  Send yours in today!  (See form for  
acceptable
forms of payment)

NOTE: The PLL 2007 website will not be available on Sunday, February 11
due to scheduled internet upgrades & maintenance at the University of
Hawaii at Manoa on that day (U.S. - Hawaii time).

For more information about the conference, its schedule (including
plenaries, invited colloquia, invited workshops, and over 120 paper/ 
poster
sessions), registration, and more, visit our conference website!

Mahalo for your interest,

PLL 2007 Organizing Committee

   N           National Foreign Language Resource Center
    F          University of Hawai'i
     L         1859 East-West Road, #106
      R        Honolulu HI 96822
       C       voice: (808) 956-9424, fax: (808) 956-5983
               email: nflrc at hawaii.edu
VISIT OUR WEBSITE!   http://www.nflrc.hawaii.edu

------------------------------------------------------------------------ 
--
End of Arabic-L: 14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:58 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:58 -0700
Subject: Arabic-L:LING:ALS registration for non-participants
Message-ID: <WED.14.FEB.2007.100158.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ALS registration for non-participants query
2) Subject:ALS registration for non-participants response

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:Farzan Zaheed <farzanzaheed at yahoo.com>
Subject:ALS registration for non-participants query

Hi,
   Is there any information about how to register for the ALS 2007  
conference if one simply wants to attend and is not presenting  
anything. My google search came up with a blank.

   Thanks
   Farzan

------------------------------------------------------------------------ 
--
2)
Date: 14 Feb 2007
From:Farzan Zaheed <farzanzaheed at yahoo.com>
Subject:ALS registration for non-participants response

ALS membership dues are currently $25.  Fees for the conference ar  
$50.  Please make out checks to the Arabic Linguistics Society, along  
with a note containing your name, address, e-mail, affiliation, and  
research interests, and send them to:

Tessa Hauglid
1346 South 2950 East
Spanish Fork, UT 84660 USA

e-mail for questions: tessa at sfcn.org

You may, also, pay at the door.

PLEASE NOTE: If you are not presenting and are planning on attending  
the conference, EVEN IF YOU PLAN TO PAY AT THE DOOR, please send an e- 
mail message to Tessa, so we can plan the correct number for the  
lunch on Saturday.  The Saturday session will be held in a relatively  
isolated area in the mountains, and they need to have the number well  
in advance to be able to have enough food on hand.

Thanks.
Dil


------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:02:00 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:02:00 -0700
Subject: Arabic-L:K-16:NY Public school to teach classes in Arabic
Message-ID: <WED.14.FEB.2007.100200.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
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:NY Public school to teach classes in Arabic

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:Karin Ryding <rydingk at georgetown.edu>
Subject:NY Public school to teach classes in Arabic

NYTimes, February 13, 2007

A New School Plans to Teach Half of Classes Using Arabic

By ELISSA GOOTMAN

The New York City school system will open its first public school
dedicated to teaching the Arabic language and culture in September, with
half of its classes eventually taught in Arabic, officials said  
yesterday.
The school, the Khalil Gibran International Academy, is one of 40 new
schools that the Department of Education is opening for the 2007-8  
school
year. It will serve grades 6 to 12 and will be in Brooklyn, although a
specific location has not been determined. Debbie Almontaser, a 15-year
veteran of the school system who is the driving force behind the school
and will be its principal, said that ideally, the school would serve an
equal mix of students with backgrounds in Arabic language and culture  
and
those without such backgrounds.

"We are wholeheartedly looking to attract as many diverse students as
possible, because we really want to give them the opportunity to expand
their horizons and be global citizens," said Ms. Almontaser, who  
emigrated
from Yemen when she was 3 and is fluent in Arabic. "I see students  
who are
excited about engaging in international careers, international affairs,
wanting to come to our school. And I also see Arab-American students who
would want the opportunity to learn Arabic, to read it and write it and
have a better understanding of where their ancestors have come from.  
Next
year," Ms. Almontaser said, the school, which is named after a Lebanese
poet and philosopher, will have only sixth graders. It will grow year by
year, and will eventually serve 500 to 600 students; by the third year,
she said, she hoped that half of the schools classes would be taught in
Arabic and half in English.

The school is opening in partnership with New Visions for Public  
Schools,
a nonprofit group that has helped create dozens of small new schools in
recent years, and the Arab-American Family Support Center, a Brooklyn
social service agency that will provide the Arabic language instruction
next year, as well as other programs. It will benefit from donations  
from
the Bill and Melinda Gates Foundation, which has helped Mayor Michael R.
Bloomberg create many other small schools. Half of the 40 new schools  
the
department will open in September were announced last month and the  
others
were announced yesterday. The schools include 10 middle schools, 3
elementary schools, a kindergarten-through-eighth-grade school, 12  
schools
for grades 6 to 12, nine high schools and five transfer schools for
students who struggled elsewhere.

Many of the schools will be located in buildings of schools that are  
being
closed for poor performance.

http://www.nytimes.com/2007/02/13/nyregion/13schools.html? 
_r=1&ref=education&oref=slogin

------------------------------------------------------------------------ 
--
End of Arabic-L:  14 Feb 2007


From dilworth_parkinson at BYU.EDU  Wed Feb 14 17:01:42 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Feb 2007 10:01:42 -0700
Subject: Arabic-L:PEDA:Middlebury Study Abroad Site in Alexandria, Egypt
Message-ID: <WED.14.FEB.2007.100142.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Feb 2007
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:Middlebury Study Abroad Site in Alexandria, Egypt

-------------------------Messages-----------------------------------
1)
Date: 14 Feb 2007
From:jnorthru at middlebury.edu
Subject:Middlebury Study Abroad Site in Alexandria, Egypt

Announcement:

Middlebury College is pleased to announce the establishment of the  
C.V. Starr-Middlebury School in the Middle East. Located in  
Alexandria, Egypt, and affiliated with Alexandria University, the  
school will begin offering classes in the fall of 2007.

Below please find a description of the program. You can also visit  
the webpage at www.middlebury.edu/academics/sa, or contact us at  
schoolsabroad at middlebury.edu or phone 802-443-5745.

Known as the "Pearl of the Mediterranean," Alexandria is Egypt?s  
second largest city, and its largest seaport. A popular travel  
destination for Egyptians, writers and tourists, Alexandria was  
founded by Alexander the Great in 332 B.C. Today Alexandria is a  
bustling metropolis of almost four million people. In a city where  
ancient monuments and echoes of Greeks and Romans give way to modern  
splendor, Alexandria has a rich, cultural diversity all its own.

The School in the Middle East is based at Alexandria University,  
Egypt?s second largest university. With a strong emphasis on  
research, and a rich background in liberal arts, Alexandria  
University is an excellent host for students of all academic  
backgrounds.

PROGRAM HIGHLIGHTS:
All course work is conducted entirely in Arabic
Students adhere to the Middlebury College Language Pledge
Semester or academic year
Curriculum designed for high intermediate and advanced Arabic  
language students.
Housing with Egyptian students in apartments
On-site staff in Alexandria
Anticipated enrollment is approximately 15-20 students/semester
ADMISSIONS REQUIREMENTS AND COSTS
Students must have completed a minimum of two years of Arabic,  
equivalent to Middlebury College's ARBC 0202
B average in Arabic, B average in the major, B- average overall
Application deadline: March 15 (Fall and academic year); October 15  
(spring)
Fees (includes tuition, insurance) - $8,610 per semester

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:12 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:12 -0700
Subject: Arabic-L:PEDA:legality of recording books
Message-ID: <THU.22.FEB.2007.114612.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:legality of recording books

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:Sana Hilmi <shilmi at gmu.edu>
Subject:legality of recording books

I just have a question about the copyright policy. Who wrote the  
book? Is it Ok to record and sell it?

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:26 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:26 -0700
Subject: Arabic-L:LING:UofUtah Conference on Media Language Program
Message-ID: <THU.22.FEB.2007.114626.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:UofUtah Conference on Media Language Program

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reembassiouney at hotmail.com
Subject:UofUtah Conference on Media Language Program

[for more information contact Reem Bassiouney at reemb at hum.utah.edu]

Sunday 4th of March:
9.15-9.30 Welcome and introduction.

