From dil at BYU.EDU  Fri Jan  2 22:29:24 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 2 Jan 2009 15:29:24 -0700
Subject: Arabic-L:LING:Dictionaries of Modern Linguistic Terms responses
Message-ID: <FRI.2.JAN.2009.152924.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 02 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Dictionaries of Modern Linguistic Terms response
2) Subject:Dictionaries of Modern Linguistic Terms response

-------------------------Messages-----------------------------------
1)
Date: 02 Jan 2009
From:Mehmet Hakki SUCIN <mhakkisucin at yahoo.com>
Subject:Dictionaries of Modern Linguistic Terms response

Dear Abdessatar Mahfoudhi,

I think the following sources would be helpful:

- Al-Khuli, Muhammad Ali (1991). A Dictionary of Theoritical  
Linguistics. Beirut: Dar Fallah.

- Al-Khuli, Muhammad Ali (1998). A Dictionary of Applied Linguistics.  
Beirut: Dar Fallah.

You can obtain them via following links respectively:

http://www.neelwafurat.com/itempage.aspx?id=lbb129916-90046&search=books
http://www.neelwafurat.com/itempage.aspx?id=lbb129917-90047&search=books

Both books were published by Librarie de Liban in 1982.

Regards,

Mehmet Hakki Sucin
Gazi University
Ankara, Turkey

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2)
Date: 02 Jan 2009
From:Alexander Magidow <amagidow at gmail.com>
Subject:Dictionaries of Modern Linguistic Terms response

Dear Abdessatar,

Librarie Du Liban publishes two English-Arabic dictionaries of
linguistic terms:
http://tinyurl.com/8khb44
and
http://tinyurl.com/84966v

They have wide distribution in the middle east, but it can be difficult
to find their books in the US.
Alex Magidow

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From dil at BYU.EDU  Fri Jan  2 22:29:43 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 2 Jan 2009 15:29:43 -0700
Subject: Arabic-L:LING:summary of responses on unusual negative
Message-ID: <FRI.2.JAN.2009.152943.0700.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:summary of responses on unusual negative

-------------------------Messages-----------------------------------
1)
Date: 02 Jan 2009
From:andyf at u.washington.edu
Subject:summary of responses on unusual negative

Hi everybody,



                 Many thanks to all those who responded to my request   
for
help with the apparently extraneous Laa in my corpus.



                 Here is an example of the phenomenon in question.

'iHna 'awwalan xaa'ifiin min hadhoola l-muxarribiin laa yijuun w  
yxarribuun
il-maHaTTa



                 This is the general consensus.



1)      It is not laa.  It should be transcribed as la.

'iHna 'awwalan xaa'ifiin min hadhoola l-muxarribiin la yijuun w  
yxarribuun
il-maHaTTa

2)      Three people said that it means "lest" or might and it is  
analogous
to the modal "laHsan" which is used in the Egyptian vernacular.

3)      Three people compared it to the li + subjunctive in Standard  
Arabic
that means "that" or "in order to"

4)      Now I'm wondering if it is not related to the "la" that can
introduce a result clause in a hypothetical sentence. For example:

a.       Law kaan fiih xeer,  la ma ramaah aT-Teer. (if it were worth
anything the bird would not have tossed it)

5)      The "we" in this sentence are afraid, but the thing being  
feared has
not happened yet, it only exists in some contrary to fact universe, so  
that
this use of "xaa'if" is forcing some kind of "contrary to fact" modality
that is similar to that produced by using "law"



In any event I am secure in thinking that the correct translation into
idiomatic English is one of the following:



First off we are afraid of those vandals who might come and wreck the
station.

First off we are afraid of those vandals lest they come and wreck the
station.



Once again, thank you to everybody who responded.

Best regards,

Andy



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From dil at BYU.EDU  Fri Jan  2 22:29:39 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 2 Jan 2009 15:29:39 -0700
Subject: Arabic-L:PEDA:Responses to 'teaching colloquial with MSA'
Message-ID: <FRI.2.JAN.2009.152939.0700.ARABICL@LISTSERV.BYU.EDU>

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Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Response to 'teaching colloquial with MSA'
2) Subject:Response to 'teaching colloquial with MSA'
3) Subject:Response to 'teaching colloquial with MSA'
4) Subject:Response to 'teaching colloquial with MSA'
5) Subject:Response to 'teaching colloquial with MSA'

-------------------------Messages-----------------------------------
1)
Date: 02 Jan 2009
From:Uri Horesh <uri.horesh at fandm.edu>
Subject:Response to 'teaching colloquial with MSA'

Dear Chris et al.,

I'd like to thank Chris for his thoughtful questions and thoughts and
offer a few remarks:

1. If anyone "cringes at [your] use of 'rules' in reference to
dialect," let them cringe all they want. Dialects - including those of
Arabic - are just as systematic as any language. They have
regularities and irregularities; stable features and variable ones.
And in many cases, especially in phonology but by no means limited to
that domain, "conversion" from MSA to a dialect (or a cluster of
dialects) is quite predictable.

2. On that note, Margaret Nydell once publishes a series of conversion
courses from MSA to XXX dialect(s). It seems to be out of print, but
if you contact Georgetown University's Arabic Department, I'm sure
they can locate copies for you.
http://www.amazon.com/s?ie=UTF8&search-type=ss&index=books&field-author=Margaret%20K.%20Nydell&page=1

3. The notion of teaching "dialectal forms" without teaching a
specific dialect is not a new one. It may seem peculiar to some
people, but I think it is useful. It can be done in the form of
"Formal Spoken Arabic," as in the series of books by Karin Ryding,
David Mehall and others. Or it can be done using any of the existing
materials, which are dialect-specific, as long as the instructor isn't
bound and doesn't bind her/his students to using one particular
dialect in speech. For instance, if a teacher well-versed in Egyptian
Arabic is using the materials in Al-Kitaab (or Mughazy's book for that
matter), but has a number of students of Lebanese heritage, or even
non-heritage students who plan to travel to the Gulf, why not let them
interact as Arabs would interact in the real world: each using the
dialect with which they are comfortable, with adjustments and
accommodations where needed.

4. Finally, a bunch of us have been meeting, mostly informally thus
far, to discuss ways in which Munther Younes's integrated approach to
teaching Arabic dialects alongside MSA can be refined and promoted. If
you respond to me off-list, I can give you more details.

Best wishes,
Uri

--------------------------------------------------------------------------
2)
Date: 02 Jan 2009
From:Brian Huebner <bhuebner2 at gmail.com>
Subject:Response to 'teaching colloquial with MSA'

Hello from Belgium,

Your suggested approach is used very effectively in a school textbook  
designed for use in the French high school Arabic classes.

Alongside the MSA texts and dialogues, elements of 4 dialects  
(Morrocan, Tunisian, Egyptian and Lebanese) are intertwined into the  
course with explanations of the differences in pronunciation,  
grammatical rules, morphology and syntax.

I only have the second volume which I purchased at the Instistut du  
Monde Arabe in Paris. CD's are also available, but I don't have them.

It's called:
Kullo tamâm (كله تمام)
Arabe Tome 2

http://www.delagrave-edition.fr/Search_Result.cfm?keywords=Kullo+tam%C3%A2m&niveauCategID=&MatiereCategID=&x=0&y=0

Hope this helps,

Brian Huebner
conference interpreter
Brussels
www.langsites.com

--------------------------------------------------------------------------
3)
Date: 02 Jan 2009
From:benjamin.geer at GMAIL.COM
Subject:Response to 'teaching colloquial with MSA'


See this article about Munther Younes:

http://www.insidehighered.com/news/2008/10/01/arabic

Ben

--------------------------------------------------------------------------
4)
Date: 02 Jan 2009
From:Ola Moshref <omoshref at gmail.com>
Subject:Response to 'teaching colloquial with MSA'

salaam

I follow your same strategy. Given the amount of MSA material that our  
program requires us to cover in each course and the limited number of  
contact hours, we have little space to go beyond MSA. However, I  
always include among the course objectives something like  "to make  
correspondences between standard and spoken varieties of Arabic".

We use Al-kitaab, so I always do part of the colloquial (listening) at  
the end of each chapter. Some students find it very hard, and say it  
is not useful. With interested classes, I give an hour weekly to  
practice speaking in colloquial as well. I do not have structured  
instructional material for this purpose, but I make my own based on  
the students' level. In grammar, whenever applicable I hint to  
differences between MSA and colloquial. But I believe theoretical  
explanations of this sort are of little use.

Apart from the textbook, the only material I can supplement is songs  
or any other listening in colloquial, focusing only on small stretches  
that are very close to the MSA structures or vocabulary they learned.