Session (1) 9.30-12.15
Wars in the Media
9.30-10.45
?For Domestic consumption: US news reporting of the 2006 Israel- 
Hizbollah war?.
Professor Tom Huckins (University of Utah)

15 minutes coffee break

11-12.15
?News agencies? language in the Arab media during the Iraqi war?
Professor Samir Mohammad (University of Cairo)

Lunch break

Session (2) 2-4.45
Code switching and the Media
2-3.15
?Patterns and predictions for code-switching with Arabic?
Professor Carol Myers-Scotton ) Michigan State University, South  
Carolina University)

15 minutes coffee break

3.30-4.45
What happens when diglossia is not policed?
Professor Naima Omar  (University Kansas)

Monday 5th of March
Session (3) 9-1.15
What media does to Arabic/what Arabic does to the media.
9-10.15
?Language attitudes and media in the Arab world?
Professor Keith Walters (Portland State University)

15 minutes coffee break

10.30-11.15
?The effect of media on spoken Arabic?
Professor Zeinab Taha (American University of Cairo)

15 minutes coffee break

11.30-1.15
?Communities of use in Arabic newspaper language?
Professor Dilworth Parkinson (Brigham Young University)

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:28 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:28 -0700
Subject: Arabic-L:PEDA:Needs research on Arabic learner 'success'
Message-ID: <THU.22.FEB.2007.114628.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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 research on Arabic learner 'success'

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:Andrew Dempsey <andrew at egyptianarabic.com>
Subject:Needs research on Arabic learner 'success'

Does anyone know of any scholarly or statistical research into the  
?success?
of Arabic learners in learning Arabic?  I am specifically looking for
quantitative research, but would also be interested in qualitative or  
other
types of analysis, or even just interesting articles/discussions of this
topic.

Thanks,

Andrew Dempsey

--------------------
Andrew Dempsey
Cairo, Egypt

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:30 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:30 -0700
Subject: Arabic-L:LIT:Needs Arabic of poem "I am a thousand winds"
Message-ID: <THU.22.FEB.2007.114630.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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 Arabic of poem "I am a thousand winds"

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"Haruko SAKAEDANI" <harukos at tufs.ac.jp>
Subject:Needs Arabic of poem "I am a thousand winds"

Dear Sirs,

Do you know whether the poem "I am a thousand winds" has been  
translated into Arabic or not?
It has already translated into Japanese and its translator has  
composed a song of this poem.
http://www.youtube.com/watch?v=4Ut28zko1CU

If it has been translated into Arabic, please tell me where its site is.

The original English version is as follows:

Do not stand at my grave and weep
I am not there; I do not sleep.
I am a thousand winds that blow,
I am the diamond glints on snow,
I am the sun on ripened grain,
I am the gentle autumn rain.
When you awaken in the morning's hush
I am the swift uplifting rush
Of quiet birds in circled flight.
I am the soft stars that shine at night.
Do not stand at my grave and cry,
I am not there; I did not die.

Best,
Haruko
*******************
Haruko SAKAEDANI
harukos at tufs.ac.jp

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:43 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:43 -0700
Subject: Arabic-L:PEDA:Penn State Summer Arabic
Message-ID: <THU.22.FEB.2007.114643.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:Penn State Summer Arabic

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"INAS MESSIHA" <ium2 at psu.edu>
Subject:Penn State Summer Arabic

The Pennnsylvania State University at University Park campus offers  
Summer Intensive Arabic courses.  During 8 weeks in the summer,  
students take Arabic 1 and 2, earning 8 college credits.
For more information got to:
www.outreach.psu.edu/cnf/intensive-language
Or contact me if you have any question.
Thanks,
Inas Messiha

Inas Messiha, PhD
The Pennsylvania State University
Department of Comparative Literature
Department of French and Francophone Studies
Coordinator of Arabic Language
Director of Summer Intensive Language Institute
314 Burrowes Building
University Park, PA 16802
ium2 at psu.edu

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:46 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:46 -0700
Subject: Arabic-L:PEDA:Needs feedback on Arab Academy
Message-ID: <THU.22.FEB.2007.114646.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:Needs feedback on Arab Academy

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"J Murgida" <jmurg at ttlc.net>
Subject:Needs feedback on Arab Academy

Dear Colleagues,
A friend has asked me about the online Arabic-language course offered  
by the Arab Academy [www.arabacademy.com] in Cairo.  Does anyone have  
experience with this program, and can anyone comment on its quality,  
ease of use, and so on?  This would be for an adult learning Arabic,  
not the high school program.

I can see from the web site that some of our AATA members are on the  
Academy's board, so of course I assume the program is excellent, but  
I'd like to know what students have reported as to their experiences  
with it, if possible.

??? ??? ?????
[alf shukr muqaddaman]
Jackie Murgida

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:16 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:16 -0700
Subject: Arabic-L:GEN:Needs help with Cultural Issues on Survey Research
Message-ID: <THU.22.FEB.2007.114616.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:Needs help with Cultural Issues on Survey Research

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:Afra Al-Mussawir <afraalmussawir at yahoo.com>
Subject:Needs help with Cultural Issues on Survey Research

please contact dan directly at dphelps at cmu.edu if you can offer any  
insight!
***************************************************************

I'll soon be involved with conducting a research survey in the
broader, pan-Arab area of the Middle East and have been warned of
potential cultural issues which may impact the responses, both
quantitatively and qualitatively.  Essentially, I've been told that as a
broad culture there is reluctance to admit poor performance, even
anonymously, if it reflects negatively on social structures to which the
respondent may be involved.  As the research effort is to identify
information system security issues, it's imperative to elicit
information related to security problems found in organizations.

Are these perceptions anecdotal or do they accurately reflect
cultural biases in the more Arab cultures of the greater Middle East?

If this is accepted as true, I was also wondering if anyone has come
across literature in their own research that might suggest a way of
ameliorating these cultural differences in the phrasing of questions for
survey instruments?

Thanks for any assistance you may be able to provide. Please reply to
dphelps at cmu.edu.

Sincerely,

Dan Phelps
-- 
************************************
Daniel C. Phelps, Ph.D.
Carnegie Mellon University
4500 5th Ave
Pittsburgh, PA 15213

office: (412) 268-6617
fax:    (412) 268-9262

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:32 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:32 -0700
Subject: Arabic-L:LING:Hamza
Message-ID: <THU.22.FEB.2007.114632.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Hamza

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"Haruko SAKAEDANI" <harukos at tufs.ac.jp>
Subject:Hamza

Dear Dr. Hamam,


> is your table referred to the initial, middle
> or final hamza?
>

That is a table of the middle hamza.
http://www11.ocn.ne.jp/~harukos/arabic/hamza.gif


> I did not understand why you put the star next to the
> hamza 'ala alif.
>

It means ...
1) if a vowel before the hamza is "a" or "sukuun"="no vowel"
and
2) if the hamza's vowel is a long "aa"
we must write  ? ="madda" as i wrote above the table.

Best wishes,
Haruko

===========================

Dear Dr. Waheed Samy,


> 1- sukuun + hamza + fatha:
>
>   ????? ?? ??????? It is composed/made up of two parts
> (juz'ayn)
> or
>    ?????? ?? ?????? It is composed/made up of two parts
> (juz'ayn)
>

According the table mentioned above,
it should be ?????? .


> 2- aa + hamza + aa:
>
>    ???? both came (jaa'aa),
> and
>    ??? both came (jaa'aa).
>

According the table mentioned above,
it should be  ???? .

Best wishes, too!
Haruko

*******************
Haruko SAKAEDANI
harukos at tufs.ac.jp
*******************

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:37 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:37 -0700
Subject: Arabic-L:LING:Iraq and Venice etymologies
Message-ID: <THU.22.FEB.2007.114637.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Iraq and Venice etymologies
1) Subject:Iraq etymology

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:maabdelw at purdue.edu
Subject:Iraq and Venice etymologies

  Multiple explanations
Some say it dates back to the Sumerian city of Uruk(or Erech) which is
mentioned in Gelgamesh Epic.Others believe it comes from Aramaic  
language,
meaning"the land along the banks of the rivers".Others say it is a  
reference
to the root of a palm tree,as they are numerous in Iraq.Others say it  
comes
from the Arabic word"Areeq",meaning noble in origin or deep-rooted in  
history
because it was the cradle of the Sumerian,Akkadian,Babylonian and  
Assyrian
civilizations and cultures.Under the Persian Sassanid Dynasty, Iraq was
called" Erak Arabi", referring to a region which was part of the  
south western
region of the Persian Empire.Al-Iraq, was the name used by the Arabs  
since the
6th century.
2.Regardig the Arabic name "Al-Bundiqiyya" for Venice, I believe it  
was just
a wrong translation of the word (Albondiga,or albondigas) which means
meatballs, because Venice was famous(and maybe still so) for its cooked
meatballs.

M. wali

------------------------------------------------------------------------ 
--
2)
Date: 22 Feb 2007
From:"Robert Ratcliffe" <ratcliffe at tufs.ac.jp>
Subject:Iraq etymology

Dear muhammad,
I'm convinced. I also am always eager to emphasize that the "consonantal
root" notion is first and foremost merely a lexicographical  
convenience. The
fact that two words are listed under the same "root" doesn't necessarily
mean that they are related either synchronically or etymologically.