Happy new year

--------------------------------------------------------------------------
5)
Date: 02 Jan 2009
From:Debra Smith <dlmsmith at sbcglobal.net>
Subject:Response to 'teaching colloquial with MSA'

My observation as an Arabic student (and English language teacher) is  
that what's helpful depends on the student. For me, understanding  
principles and tendencies shared by the colloquials is very helpful.  
So far, it looks to me like it's the most basic and important things  
that change: pronouns, verb conjugations, interrogative particles, and  
key verbs like 'want.' At the same time, I believe that other learners  
are less principle oriented and more sensitive to auditory input from  
the language itself. So ultimately both are helpful. I say this from  
Southern Sudan, where, with a background in MSA and Egyptian  
colloquial and a smidge of Iraqi, I am trying to wrap my mind around  
Juba Arabic, which is completely different.

Debra Smith

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From dil at BYU.EDU  Wed Jan  7 22:00:42 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:42 -0700
Subject: Arabic-L:LING:International Conference on Arabic Language
 Processing
Message-ID: <WED.7.JAN.2009.150042.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
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Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:International Conference on Arabic Language Processing

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:reposted from LINGUIST
Subject:International Conference on Arabic Language Processing

Full Title: 3rd International Conference on Arabic Language Processing
Short Title: CITALA'09

Date: 04-May-2009 - 05-May-2009
Location: Mohammadia School of Engineers-Rabat, Morocco
Contact Person: Abdelfettah Hamdani
Meeting Email: citala2009 at iera.ac.ma
Web Site: http://www.citala.org

Linguistic Field(s): Computational Linguistics

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

Language Family(ies): Afroasiatic

Call Deadline: 15-Feb-2009

Meeting Description:

Mohammadia School of Engineers(EMI) and the Institute for Studies and  
Research
on Arabization(IERA) are organizing the third edition of the  
International
Conference on Arabic Language Processing (CITALA'09). CITALA is the  
only regular
event on Arabic Language Processing in the Maghreb region.

Call for Papers

The aim of this Conference is to gather studies, achievements and  
experiences
from scholars working on Arabic language processing in order to map  
the progress
made in this field. A special session will also be organized to enable  
resource
mobilization and identification of partnerships for future collaborative
participator project cooperation. High level partner institutions will  
be
invited to network with participants.

Topics:
Communications (30 minutes, including question time), could address the
following Arabic Language Processing topics (non limitative list):
-Lexicon: databases including linguistic resources (phonological,  
morphological,
syntactic, and semantics)
-Design, use, standardization and normalization of linguistic  
resources (Arabic
corpora, Arabic Lexicon, Anthologies, etc.)
-Use of linguistic resources in Arabic NLP applications
-Automatic generation and parsing of morphology, syntax, semantics,  
pragmatics
and discourse.
-Evaluation and benchmarking of resources, applications and Arabic NLP  
products
-Resources for the evaluation of applications for the written and  
spoken Arabic
language
-Exploitation of Arabic NLP in Industrial applications
-Automatic Tagging of Arabic Texts
-Text Briefing
-Automatic Machine Translation
-Optical Character Recognition
-Documents Retrieval, information searching and retrieving, search  
engines, and
questions/answering systems
-Needs, possibilities, forms, initiatives of/for local, regional and
international activities, projects and collaborative participatory  
cooperation

Submission:
Authors are invited to submit papers using IEEE Standard template (to  
download
from the conference website).The submitted articles should not exceed  
10 pages.
Each paper will be evaluated based on originality, significance,  
technical
soundness, and clarity of exposition. Accepted articles will be  
published in the
proceedings of this meeting and could be proposed for publication in  
an IEEE
Journal. Articles should be submitted in electronic MS Word format to  
both
following addresses: citala2009 at emi.ac.ma, citala2009 at iera.ac.ma.

By submitting a paper, author simplicitly agree that at least one of  
them will
register to the conference and present the paper.