Your post does make me wonder, though, if there is a Semitic or Sumerian
etymology for Erech or Uruk.

Best

-RR

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:14 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:14 -0700
Subject: Arabic-L:LING:Basic Technology Arabic Comp Ling job
Message-ID: <THU.22.FEB.2007.114614.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Basic Technology Arabic Comp Ling job

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reposted from LINGUIST
Subject:Basic Technology Arabic Comp Ling job

Date: Wed, 21 Feb 2007 10:22:15
From: Amy Silverstein < amy.silverstein at basistech.com >
Subject: Arabic, Standard & Computational Linguistics: Computational  
Linguist/Middle Eastern Languages Specialist, Basis Technology  
Corporation, Cambridge, MA, USA


Organization: Basis Technology Corporation
Web Address: http://www.basistech.com/
Specialty Areas: Computational Linguistics
Required Language(s): Arabic, Standard (arb)

Description:
Basis Technology has an opening for an experienced Computational  
Linguist/Middle
Eastern Languages Specialist. This is a full-time (40 hour/week)  
permanent
position at our offices in Cambridge, MA which is a five minute walk  
from the
Alewife T stop on the Red line.

Qualifications:
- Bachelors degree in Linguistics, Computational Linguistics or
Linguistics/Computer Science (double major)
- Minimum 6 months experience in Computer Programming
- Must be fluent in Arabic and English

Responsibilities include:
- Work in conjunction with in-house software engineers and software  
developers
to create software capable of processing Arabic language texts in  
various dialects
- Develop grammar rules and parsing algorithms
- Develop and maintain tools for automation support of linguistic tasks
- Create, maintain and augment machine readable dictionaries

Please send resume and cover letter with salary requirements to
jobs-linguist at basistech.com with "Computational Linguist/Middle Eastern
Languages" in the subject line.

Application Deadline: 09-Mar-2007

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:21 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:21 -0700
Subject: Arabic-L:LING:New Book
Message-ID: <THU.22.FEB.2007.114621.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:New Book

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reposted from LINGUIST
Subject:New Book

Title: Notes on a Moroccan Arabic Secret Language
Subtitle: The X? RinC family
Series Title: Lincom Studies in Afroasiatic Linguistics 17

Publication Year: 2007
Publisher: Lincom GmbH
	   http://www.lincom.eu
	
Author: Nasser Berjaoui

Paperback: ISBN: 9783895863899 Pages: 144 Price: Europe EURO 56.00


Abstract:

The present work analyses one category (family) of the Moroccan Arabic
Secret Languages of the Tafilalet (TSLs), the southeast of Morocco.  
In this
family, which involves thirty-three varieties, a consonant of the  
word is
substituted by the consonant of the variety under usage. Then the new  
word
is followed by the constant disguise element "rin" and the substituted
consonant (that of the word). For instance, the word "ktab" (a book) is
encoded in one variety of the TSLs as "stabrink" and as "wtabrink" in
another one. The present book involves eight chapters and a detailed
bibliography for secret languages research. The first chapter presents
major methodological backgrounds to our study. Chapter Two introduces  
major
sociolinguistic aspects of the TSLs with reference to such aspects as  
sex,
age and locations, for example. Chapter Three investigates the encoding
operations of prefixless words, like nouns and adjectives, for example.
Chapter Four scrutinizes the encoding of prefixed items, like verbs and
passive participles, and their negated versions. Chapter Five is  
concerned
with the encoding of long, short and lengthened parts of speech. Chapter
Six aims at a description of the encoding of sentences, phrases, clauses
and negated sentences. Chapter Seven mirrors the uses of the TSLs in
everyday-like encounters. Chapter Eight presents a detailed account  
of the
rules governing the varieties of the X?RinC family of the TSLs.



Linguistic Field(s): Sociolinguistics

Subject Language(s): Arabic, Standard (arb)


Written In: English  (eng)

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:20 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:20 -0700
Subject: Arabic-L:LING:Arabic-English Parallel Text Corpus
Message-ID: <THU.22.FEB.2007.114620.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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-English Parallel Text Corpus

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reposeted from LDC
Subject:Arabic-English Parallel Text Corpus

ISI Arabic-English Automatically Extracted Parallel Text consists of  
Arabic-English parallel sentences which were extracted automatically  
from two monolingual corpora: Arabic Gigaword Second Edition  
(LDC2006T02) and English Gigaword Second Edition (LDC2005T12). The  
data was extracted from news articles published by Xinhua News Agency  
and Agence France Presse.  The corpus contains 1,124,609 sentence  
pairs; the word count on the English side is approximately 31M words.  
The sentences in the parallel corpus preserve the form and encoding  
of the texts in the original Gigaword corpora.

For each sentence pair in the corpus we provide the names of the  
documents from which the two sentences were extracted, as well as a  
confidence score (between 0.5 and 1.0), which is indicative of their  
degree of parallelism. The parallel sentence identification approach  
is designed to judge sentence pairs in isolation from their contexts,  
and can therefore find parallel sentences within document pairs which  
are not parallel.

In order to make this resource useful for research in Machine  
Translation (MT), we made efforts to detect potential overlaps  
between this data and the standard test and development data sets  
used by the MT community.  ISI Arabic-English Automatically Extracted  
Parallel Text is distributed via web download.

2007 Subscription Members will automatically receive two copies of  
this corpus on disc. 2007 Standard Members may request a copy as part  
of their 16 free membership corpora. Nonmembers may license this data  
for US$4000.


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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:33 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:33 -0700
Subject: Arabic-L:PEDA:Arabization of Education Conference
Message-ID: <THU.22.FEB.2007.114633.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arabization of Education Conference

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:mhamalwy at hotmail.com
Subject:Arabization of Education Conference

??? ???? ?????? ??????
?????? ???? ??????? ?????????  
??????? ?????? ?????? ??? ??????  
??????? ??????? ????? ?????? ??????  
????????.< /FONT>
?? ???? ?????? ???????????
???? ??????? ??????? ?????? ??????  
????? ??? ???????
?.?. ???? ???? ????????
????? ????? ????????? ???? ????????  
????? ??????
?.? 5301 ??? ??? ???????? ??????? 11771
???? 6321465 ????? 6377446
???? ????????  mhamalwy at hotmail.com



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

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

????? ????? ??? ??? ????? ????????  
???????? ????????  ???????  ??????  
?????? ????? ??????? ????? ???   
??????  ????????
??????? ?????? ?????? ??? ??????  
??????
?? ?????? 4-5 ??? 1428?? (21-22 ?????? 2007?)
???? ???????? ????? ??? ??? ?????????  
????? ??? ???? ???????? ???? ??????  
??????? ???? ????? ?????
???????: ?????? ??????? ???? ?????  
?????
?????????: ??????? ??????? ??????  
??????
???? 6321465 ????????
????? 6377446 ????????
???? ???????? mhamalwy at hotmail.com

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:25 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:25 -0700
Subject: Arabic-L:PEDA:U of Oregon Job
Message-ID: <THU.22.FEB.2007.114625.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:U of Oregon Job

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:reposted from LINGUIST
Subject:U of Oregon Job

Date: Mon, 19 Feb 2007 10:09:44
From: Jeff Magoto < jmagoto at uoregon.edu >
Subject: Arabic, Standard; Korean; Portuguese; Swahili & Language  
Teaching: Instructor, University of Oregon, OR, USA


University or Organization: University Of Oregon
Department: Yamada Language Center
Web Address: http://babel.uoregon.edu
Job Rank: Instructor
Specialty Areas: Applied Linguistics; Language Acquisition; Language  
Teaching
Required Language(s): Arabic, Standard (arb)
                       Korean (kor)
                       Portuguese (por)
                       Swahili (swh)

Description:

The World Languages Academy at the University of Oregon invites
applications for five language instructors: Arabic-2 (1.0 FTE), Korean-1
(1.0 FTE), Brazilian Portuguese-1 (.67 FTE) and Swahili-1 (.67 FTE).
Starting date is September 17, 2007.

Required qualities for the position include an MA in Language Teaching,
Linguistics, Foreign Language Education or related field with at  
least one
year of full-time university teaching or equivalent experience; a  
record of
excellence in teaching; knowledge of current second-language teaching
methodologies; ability and willingness to teach and direct  
introductory and
intermediate courses in our respective languages; native or near-native
fluency in Arabic, Korean, Portuguese or Swahili, as well as in English.

Desired qualities for the position include: evidence of
pedagogical/professional development, experience in developing language
materials and curricula, and a desire to develop upper level courses in
various aspects of language and culture. The successful candidate  
will have
the ability to work effectively with faculty, staff, and students from a
variety of diverse backgrounds.

These positions are renewable, and, depending upon future funding,  
eligible
for promotion to Senior Instructor. A normal teaching load is 3  
courses per
term (15 hours per week). The starting salary is between $30,000 and
$35,000 for nine months, based on experience and qualifications. Summer
teaching is a possibility, and the university provides an excellent
benefits package.

Review of applications will begin March 15, 2007. Positions will remain
open until filled. Please send: 1) a letter of application, 2)  
curriculum
vitae, 3) a sample of teaching materials, 4) student evaluations, 5)  
three
letters of reference, and 6) a brief statement of teaching philosophy to
the address below. Email queries welcome at: ylc at uoregon.edu.

The University of Oregon is committed to a campus environment that is
enriched and informed by the personal, cultural and intellectual
differences of its students, faculty, staff and visitors. The UO is an
equal-opportunity, affirmative-action institution committed to cultural
diversity and compliance with the Americans with Disability Act.

Address for Applications:
	Director Jeff Magoto
	Yamada Language Center
	1236 University of Oregon
	Eugene, OR 97403-1236
	USA
	
Application Deadline: 15-Mar-2007 (Open until filled)

Contact Information:
	Jeff Magoto
	Email: jmagoto at uoregon.edu
	Phone: (541) 346-4319
	Fax: (541) 346-3917

Apply on-line at: http://hr.uoregon.edu/jobs/unclassified.php? 
subtype=academic

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:23 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:23 -0700
Subject: Arabic-L:PEDA:New HIAS Web Site
Message-ID: <THU.22.FEB.2007.114623.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:New HIAS Web Site

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:nhedayet at yahoo.com
Subject:New HIAS Web Site

Dear Friends and Colleagues,
Please have a look at the Hedayet Institute for Arabic Studies (HIAS)  
web site in its new look. I will be grateful if you send it to your  
students and friends.

www.hedayetinstitute.com

Cheers,

Nagwa

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:36 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:36 -0700
Subject: Arabic-L:LING:ACL 2007 Workshop on Semitic Languages
Message-ID: <THU.22.FEB.2007.114636.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ACL 2007 Workshop on Semitic Languages

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:Imed Zitouni <izitouni at us.ibm.com>
Subject:ACL 2007 Workshop on Semitic Languages

Please forward to interested colleagues.


********************************************************
2007 Workshop o
and Resource
March 200
*********************************************************

The ACL 2007 Workshop on "Computational Approaches to Semitic Languages:
Common Issues and Resources" will be held in conjunction with the 45th
Annual Meeting of the Association for Computational Linguistics, and  
will
take place on June 28th in Prague, Czech Republic.

* SCOPE AND TOPIC
spoken by a large
number of native speakers (around 300 million). However, Semitic  
languages
as a whole are still understudied. The most prominent members of this
family
are Arabic and its dialects, Hebrew, Amharic, Aramaic, Maltese and  
Syriac.
Their shared ancestry is apparent through pervasive cognate sharing,  
a rich

and productive pattern-based morphology, and similar syntactic
constructions.
An increasing body of computational linguistics work is starting to  
appear
for both Arabic and Hebrew. Arabic alone, as the largest member of the
Semitic
family, has been receiving much attention lately via dedicated workshops
and
conferences. Tools and resources for other Semitic languages are being
created
at a slower rate.  While corpora and some tools are necessarily  
language-
specific, ideally there should be more cross-fertilization among  
research
and
development efforts for different Semitic languages.

The proposed workshop aims to bring together researchers working on  
Semitic

Languages to share and discuss common issues and approaches to the
processing
of these languages. We invite submissions on all Semitic languages,
including
work describing recent state-of-the-art NLP systems and work leveraging
resource and tool creation for the Semitic language family. We  
especially
welcome submissions on work that crosses individual language  
boundaries and

heightens awareness amongst Semitic-language researchers of shared
challenges
and common solutions. The workshop will also include a meeting of the
Special
Interest Group on Computational Approaches to Semitic Languages (the ACL
SIG).
Examples of topics include, but are not limited to
approaches to phonology, morphology, syntax, semantics and
   pragmatics of Semitic language
languages (e.g. POS taggers, parsers, etc.)
* Computational resources for Semitic language
studies of Semitic language
(Semitic or other) to create
   resources and tools for Semitic language
unique/specific phenomena in Semitic language
applications for Semitic languages such as:
   - speech recognition,
   - machine translation,
   - summarization,
   - language generation,
   - speech synthesis,
   - co-reference resolution,
   - mention detection,
   - information retrieval,
   - spoken dialog applications
   - etc

Authors are invited to submit full papers on original, unpublished  
work in
the topic area of this workshop. Submissions should not exceed 8  
pages and
should be formatted using the ACL 2007 style files, which are  
available at:

http://ufal.mff.cuni.cz/acl2007/styles/
The reviewing of the papers will be blind and the papers should not  
include

the authors' names and affiliations. Each submission will be reviewed  
by at

least two members of the program committee. Accepted papers will be
published
in the workshop proceedings.  Papers should be submitted  
electronically, no

later than March 11, 2007. The only accepted format for submitted  
papers is

Adobe PDF.

* IMPORTANT DATES

March 11  --  Submission deadline for workshop paper
Notification of acceptanc
--  Workshop held at ACL 200
Cavalli-Sforza (Carnegie Mellon University, USA) - violetta at cs.cmu.ed
Zitouni (IBM Research, USA) - izitouni at us.ibm.co
Mahdy Abdou (Cairo University, Egypt)
Yaser Al-Onaizan (IBM, USA)
Ann Bies (LDC/University of Pennsylvania, USA)
Malek Boualem (France Telecom, France)
Tim Buckwalter (LDC/University of Pennsylvania, USA)
Achraf Chalabi (Sakhr Software Co., Egypt)
Anne DeRoeck (Open University, UK.)
Mona Diab (Columbia University, USA)
Joseph Dichy (University of Lyon 2, France)
Abdelhamid ElJihad (Institut d'Etudes et Recherches sur l'Arabisation,
Morocco)
Martha W. Evens (Illinois Institute of Technology, USA)
Ali Farghaly (Oracle, USA)
Alexander Fraser (USC/ISI, USA)
Andrew Freeman (Washington University, USA)
Nizar Habash (Columbia University, USA)
Alon Itai (Technion/Israel Institute of Technology, Israel)
Steven Krauwer (Utrecht University, Netherlands)
Mohamed F. Noamany (Carnegie Mellon University, USA)
Uzzi Ornan  (Technion, Israel)
Slim Ouni (LORIA/University of Nancy 2, France)
Mike Rosner (University of Malta, Malta)
Khalil Sima'an (University of Amsterdam, Netherlands)
Abdelhadi Soudi (Ecole Nationale de l'Industrie Min?rale, Morocco)
Shuly Wintner (University of Haifa, Israel)
Mustafa Yaseen (Amman University, Jordan)
Abdellah Yousfi (Institut d'Etudes et Recherches sur l'Arabisation,
Morocco)

------------------------------------------------------------------------ 
--
End of Arabic-L:  22 Feb 2007


From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:41 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:41 -0700
Subject: Arabic-L:TRANS:windchill & speech communication
Message-ID: <THU.22.FEB.2007.114641.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
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:windchill
2) Subject:windchill and speech communication

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From: "Marco Hamam" <marco.hamam at poste.it>
Subject:windchill

Hi Ola! What a good question!
I don't think there is a fixed translation for "windchill". Somewhere  
(here, in a site about meteorology, for example: http:// 
arabic.wunderground.com) I've found "???? ?????" that is a  
bad translation because it means "chill wind" and that does not  
explain the phenomenon. I asked some friends of mine and one said:  
???? ???? ... And everybody said: it doesn't work! Nor is it  
????? ?????? . It does work but it's not this phenomenon,  
as far as I know.
I'd like to open a little discussion starting from what is more a  
definition than a final translation:
????? ????? ?????? ??? ???? ???????  
????? ????? ????
or just
????? ??????
Hope this little contribution will open a discussion.
By the way, you could ask people at this site http:// 
www.arabicwata.org/ . They are professional Arab translators. If you  
do it, then please share with us your results.
Have a look at the Cairo's Academy of Arabic language here http:// 
www.arabicacademy.org.eg/search.asp?sid=1 .
Best,

Marco Hamam

------------------------------------------------------------------------ 
--
1)
Date: 22 Feb 2007
From: "Dr. M. Deeb" <muhammaddeeb at gmail.com>
Subject:windchill

     Both  / ??????? ???????? /  and   / 
??????? /  would seem to render /speech communication/  
adequately.   As for / windchill /, it is a tough one.  The technical  
term is originally created by Environment Canada.  Let's see how  
other languages deal with it.  The Germans and Italians adopt the  
Canadian term as such:  / Der Windchill ( rather than Windk?hle) /  
and / il windchill /.  The Spaniards use / la temperatura de  
sensaci?n /.   The French, in keeping with their linguistic policy,  
come up with a  beautiful translation: "le refroidissement  
?olien."   (Parenthetically, this strikes me as poetic as it evokes  
Coleridge's "Aeolian Harp").    In this light, Ola Moshref may opt  
for an easy way out and adopt the Canadian  term:  /   
???????  /.  Either that or coin an Arabic equivalent.  Here  
are my attempts:  (1)   /   ???? ?????  /   (qirrat ur-riiH)   
or (2)   /   ??? ????? ??????  / (bard ur-riiH al-qaaris).