Deadlines:
Paper submission: February 15, 2009
Notification of acceptation: March 27,2009
Final version submission: April 3, 2009
Conference: May 4-5, 2009

Additional Information:
Prof. Karim Bouzoubaa: karim.bouzoubaa at emi.ac.ma  Mohammadia School of  
Engineers
Avenue Ibn Sina B.P.765- Agdal Rabat, Morocco
Prof.Abdelfettah Hamdani: hamdani at iera.ac.ma  Institute for studies  
and Research
on Arabization Rabat-Institut, B-P 6216,Rabat,Morocco
Tél.:+21237687150 Tél.:+21237773005
Fax:+21237778853 Fax:+21237772065
www.emi.ac.ma
www.iera.ac.ma

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From dil at BYU.EDU  Wed Jan  7 22:00:47 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:47 -0700
Subject: Arabic-L:LING:Needs Khartoum Sudanese Arabic Speakers
Message-ID: <WED.7.JAN.2009.150047.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 07 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Khartoum Sudanese Arabic Speakers

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From: Katri Clodfelder <kclodfel at INDIANA.EDU>
Subject:Needs Khartoum Sudanese Arabic Speakers

I am trying to locate native speakers of Khartoum Arabic who might be
willing to correspond with me regarding syntactic variations of  
quantifier
production data.  The data is phonetically transcribed but can be
translitered to Latin characters for ease of communication.

If you, or someone you know, is willing to correspond with me on this
topic, please e-mail me directly at kclodfel at indiana.edu.

Thank you.

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From dil at BYU.EDU  Wed Jan  7 22:00:45 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:45 -0700
Subject: Arabic-L:LING:CFP-Arabic Natural Language Processing Issue of ACM
 TALIP
Message-ID: <WED.7.JAN.2009.150045.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
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1) Subject:CFP-Arabic Natural Language Processing