* M. Deeb

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From dilworth_parkinson at BYU.EDU  Thu Feb 22 18:46:39 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Thu, 22 Feb 2007 11:46:39 -0700
Subject: Arabic-L:PEDA:Which dialect to teach
Message-ID: <THU.22.FEB.2007.114639.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 22 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Which dialect to teach
2) Subject:Which dialect to teach
3) Subject:Which dialect to teach
4) Subject:Which dialect to teach

-------------------------Messages-----------------------------------
1)
Date: 22 Feb 2007
From:"Jeremy Palmer" <jeremy.palmer at gmail.com>
Subject:Which dialect to teach

Dear Mike Schub,

I am surprised that you do not know which spoken variety to teach. The
profession has come to the following conclusion regarding the issue:

you should teach variety "x", because variety "y" is not understood in
countries "a", "b", and "c" - but the majority of the people who  
speak "a",
"b", and "c" (and don't forget "d") understand variety "x". We have also
always felt an acute attraction for dialect "z", so you might  
consider that
as well. You must realize, however, that variety "x" might not be  
understood
outside of that particular city, so you really should teach variety  
"x.1",
which is not to be confused with dialect "x", due to the sensitive  
nature of
vernacular discrimination and language identity. Did we mention the  
lack of
codification for variety "x" in general? We hope you won't try to
standardize variety "x.1" without the consent of the local populace, who
might not even wish to consider "x.1" a real "language". Good luck  
with all
that!

Humor aside, this is one of the most loaded questions in the  
profession.  I
am a proponent of teaching spoken varieties, though I will not  
attempt to
enlighten this listserv. Perhaps a personal email might be more  
appropriate
in which I can reveal my own variety bias.

Best,

Jeremy Palmer
Second Language Acquisition and Teaching
(SLAT) PhD student
University of Arizona

------------------------------------------------------------------------ 
--
2)
Date: 22 Feb 2007
From:"Bill Young" <byoung at casl.umd.edu>
Subject:Which dialect to teach

It seems to me that no one can say what the "best" variety would be
without knowing more about your program, your students' goals and needs,
and your location.

How many years of teaching spoken Arabic do you want to provide?  If you
need course materials for two years of spoken Arabic, you might want to
focus on either Egyptian or Levantine Arabic, because there are probably
more textbooks and teaching materials available for those dialects than
for the others.

Do you want to enable your students to shift easily between the formal,
"modern standard" register and the colloquial register?  (In that case,
your courses in modern standard would have to be integrated with your
courses in a colloquial variety.  Any spoken dialect could be integrated
with courses in classical Arabic.)

Do you want your students to be able to interact with Arabic speakers in
the local community?  (ex. in Chicago the predominant varieties in the
immigrant communities are Jordanian/Palestinian and Egyptian, with some
Yemeni speakers.  In New York there are probably more Egyptians and
Yemenis than there are Syrians or Moroccans.)  I don't know what the
predominant immigrant dialects are in Connecticut, but you could
probably find out easily enough.

Do you want your students to improve their spoken fluency by attending
language programs overseas?  In that case you have many dialects to
choose from (Egyptian, Jordanian, Moroccan, Syrian, Tunisian, Yemeni).
Not all Arab countries have programs for teaching Arabic to English
speakers, however.  There is a new one run by Georgetown in Qatar but
nothing in Kuwait or Oman or Sudan or Algeria, as far as I know.  I
think that there are programs in Saudi Arabia but they have religious
restrictions.

Do most of your students want to learn spoken Arabic in order to get US
government jobs?  In that case, Iraqi dialect is now very marketable,
for obvious reasons.

Does your institution have strong programs in Middle East anthropology,
African history, development economics?  Can you recruit students from
these programs who want to use spoken Arabic for doing field research?
If so, ask them which dialects they need.

 From a purely linguistic perspective, there are no grounds for choosing
one dialect over the others.  Most native speakers argue that their
native dialects are "closer to Classical Arabic" than the others.  I've
heard Egyptians, Syrians, and Sudanese all make this argument, even
though all of these dialects have diverged significantly from classical
Arabic in many respects.  Egyptian dialect is probably understood over a
wider geographical area than the other dialects, because it has been
"exported" from Egypt in Egyptian films, songs, and TV programs.  But
the Arabs who understand Egyptian Arabic do not speak it with each other
and only use it when they meet Egyptians or foreigners.  So this is not
an especially good reason to choose Egyptian.

Anyway, these are my opinions.  I hope they are helpful.

Best,

Bill Young
University of Maryland

------------------------------------------------------------------------ 
--
3)
Date: 22 Feb 2007
From: "John Joseph Colangelo" <yaacolangelo at hotmail.com>
Subject:Which dialect to teach

My two cents,
I would give an introduction to Levantine, Egyptian and Moroccan  
Arabic. John Jospeh Colangelo

------------------------------------------------------------------------ 
--
4)
Date: 22 Feb 2007
From: Dan Parvaz <dparvaz at mac.com>
Subject:Which dialect to teach

I'd argue that the "best" spoken variety is some combination of:

1. The one you know (the minute an instructor claims they speak "all  
dialects" or "several dialects", run in the opposite direction)
2. The one your institution has resources for (sister school? study  
abroad center? native instructors?)
3. The one for which there is some interest and/or focus (have an  
African studies program? Assyriology? etc.)

Others can speak better as to the "how" here.

-Dan.

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From Dilworth_Parkinson at BYU.EDU  Mon Feb 26 23:22:04 2007
From: Dilworth_Parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:04 -0700
Subject: Arabic-L:LING:Ibn Hisham uses a hamza
Message-ID: <MON.26.FEB.2007.162204.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Ibn Hisham uses a hamza

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Waheed Samy" <wasamy at umich.edu>
Subject:Ibn Hisham uses a hamza

> Dear Dr. Waheed Samy,
> 1- sukuun + hamza + fatha:
>  ????? ?? ??????? It is composed/made up of two parts
> (juz'ayn)
> or
>   ?????? ?? ?????? It is composed/made up of two parts
> (juz'ayn)
> According the table mentioned above,
> it should be ?????? .

Dear Haruko,

According to Ibn Hisham (??? ???? ????? Sharh shudhuur al- 
dhahab), in the
elaboration section of ?????? ??? ????? (al-mabny ala al- 
fath), when he
introduces the third of seven types he says the following:

?????? ??????: ?? ?????? ????? ??????  
?? ???????? ??? ?????? ????? ???????
?????? ??? ??????? ?????? ???? ??????  
???? ????? ?????? ???? ????? ??????
????? ???? ????? ????????? ??? ?????.

Waheed

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:32 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:32 -0700
Subject: Arabic-L:PEDA:legality of recording books response
Message-ID: <MON.26.FEB.2007.162232.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:legality of recording books response

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:Gail Grella <grellag1 at georgetown.edu>
Subject:legality of recording books response

The answer to the second question is no--it is not legal to make a  
sound recording of a book and sell it without permission from the  
copyright holder. The publisher of the book usually administers such  
subsidiary rights even if copyright is in the author's name (or that  
of another party), so you should contact the publisher if you want to  
pursue this.