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:Prof_Khaled Shaalan <khaled.shaalan at gmail.com>
Subject:CFP-Arabic Natural Language Processing

~~~~~~~~~~~~~~~~~~~~~~~ CALL For Papers ~~~~~~~~~~~~~~~~~~~~~~~
Special Issue on Arabic Natural Language Processing (ANLP)
ACM Transactions on Asian Language Information Processing (TALIP)
http://talip.acm.org/
Association for Computing Machinery (ACM).
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Arabic is a Semitic language spoken by over 250 million people, in an
area extending from the Arabian Gulf in the east to the Atlantic Ocean
in the west. It is one of the six official languages of the United
Nations. It is also the language in which some of the world's greatest
works of literature, science, and history have been written.

Arabic is a strongly structured and highly derivational language.
Arabic language processing requires the treatment of the language
constituents at all levels. Each level requires extensive study and
exploitation of the associated linguistic characteristics. Over the
last few years, Arabic natural language processing (ANLP) has been
gaining increasing importance, and has found a wide range of
applications including: machine translation, information extraction,
and tutoring systems. These applications require developing innovative
approaches and techniques for natural language analysis, natural
language generation, and linguistic resources.

Various forums have been dedicated to ANLP:
* Special track on Natural Language Processing, The  International
Conference on Informatics and Systems (NLP-INFOS 2008), Cairo Univ.,
Egypt.
* Workshop on HLT & NLP within the Arabic world: Arabic Language and
local languages processing: Status Updates and Prospects, LREC, 2008
* Computational Approaches to Arabic Script-based Languages, workshop
series (04, 07).
* International Conference on Arabic Language Resources and Tools
(NEMLAR 2004), Cairo Egypt.
* ACL Workshop on Computational Approaches to Semitic Languages (2005,  
2007)

This special issue of the ACM Transactions on Asian Language
Information Processing (TALIP) is intended to present the
state-of-the-art in research on Arabic natural language processing,
Arabic computational linguistics, applied Arabic linguistics and
related areas. This call is intended to be as broad as possible. We
solicit original research papers on topics including, but not limited
to:

* Linguistic resources (corpora, electronic dictionaries, treebanks,  
etc.)
* Transliteration, transcription and diacritization
* Part of speech tagging
* Morphological analysis and generation
* Shallow and deep parsing
* Machine translation
* Word sense and syntactic disambiguation
* Semantic analysis
* Information extraction and retrieval
* Question answering
* Text clustering, and classification
* Text summarization
* Text and web content  mining
* Named entity recognition
* Colloquial-based language processing

>>>> Important Dates <<<<<
* Submissions due for review: 1 April 2009
* Notification of 1st decision: 1 July 2009
* Revisions due: 15 August 2009
* Notification of acceptance: 1 October 2009
* Final version submitted: 1 November 2009
* Issue publication: March 2010

>>>>> Submission Guidelines <<<<<
Papers should be formatted following the style guidelines for the ACM
Transactions on Asian Language Information Processing
(http://talip.acm.org). Please submit papers in PDF format using the
web-based submission system Manuscript Central
(http://mc.manuscriptcentral.com/talip). In order to identify the
submission as for the special issue, please indicate "This paper is
being submitted to the Special Issue on Arabic NLP" on the first page
of the paper. Please notice that the typical paper length is 20-30
pages.

               *-*-*-*-*

>>>>> Guest Editors <<<<<
* Prof. Khaled Shaalan, (Fellow) School of Informatics University of
Edinburgh, UK; Faculty of Computers & Information, Cairo University;
Faculty of Informatics, British Univ. in Dubai. Email:
k.shaalan_AT_fci-cu.edu.eg.
* Prof. Ali Farghaly, Senior Member of Technical Staff, Text Group,
Oracle USA, CA; Adjunct Professor of Arabic Linguistics, Monterey
Institute of International Studies, Monterey, CA, USA. Email:
ali.farghaly_AT_oracle.com

For a one page PDF version of this Call for papers upload
http://www.buid.ac.ae/shaalan/arabnlpcfp.pdf

-- 
Regards,
Khaled

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From dil at BYU.EDU  Wed Jan  7 22:00:54 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:54 -0700
Subject: Arabic-L:GEN:Needs refs on social tolerance in 10th Century
 Al-Andalus
Message-ID: <WED.7.JAN.2009.150054.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 07 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs refs on social tolerance in 10th Century Al-Andalus

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:Abderrahman Aissa <Aissa.Abderrahman at Colorado.EDU>
Subject:Needs refs on social tolerance in 10th Century Al-Andalus

Dear all:

1. I have had a couple of good responses to my previous call for  
references on my doctoral thesis:

"Tolérance sociale et cohabitation confessionnelle, à la base de l'âge  
d'or d'al-Andalus (Xe siècle)".

2. I'm hoping that I may get more additional suggestions in regard to  
the topic, if more colleagues receive this email.

Thanks brother and sisters, and happy new year!

Cheers,

Abderrahman A
Univ of Colorado

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From dil at BYU.EDU  Wed Jan  7 22:00:50 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:50 -0700
Subject: Arabic-L:PEDA:Teaching Colloquial with MSA
Message-ID: <WED.7.JAN.2009.150050.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
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Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Teaching Colloquial with MSA

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:Joseph Norment Bell <joseph.bell at if.uib.no>
Subject:Teaching Colloquial with MSA

Sometimes we must face the facts. While we all know that knowledge of a
dialect or of MSA alone is not sufficient, we seem to disagree on the
choice of dialect or whether we might use a blend of dialects.

The point in learning to speak Arabic well is to be able to play on the
full range of levels and nuances that Standard Arabic and your dialect
make available, according to the situation.

Few can be asked to do this with more than one dialect. Which one? Well,
if you know where you are going and where you are likely to stay, then
the best choice is most likely the prestige dialect of that area. But
most students of Arabic don't know where they are headed until they have
more or less finished their formal language training. (The French
experience is something of an exception here.)

So we ask whether there is a dialect that practically from one end of
the Arab world to the other might be in competition with MSA as a lingua
franca, even if often at different levels of formality. It would seem to
be there is, and pretty much everyone knows the answer.

Illiterate Arabs who may still understand some MSA, will also understand
you if you speak to them in Cairene Egyptian. Often they will even be
able to answer you in something resembling Cairene.

I don't know where this leaves the partisans of "blending." One speaks
of "leveling," and how Arabs from different countries, when together,
will leave out expressions they consider to be too dialect-specific to
be understood by the others. But at least in _middle level_ Cairene
there is little that needs to be left out for such reasons.

Other Arabic dialects cannot be imitated for the same reasons over the
same wide geographic area. A Jordanian imitating an Egyptian is very
likely doing it to be understood (the popularity of Egyptian jokes
notwithstanding), whereas when he imitates a Lebanese, for example, he
is indeed most likely telling a joke.

Telling jokes makes you popular. Maybe our dialect-blending students
will reap that benefit.

Joseph Bell

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From dil at BYU.EDU  Wed Jan  7 22:00:59 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:59 -0700
Subject: Arabic-L:LING:More on la- 'lest'
Message-ID: <WED.7.JAN.2009.150059.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 07 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:More on la- 'lest' (was: Unusual negative)

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:Manfred Woidich <m.a.woidich at uva.nl>
Subject:More on la- 'lest' (was: Unusual negative)

Dear all,
There is some literature on on the grammaticalization of the negative
particle laa as a conjunction la- ‘lest’, and of aHsan with the same
function in Arabic dialects.
See for example M.M. Bravmann, Studies in Arabic and General Syntax.
IFAO XI. Le Caire 1953. §95 p.118f and §110 p.136f.
And for those who read German:
For Damascus Arabic see Ariel Bloch, Die Hypotaxe im
Damaszenisch-Arabischen ... . AKM XXXV,4. Wiesbaden 1965. §52 p.42f.
(with older literature on the subject)
You will find a comprehensive account for Egyptian in Manfred Woidich,
Negation und negative Sätze im Ägyptisch-Arabischen. Ph.D. thesis
University of Munich 1968. §137–141 p.204–213.

Manfred Woidich

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From dil at BYU.EDU  Thu Jan 15 00:16:19 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:19 -0700
Subject: Arabic-L:PEDA:U of Iowa Job
Message-ID: <WED.14.JAN.2009.171619.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:U of Iowa Job

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:"Trepanier, Jessica J" <jessie-trepanier at uiowa.edu>
Subject:U of Iowa Job

University of Iowa
Department of French and Italian
111 Phillips Hall
Iowa City, IA 52242

Lecturer in Modern Standard Arabic

The University of Iowa Department of French and Italian invites  
applications for a non-tenure-track lecturer position in Modern  
Standard Arabic for the academic year 2009-10, renewable for a total  
of three years (2009-12) and renewable thereafter in three year  
increments pending collegiate approval and demonstrated excellence in  
teaching. PhD or equivalent in a related field preferred.  Ability to  
coordinate a language program and to teach all levels of Modern  
Standard Arabic, from beginning to advanced, required. Ability and  
experience teaching courses on Middle Eastern culture in English and  
integrating computer and other audiovisual technologies in teaching  
are desirable.

Candidates must submit applications online at http://jobs.uiowa.edu/.   
Do not mail paper applications. Screening of applications begins  
February 1, 2008 and will continue until the position is filled.   
Attachments to the application should include cover letter, curriculum  
vitae, and the contact information for three letters of  
recommendation.   Refer to requisition number 056465.

The Department and the College of Liberal Arts and Sciences are  
strongly committed to gender and ethnic diversity; the strategic plans  
of the University, College and Department reflect this commitment. The  
University of Iowa is an equal opportunity/affirmative action  
institution.  Women and minorities are encouraged to apply.


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From dil at BYU.EDU  Thu Jan 15 00:16:21 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:21 -0700
Subject: Arabic-L:GEN:New JAIS articles
Message-ID: <WED.14.JAN.2009.171621.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:New JAIS articles

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:Joseph Norment Bell <joseph.bell at if.uib.no>
Subject:New JAIS articles

The following message has been sent by the current editor of JAIS, Alex
Metcalfe, from what will in the future be the main site of the journal.
Note that vol. 9 (2009) is nearly full, but that articles are now being