Gail Grella
Georgetown University Press

------------------------------------------------------------------------ 
--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:09 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:09 -0700
Subject: Arabic-L:LING:Needs Colloquial Arabic lexicons with glosses
Message-ID: <MON.26.FEB.2007.162209.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
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 Colloquial Arabic lexicons with glosses

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Bushra Zawaydeh" <bzawaydeh at hotmail.com>
Subject:Needs Colloquial Arabic lexicons with glosses

hello
I was wondering if anybody knows about any colloquial Arabic lexicons  
that have the colloquial Arabic word and its gloss for sale? I know  
that the LDC has the monolingual Egyptian lexicon. Are there any  
lexicons that have the gloss and one could buy?

thanks
Bushra Zawaydeh

------------------------------------------------------------------------ 
--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:30 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:30 -0700
Subject: Arabic-L:PEDA:learner success research response
Message-ID: <MON.26.FEB.2007.162230.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
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:learner success research response

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:malhawary at ou.edu
Subject:learner success research response

Dear Andrew:
Look for such articles in _Al-Arabiyya_ journal and recent volumes of  
the _Perspectives on Arabic Linguistics_ series.
With Best Wishes,
Mohammad Alhawary

------------------------------------------------------------------------ 
--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:19 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:19 -0700
Subject: Arabic-L:LING:Computational Approaches to Arabic Script-based
 Languages deadline extended
Message-ID: <MON.26.FEB.2007.162219.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Computational Approaches to Arabic Script-based Languages  
deadline extended

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Ali Farghaly" <farghaly1 at gmail.com>
Subject:Computational Approaches to Arabic Script-based Languages  
deadline extended

Deadline for submitting papers for the Second Workshop on "Computational
Approaches to Arabic Script-based Languages" has been extended to  
March 5th.

Workshop websie: http://www.zoorna.org/CAASL2/

Ali Farghaly & Karine Megerdoomian

------------------------------------------------------------------------ 
--
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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:13 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:13 -0700
Subject: Arabic-L:PEDA:Education of emergent Arabic/English bilinguals
Message-ID: <MON.26.FEB.2007.162213.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Education of emergent Arabic/English bilinguals

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From: "rhozayin" <rhozayin at aucegypt.edu>
Subject:Education of emergent Arabic/English bilinguals

We are planning educational/training programs for teachers and  
parents of young children in Egypt in the area of emergent biliteracy  
(Arabic and English, based on Egyptian government language policy  
since September 2004, when EFL became mandatory in all first primary  
classes).

We would like to know (1) if anyone is carrying out an emergent  
literacy (or biliteracy) approach in  any other Arab country; (2) if  
anyone could suggest resources on the acquisition of Arabic literacy  
for young native speakers.

Please let me know if you have a response to either or both of these  
items, or if you would like information on our project.

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:26 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:26 -0700
Subject: Arabic-L:PEDA:Arab Academy Student reviews
Message-ID: <MON.26.FEB.2007.162226.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arab Academy Student review
2) Subject:Arab Academy Student review

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Debra Smith" <dlmsmith at sbcglobal.net>
Subject:Arab Academy Student review

I've been an online student at Arab Academy since November 2003, an  
onsite
student for a month each of the past two summers, and a participant  
in their
online live speaking courses since their inception just over a year  
ago. At
the same time I've been working through al-Kitaab 1-3 first in a
university's night program then privately with a professor, and I teach
English as a Second Language to adults -- all that to say I have a
particular frame of reference for your question.

My experience with Arab Academy's courses and programs has been
unequivocally positive. They use a communicative approach to teaching  
the
language, and they structure their units so that each lesson builds  
on the
previous one with lots of repetition built in for target vocabulary and
structures. The online exercises are fun and effective; some provide  
instant
feedback, while others receive teacher correction and are returned  
later.
Writing is a requirement. Message boards allow communication with the
teachers and other students both for additional help and to build a  
sense of
learning community for interpersonal learners.

As for ease of use -- there's a lot there, so it takes some  
acclimation, but
the whole site is well designed and user friendly. Technical support is
outstanding. And the interface is available in both English and  
Arabic (and
maybe some other languages, not sure).

Of course, studying independently online requires a type of discipline
different from that required by a scheduled class in a physical  
classroom,
so some personalities might not do well in this environment, but others
might thrive online more than they do in a classroom.

Hope this helps -- I've mostly addressed the Internet lessons, but if
there's more you'd like to know either about that or about the onsite
program or the speaking courses, feel free to email me off list.

Debra Morris Smith

------------------------------------------------------------------------ 
--
2)
Date: 26 Feb 2007
From:"Gary Bolen" <thearabist at gmail.com>
Subject:Arab Academy Student review

Hi Jackie
I have been using Arab Academy quite a bit since returning from Yemen an
overall I can say that it gets a lot right and very little wrong.

Please find below a comprehensive review of Arab Academy that comes from
LangSource (http://www.langsource.umd.edu/index.php).

The Arab Academy is a comprehensive web-based Arabic language teaching
program using a site designed to simulate a university and a school.  
Courses
are offered for English, French, German, and Indonesian learners of  
Arabic.
Several types of courses are offered: novice to advanced level Modern
Standard Arabic, novice and intermediate Quran, novice Sirah, Hadith and
Egyptian Colloquial. Level Zero teaches the alphabet. Learners log on  
to a
virtual classroom which includes links for coursework (the online  
lessons;
the Examination center; the Composition link for corrections and  
comments;
the Arabic board to post Arabic messages, questions to teachers,
suggestions, etc.; the Arabic chatroom moderated by a 'live' Arabic  
teacher;
Overall Scores of the learner's where students can check their  
scores; and
other contact Boards) and complimentary links (course information,  
student
evaluations, course materials, webliographical and bibliographical
references, graphics, and personal profile). The personal profile allows
students to control their own pace and set their own learning styles, a
valuable feature. Other sites offer specialized information on the  
Arabic
alphabet and key grammar points and monitoring by teachers and
administrators. The Arab Academy's Standard Arabic courses follow the
American Council on Teaching Foreign Languages (ACTFL) guidelines on the
novice, intermediate, and advanced levels. Each level is further divided
into three courses (low, mid, and high). The first two courses,  
novice low
and mid, revolve around daily life situations (greetings, shopping, and
ordering food, etc.). The intermediate-level courses are based on  
newspaper
articles. Arabic 103 takes the student to the intermediate level, where
local and international news is discussed based on newspaper  
articles, using
songs, short stories and other relevant texts. The advanced-level  
courses
are skill based. Currently available are courses that focus on the
development of listening, the skill that learners at this level have the
most trouble with, through the presentation and discussion of interviews
taken from Arab TV channels. The topics are all well chosen and  
useful, and
the vocabulary is also well chosen and varied, including a much larger
number of descriptive adjectives than one finds in present Arabic  
textbooks.
The vocabulary is presented with audio (through Real Player, which  
must be
available on the computer), and comes with the option of presenting  
either a
Modern Standard Arabic vocabulary word or its Egyptian Arabic  
equivalent, or
both. The same is true of the dialogue and situation sessions. This
represents a significant achievement?presenting two varieties at once,
something which the medium, CALL, allows with ease, and which printed  
texts
do not. One of the most powerful features of the program is that the
translation of every Arabic word and sentence is given by placing the  
cursor
on it and the sound file is played by clicking on any word. The  
vocabulary
can be printed out with the English (or other) equivalents, and there  
are
downloadable electronic books with the full curriculum. On the whole,  
it is
a very nicely designed and executed program. The other courses are  
meant to
be taken along with the Arabic courses one finds at each level?thus  
Arabic
102 goes with Quran 102, Hadith 102, Sirah 102. The Quran courses are  
very
well done, including background information in English (and Arabic)  
on the
"descent" (or time of revelation of the sura), rules of tajwiid  
present in
the sura, as well as introductory questions on the suras. The audio  
of an
authentic recitation of each verse of a sura may be accessed by  
pressing on
the verse number appearing at the end of the verse. You can also  
listen to
each word by clicking on it. The Hadith course is structured around a  
topic
with a relevant Quran verse as well as a citation from a hadith  
collection,
both of which are provided with audio. While the texts of these  
courses are
authentic and thus linguistically quite complex for the learning  
level, the
combination of single-word glosse

If you have any specific questions that aren't addressed by the review,
please feel free to email me directly.

Sincerely,
Gary Bolen

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--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:22 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:22 -0700
Subject: Arabic-L:PEDA:needs suggestions of simple poems
Message-ID: <MON.26.FEB.2007.162222.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:needs suggestions of simple poems

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Haroon Shirwani" <arabictutor at hotmail.com>
Subject:needs suggestions of simple poems

We are going to hold an Arabic declamation contest, with students  
reciting a poem or passage of their choice. Can anyone recommend any  
very simple poems, preferably ones that they have successfully used  
with beginners? There are plenty of Nizar Qabbani poems that are  
suitable, but what about other famous poets? I recall reading a very  
simple poem by Ilyaa Abu Madi while at university, but I have not  
been able to trace it. Any suggestions will be appreciated.

Regards,
Haroon

Haroon Shirwani
Head of Arabic
Eton College

------------------------------------------------------------------------ 
--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:24 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:24 -0700
Subject: Arabic-L:TRANS:windchill
Message-ID: <MON.26.FEB.2007.162224.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:windchill

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Andrew Freeman" <andyf at u.washington.edu>
Subject:windchill

In response to Marco Hamam?s discussion I would just like to point  
out that
this definition:

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

is not 100% correct.  Wind-chill is more than just the sensation or
perception of cold, ???? ???????.  Even if the actual  
temperature is above
0? Celsius, water will freeze if there is enough wind blowing over  
it.  In
places where it snows, you will see this phenomenon occasionally,  
when the
?actual? temperature is 1? Celsius, the snow will stick in places  
that are
exposed to the wind, but will melt in places that are protected from the
wind.