posted earlier than previously. The Bergen site will continue to exist
as a mirror site, though it will be a week or so before the newly
announced articles are posted at Bergen. All Bergen URLs for previously
posted files will continue to work, except for PDF files that have been
withdrawn in accordance with our agreement with Edinburgh University
Press to withdraw PDFs once the paper edition has appeared. Links to
similarly paginated HTML files will be provided in all such cases.

::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

The /Journal of Arabic and Islamic Studies/ is pleased to announce that
the following articles have recently been posted on its website at
http://www.lancs.ac.uk/jais

Editor’s Preface and Bibliography of Michael G. Carter.

Tetz Rooke: '/In the Presence of Absence/: Mahmoud Darwish's Testament'.

Maria Persson: 'The Role of the /b-/prefix in Gulf Arabic Dialects as a
Marker of Future, Intent and/or Irrealis'.

Heikki Palva: ‘Sedentary and Bedouin Dialects in Contact: Remarks On
Karaki and Salti Dialects of Jordan’.

Lutz Edzard: ‘Principles Behind the Eighth Revised Edition of
Rudolf-Ernst Brünnow's and August Fischer's Arabische Chrestomathie aus
Prosaschriftstellern: A Tribute to the Scholarly Methods of Michael G.
Carter’.

Anne Sofie Roald: ‘From Theocracy to Democracy? Towards Secularization
and Individualization in the Policy of the Muslim Brotherhood in  
Jordan’.

Gunvor Mejdell: ‘What is Happening to /Lughatuna 'l-Gamila/? Recent
Media Representations and Social Practice in Egypt’.

Ludmila Torlakova: ‘The Notion /Weapon/ in Arabic Idioms’.

Simon O'Meara, ‘A Legal Aesthetic of Medieval and Pre-Modern Arab-Muslim
Architectural Space’.

Oddbjørn Leirvik: ‘Conscience in Arabic and the Semantic History of
/Damir/’.

Abdulrazzak Patel: ‘/Nahda/ Epistolography: Al-Shartuni's /al-Shihab/
and the Western Art of Letter-Writing’.



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From dil at BYU.EDU  Thu Jan 15 00:16:26 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:26 -0700
Subject: Arabic-L:LING:Needs Brill tagger
Message-ID: <WED.14.JAN.2009.171626.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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 Brill tagger

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:roqaya rahoma <re_raz at yahoo.com>
Subject:Needs Brill tagger

i need to
Brill Tagger
pleas help me

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End of Arabic-L:  14 Jan 2009


From dil at BYU.EDU  Thu Jan 15 00:16:25 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:25 -0700
Subject: Arabic-L:PEDA:Workshop on Teaching Grammar to Promote
 Communicative Accuracy
Message-ID: <WED.14.JAN.2009.171625.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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            unsubscribe arabic-l                                      ]

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

1) Subject:Workshop on Teaching Grammar to Promote Communicative  
Accuracy

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:zeintaha at aucegypt.edu
Subject:Workshop on Teaching Grammar to Promote Communicative Accuracy

American University in Cairo
TAFL Program
Announces:
A Workshop on Teaching Grammar to Promote Communicative Accuracy
Date: March 21-22 (immediately prior to AUC’s conference entitled:  
Teaching Language and Rhetoric.)
Location: AUC’s New Campus in New Cairo (same as conference location).
Registration Fees: 50$
Deadline for payment: Feb. 15th ,2008.
Please make checks payable to: American University in Cairo (Arabic  
Language Institute).
Mailing address: AUC Avenue, P.O. 74  New Cairo 11835, Egypt.

Only 10 participants will be accepted this time
The Arabic Language Institute in the American University in Cairo is  
offering a workshop on means of teaching grammar in order to promote  
successful communication and a high level of accuracy concurrently

With the appearance of calls for enhancing students communicative  
abilities during the seventies (and up till now) arguments continue to  
arise among Arabic teachers about the role of teaching grammar in  
developing AFL students’ ability to express themselves fluently and  
accurately. Many teacher’s well founded fears of stressing fluency to  
the point of doing away with accuracy has given rise to extensive  
controversies about the most useful class practices that would help  
teachers use grammar to develop AFL learners accuracy without impeding  
learners’ fluency.


This workshop will address such controversy through:
1-   Helping teachers reflect upon their goals and their current  
practices in teaching grammar.

2-   Presenting alternatives to practices that do not or are not  
expected to help them fulfill their class goals.

3-   Showing  means of using the various language skills to enhance  
learners’ knowledge of new grammatical structures and using them to  
understand and produce meaningful texts.


Registration form:

Full name:

Name of institution you are affiliated to:

Address of institution:

Contact numbers:

Email address:

Previous Teaching experience (if any):

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From dil at BYU.EDU  Thu Jan 15 00:16:30 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:30 -0700
Subject: Arabic-L:LING:Needs to download free Arabic Corpus
Message-ID: <WED.14.JAN.2009.171630.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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 to download free Arabic Corpus

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:iwidat at hotmail.com
Subject:Needs to download free Arabic Corpus

[please respond directly to iwidat]

I am working with my PhD thesis witch its Arabic document  
classification, for the experiments I need Arabic corpus, but  
unfortunately there is no free one for educationally purpose ,so could  