Best regards,
Andy

------------------------------------------------------------------------ 
--
End of Arabic-L:  26 Feb 2007


From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:20 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:20 -0700
Subject: Arabic-L:LING:Iraq etymology
Message-ID: <MON.26.FEB.2007.162220.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Iraq etymology

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"C.G.H?berl" <haberl at rutgers.edu>
Subject:Iraq etymology

[moderator's note: I couldn't figure out how to make the html  
entities in this message 'resolve' into the correct characters.  If  
someone knows how to do it, send it to me resolved and I'll repost.   
dil]

Dear Colleagues:

As far as I know, the site of Uruk (Biblical Erech) is known as  
Warka:' in
Arabic, possibly by way of Greek &#927;&#961;&#967;&#972;&#951;.  I'm  
not
entirely sure how one could derive the name 3Ira:q from either  
Warka:' or
&#927;&#961;&#967;&#972;&#951;, but I've learned to be very wary of
etymologies that take such liberties with phonemic segments.  In this
case, you have three root consonants, of which you are substituting two
with completely separate phonemes.  Furthermore, there is no attempt at
demonstrating a regular correspondence between these segments in the two
languages.

A similar problem is posed by practically every other etymology I've  
seen,
including one which derives the name Iraq from the Middle Persian word
e:rag.  Boyce translates this word as "south;" it is transparently  
related
to the Middle Persian word e:r meaning "low," and elsewhere I've seen it
translated as "lowlands."  While the expected form *e:ra:g is
unfortunately not attested in Pahlavi to my knowledge, there is a modern
reflex i:ra:h which means "coast."

The correspondence between Middle Persian g and Arabic q is not
controversial, but determining a correspondence between the glottal stop
and Arabic 3ayn- is much more problematic.  According to Ja:7i6', the
Arabs around Kufa pronounced their language in the Naba6i: manner,
replacing the 3ayn- with hamza.  If we accept an etymology from *e:ra:g
we might adduce a hypercorrection here.  Thus "Iraq" would be the
low-lying river valley complement to the Iranian plateau.  Considering
that the territory known today as Iraq was part of an Iranian empire in
one form or another for a millennium or more, it would not surprise  
me to
find an Iranian etymology for the name.

With regard to the Arab Iraq (3ira:qu l-3arabi:) as opposed to the
"Persian" Iraq (3ira:qu l-3ajami:), this distinction did not arise  
(as far
as I know) until the Seljuk period, when the Seljuks ruled a territory
spanning both Iraq and the mountainous area formerly known as the Jebal.
Because the Arabic Iraq was the much more significant part of this
territory, it gave its name to the whole, but since the Seljuks ruled  
from
Hamadan, it became necessary to distinguish between the two parts for  
the
first time.  A similar development gave us the "Kingdom of the Two
Sicilies" (1816-1861), which was ruled from Naples.

-- 
Charles G. H?berl, PhD
Instructor in Middle Eastern Studies
Assistant Director, Development and Communication
Center for Middle Eastern Studies
Rutgers, The State University of New Jersey
Lucy Stone Hall, Room B-316, 54 Joyce Kilmer Avenue
Piscataway, New Jersey 08854-8045



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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:01 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:01 -0700
Subject: Arabic-L:LING:ELRA Language Resources
Message-ID: <MON.26.FEB.2007.162201.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ELRA Language Resources

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:reposted from LINGUIST
Subject:ELRA Language Resources

Date: Wed, 21 Feb 2007 15:13:21
From: H?l?ne Mazo < mazo at elda.org >
Subject: ELRA Language Resources Catalogue Update 2/07 -2



ELRA Language Resources Catalogue - Update

ELRA is happy to announce that 4 new Speech Resources are now  
available in
its catalogue.

ELRA-S0157 NetDC Arabic BNSC (Broadcast News Speech Corpus)

The NetDC Arabic BNSC (Broadcast News Speech Corpus) is a corpus  
developed
by ELDA in the framework of the European-funded project Network of Data
Centres (NetDC). The project was done in collaboration with the LDC
(Linguistic Data Consortium), which has produced a similar corpus  
from the
news broadcasted by Voice of America Arabic in the United States. The
database contains ca. 22.5 hours of broadcast news speech recorded from
Radio Orient (France) during a 3-month period.
For more information, see:
http://catalog.elra.info/product_info.php?products_id=13&language=en

ELRA-S0232 Swiss-German Speecon Database

The Swiss-German Speecon database comprises the recordings of 550 adult
Swiss-German speakers and 50 child Swiss-German speakers who uttered
respectively over 290 items and 210 items (read and spontaneous).
For more information, see:
http://catalog.elra.info/product_info.php?products_id=982&language=en

ELRA-S0233 US English Speecon Database

The US English Speecon database comprises the recordings of 550 adult US
English speakers and 50 child US English speakers who uttered  
respectively
over 290 items and 210 items (read and spontaneous).
For more information, see:
http://catalog.elra.info/product_info.php?products_id=983&language=en

ELRA-S0234 SALA Spanish Chilean Database

The SALA Spanish Chilean Database comprises 1,024 Chilean speakers (477
males, 547 females) recorded over the Chilean fixed telephone network.
For more information, see:
http://catalog.elra.info/product_info.php?products_id=981&language=en


Moreover, the contents of the following two LC-STAR phonetic lexica was
updated:

ELRA-S0207 LC-STAR Catalan Phonetic Lexicon

The LC-STAR Catalan phonetic lexicon comprises more than 100,000 words,
including a set of more than 45,000 common words and a set of more than
45,000 proper names (including person names, family names, cities,  
streets,
companies and brand names) with phonetic transcriptions in SAMPA. The
lexicon is provided in XML format.
For more information, see:
http://catalog.elra.info/product_info.php?products_id=832&language=en

ELRA-S0208 LC-STAR Spanish Phonetic Lexicon

The LC-STAR Spanish phonetic lexicon comprises more than 100,000 words,
including a set of more than 45,000 common words and a set of more than
45,000 proper names (including person names, family names, cities,  
streets,
companies and brand names) with phonetic transcriptions in SAMPA. The
lexicon is provided in XML format.
For more information, see:
http://catalog.elra.info/product_info.php?products_id=833&language=en

For more information on the catalogue, please contact Val?rie Mapelli
mailto:mapelli at elda.org

Our on-line catalogue has moved to the following address:
http://catalog.elra.info. Please update your bookmarks.
Linguistic Field(s): Computational Linguistics

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:07 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:07 -0700
Subject: Arabic-L:GEN:Needs contact info
Message-ID: <MON.26.FEB.2007.162207.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
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 contact info

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:emanabdoh at hotmail.com
Subject:Needs contact info

I do need the e-mails of Dr Mousa Amayreh and Dr Alice Dyson  
urgently. Please, if anybody has them, send them as soon as possible.  
Thanks.

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:15 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:15 -0700
Subject: Arabic-L:PEDA:More on which dialect to teach
Message-ID: <MON.26.FEB.2007.162215.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
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:More on which dialect to teach
2) Subject:More on which dialect to teach
3) Subject:More on which dialect to teach

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:Joseph.Bell at msk.uib.no
Subject:More on which dialect to teach

Arabs who understand Egyptian dialect _can_ in fact also generally speak
it enough for a foreigner who only knows Egyptian to understand. For
students who don't know where they are going to be staying, Egyptian is
the only reasonable alternative.

Joseph Bell

------------------------------------------------------------------------ 
--
2)
Date: 26 Feb 2007
From:JMaria Persson <Maria.Persson at ling.lu.se>
Subject:More on which dialect to teach

On the subject "Which dialect to teach" Bill Young wrote:
---
Not all Arab countries have programs for teaching Arabic to English
speakers, however.  There is a new one run by Georgetown in Qatar but
nothing in Kuwait or Oman or Sudan or Algeria, as far as I know.  I
think that there are programs in Saudi Arabia but they have religious
restrictions.
---
To you and anyone else that might not know it I'd like to tell you  
that there is a language school of good quality in the Buraimi oasis  
on the border between Oman and the UAE. I realize that I am in a way  
recommending myself by saying so, but since I do not work at the  
colloquial department, and that was what you were interested in, I  
hope no one will mind ;) As for me I am responsible for the MSA  
program while at the same time doing research in the area. The full  
program combines MSA using the al-Kitaab with Gulf Arabic but the  
school will tailor courses for any student or group of students that  
want to do, say, only colloquial. The teachers are Omani but material  
from other counties is included in the curriculum. For more  
information go to: http://www.gapschool.net/

------------------------------------------------------------------------ 
--
3)
Date: 26 Feb 2007
From:"David Wilmsen" <dww22 at georgetown.edu>
Subject:More on which dialect to teach

I generally make the argument for teaching the Cairene vernacular
precisely because, as Bill Young points out, speakers of other
vernaculars who understand Egyptian Arabic, while they certainly do
not speak it with each other, may indeed use it - or at least approach
it - when dealing with Egyptians or foreigners.   This is, in fact, a
very good reason to teach our students to speak that variety as a
default form.  All other the considerations that Bill Young points out
are valid and should be considered as much as is feasible.  If, for
instance, students are planning to ship off to Iraq, it would be
better if they were to learn the Iraqi vernacular.  If they plan to do
anthropological fieldwork with the Tuareg or to work with development
organizations in rural Palestine, it would be better that they learn
those local vernaculars.  But such things are special conditions that
departments must address on an individual basis, if they are able to
How many instructors competent in any rural or Bedouin varieties would
be be able to find anyway?

In considering a strategy for the profession as a whole, however, it
seems prudent to aim for graduates leaving school with competence in a
more-or-less universally understood spoken vernacular, that being
Cairene.  At least they will be able to speak something as soon as
they land on Arab soil, and their interlocutors (most of them) will be
able to understand them (once they get over their initial surprise at
a very obviously non Egyptian speaking to them in Cairene Arabic).
Once learners have learned one variety well, it is not too hard a task
to begin switching to another and certainly to understand it, even if
they never gain complete control over it.

There, of course, is the rub:  learning it well.  Not enough time is
spent teaching spoken vernacular Arabic of any variety.  Two terms (as
it seems are devoted to the vernacular in those programs where it is
even taught) are generally not sufficient to impart any sort of
realistic proficiency in any language, not even Spanish or Dutch.
Granting greater exposure to vernacular Arabic could be solved easily
without too much interruption to the curriculum by simply beginning
with the study of a vernacular, and then after two terms teaching MSA
using the vernacular as a medium of instruction.  I am convinced that
after studying two terms of a vernacular, students would have gained
enough skill to be able to contend with that.  This would solve two
problems.  It would, as I mentioned, ipso facto give students greater
exposure within the classroom to vernacular Arabic, and it would also
preclude the need to lapse into English to explain grammar, as seems
to be unavoidable now, regardless of how hard we try not to.

David Wilmsen
Arabic and Islamic Studies
Georgetown

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From Dilworth_Parkinson at BYU.EDU  Mon Feb 26 23:22:05 2007
From: Dilworth_Parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:05 -0700
Subject: Arabic-L:LING:Cairo Linguists Group Lecture
Message-ID: <MON.26.FEB.2007.162205.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Cairo Linguists Group Lecture

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:madihadoss at yahoo.com
Subject:Cairo Linguists Group Lecture


CAIRO LINGUISTS GROUP
and the Arab African Research Center

are inviting you to a lecture by

Mbaye Bashir Lo
(Duke University, U.S.A.)

?Development of Arabic Language and Literature in West Africa?
  (in Arabic, abstract attached)

at the new headquarters of the Arab & African Research Center:
5 Hassan Barada Street, Giza, (side street off the previous address  
Qura Ibn Shureik Street), ground floor, Apt. 5. Tel. 7744644

Saturday, 10th  March 2007, 6p.m.

PLEASE COME ON TIME.
------------------------------------------------------------------------ 
-----------

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

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

????? ???? ??
(????? ????? ????????? ???????)

"????? ????? ???????? ? ?????? ?? ???  
???????"
(?????? ??????? ? ???? ??????)

                  ?? ?????  ?????? ?????  
?????? ??????? ??????????
5???? ??????? ??? ?????- ????? ?? ????  
??? ?? ???? -?????? ????? ?????? ??? 5

??????: 7744644

??? ????? 10 ???? 2007 ?????? ???????  
?????
???? ?????? ?? ?????? ??????


??????

???? ??? ????? ??? ??? ????? ?????  
??????? ?????? ?????? ???????  
???????? ?? ??? ???????. ?????? ?????  
???????? ? ?????? ???? ?? ??? ???????.  
???  ??? ?? ???? ??????? ?? ?????  
?????? ????  ??? ??? ???? ????? ??????  
????? ????? ???? ???? ??? ????  
??????? ?? ????? ????? ?????? ?????  
??? ????? ??????? ???????? ??? ??????  
?????? ?????? ?????? ??? ?????  
??????? ?? ???????, ???? , ???????.. ???

???? ?????  ??? ????? ????? ?????  
??????? ???????? ???????? ???????:  
??????? ?????????? ???  ???  ??????  
?????????, ????? ????? ??????, ?????  
???????? ??? ?????? ???????? ? ?????   
????????. ?????? ????? ?????????  
?????? ??? ?????? ?????? ?????  
??????? ?? ??? ???????  ???????  
????????  ???? ?????? ?????????  
???????? ?????????. ??? ??? ??? ?????   
??????? ????? ????? ??? ???????   
??????? ??????? ?? ??? ????? ???????  
?????? ???????? ? ?????????  ????????.



ABSTRACT

This presentation explores the development of Arabic literary forms  
and themes in West Africa. The rise of Islam in this region in the  
eleventh century was combined with the spread of some Islamic  
sciences such as fiqh (Jurisprudence) Tawhid (theology) TaSawwuf  
(Sufism) Tafsir (Quranic exegesis) and Lugha (Arabic language).  
Arabic literature in general, and the Arabic Qasida  in particular,  
became the main characteristic of West African writings. The paper  
will trace the development of the Qasida form from Rajaz in the hands  
of the early scholars, to Takhmis, in the 16th century, to reach its  
peak in the 19th and 20th century. The focus will be on four forms of  
the Qasida: the classical meters on the tradition of al-Buhur al- 
Khaliliyya; the acrostic of the Sufis; the mixed form (using local  
languages mixed with Arabic); and the ?ajami  form using local  
languages in Arabic script to write the classical meters. Themes  
range from eulogy, elegy, praise, to social commentary on local  
issues related to wars, celebrations, and resistance against  
colonialism. Poems from Senegal, Nigeria and Mali will be used to  
explain each form of the Qasida.
					

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From dilworth_parkinson at BYU.EDU  Mon Feb 26 23:22:27 2007
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Mon, 26 Feb 2007 16:22:27 -0700
Subject: Arabic-L:PEDA:Gilman International Scholarship Application
Message-ID: <MON.26.FEB.2007.162227.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 26 Feb 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Gilman International Scholarship Application

-------------------------Messages-----------------------------------
1)
Date: 26 Feb 2007
From:"Gilman" <Gilman at iie.org>
Subject:Gilman International Scholarship Application

Benjamin A. Gilman International Scholarship Program

Fall 2007/Academic Year 2007-2008 Application Open - Deadline: April 3,
2007

The Gilman International Scholarship Program provides awards of up to
$5,000 for U.S. undergraduate students to study abroad for up to one
academic year.  The program aims to diversify the kinds of student who
study abroad and the countries and regions where they go.  The program
serves students who have been under-represented in study abroad which
includes but is not limited to: students with high financial need,
community college students, students in under-represented fields such as
the sciences and engineering, students from diverse ethnic backgrounds,
students attending minority-serving institutions, and students with
disabilities. The Gilman Program seeks to assist students from a diverse
range and type of two-year and four-year public and private institutions
from all 50 states.

A limited number of $3000 Critical Need Language Supplements are
available for students studying a critical need language for a total
possible award of $8000.  A list of eligible languages can be found on
the Gilman website at http://www.iie.org/gilman

Eligibility: Students must be receiving a Federal Pell Grant at the time
of application and cannot be studying abroad in a country currently
under a U.S. Department of State Travel Warning or in Cuba.

The Gilman International Scholarship Program is sponsored by the U.S.
Department of State, Bureau of Educational and Cultural Affairs and
administered by the Institute of International Education.

For more information, full eligibility criteria and the online
application visit:  http://www.iie.org/gilman
<file:///C:\Documents%20and%20Settings\phauck\Local%20Settings\Temporary
%20Internet%20Files\OLKA9\www.iie.org\gilman>

Gilman International Scholarship Program
Institute of International Education
520 Post Oak Blvd., Ste. 740
Houston, TX 77027

Contact for Applicants: Lindsay Calvert
email: gilman at iie.org
Phone: 713.621.6300, ext 25

Contact for Advisors: Jennifer Eisele
email: gilman_scholars at iie.org
Phone: 713.621.6300, ext 16

http://www.iie.org/gilman

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