u pls tell me where I can download one.
Regards!


iwidat
Beijing

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End of Arabic-L:  14 Jan 2009


From dil at BYU.EDU  Thu Jan 15 00:16:32 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:32 -0700
Subject: Arabic-L:PEDA:Teaching Colloquial with MSA
Message-ID: <WED.14.JAN.2009.171632.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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:Teaching Colloquial with MSA
2) Subject:Teaching Colloquial with MSA

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:Waheed Samy <wasamy at umich.edu>
Subject:Teaching Colloquial with MSA

I'm glad Joseph Bell brings this topic to the list.

For reasons you are all familiar with there are many institutions that
resist teaching anything but فصحى.  However, there seems to be a
growing interest in teaching something other than فصحى.  As Joseph,
and others have asked: which عامية?

Looking at Arabic as a broad spectrum with عامية on one end and
فصحى at the other, by dedicating instruction to a limited sliver at
the فصحى end does not adequately reflect the linguistic reality of
Arabic.  As a consequence teaching only فصحى does not serve
learners adequately.

Therefore, in an attempt to bridge the gaps, and to introduce more of
that spread, I believe that more mixing is useful.  In my opinion such
a mixing should proceed on the basis of the following broad linguistic
areas, as well as combinations of these areas as necessary:

Phonology
The lexicon
Morphology
Syntax

To illustrate, using an example of a phonological generalization, I
suggest that within the context of courses in MSA --as commonly taught
using Arabic textbooks, such as الكتاب الأساسي, or
الكتاب, or The Michigan Series, and others-- it will be very
useful for learners to know that the dipthongs /aw/ and /ay/, such as
in فوق and بيت are realized as vowels /oo/ and /ee/.  There are
numerous other examples.  As a speaker of Egyptian Arabic, I can
introduce such phonological information and mix it in during the
course of the semester.  Speakers from other regions of the Arabic-
speaking world can do the same.

 From the lexicon, an example of what to introduce is the definite
relative pronoun اِللي.  Learners can be encouraged to use it, and
also be informed of usage.

Taking morphological, syntactic, and mixed categories, the learners
should become aware of 'b prefixing' imperfect form verbs: يعرف and
بيعرف.  Someone once told me that on a visit to Jordan, never
having been introduced to anything but فصحى, when he heard the 'b
prefixed verb' he was sure it was a noun.

Learners should know that the definite article is 'il; not just 'al.


I am suggesting that non-فصحى features be introduced into the MSA
curriculum, and that such an introduction be within the context of MSA
--as opposed to فصحى only or عامية only instruction.

Waheed Samy
University of Michigan, Ann Arbor

--------------------------------------------------------------------------
2)
Date: 14 Jan 2009
From: Mustafa Mughazy <mustafa.mughazy at wmich.edu>
Subject:Teaching Colloquial with MSA

Dear Joseph and interested colleague,

First of all, I would like to note the paradigm shift from whether we  
should teach a colloquial dialect to how we can teach one along with  
MSA. I think this is the question that will dominate the field for a  
long time.

The question of which dialect to teach is a very loaded question  
because it has nationalistic undertones with everyone thinking their  
dialect is more prestigious, more widely understood, or closer to MSA.  
There is also the issue that I mentioned earlier of whether dialect  
choice can affect hiring decisions.

I asked my French and Canadian colleagues who teach French in my  
department about the dialect they teach. They all said that they teach  
their own dialect while making comparisons to others when they see  
fit. When I asked what they meant by “their dialect”, it turned out  
that they were talking about prestigious “nationalist” dialects  
rather than regional dialects. I got the same answer from my Spanish  
and Mexican colleagues who teach Spanish.  Arabic presents a rather  
different situation, but it is not that unique or exotic.

What I do in my teaching is use MSA and Egyptian together in every  
exercise, activity, or even vocabulary quiz (fourth semester). By  
Egyptian, I mean Cairene, not my local dialect of Alexandria (However,  
I still say falafel, not ta3meyya). I also mention other dialects that  
I understand, especially if there are students who are interested in a  
particular dialect. If students use other dialects, I accept it as a  
correct answer.

Back to which dialect to teach: teach your own “nationalist”  
dialect or the one you are most comfortable with. Some people are even  
very good at teaching other dialects. I know a highly esteemed  
colleague from Libya who teaches Egyptian and a Moroccan colleague who  
speaks Egyptian flawlessly.  You do not have to be a native speaker to  
teach a dialect, as long as you speak it well. Besides, that is what  
textbooks are for.

As for dialect leveling, we should wait for this to happen among  
native speakers. Teaching a dialect mix is very difficult because  
there are no textbooks for dialect mixes as far as I know. Even if we  
can do this, the students will end up speaking something that is very  
different from native speakers speak. Can you imagine someone who  
speaks a mixture of American, British, Australian, Hindi, and African  
American English?

Mustafa Mughazy


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From dil at BYU.EDU  Thu Jan 15 00:16:23 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:23 -0700
Subject: Arabic-L:PEDA:Needs private tutor in NYC area
Message-ID: <WED.14.JAN.2009.171623.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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 private tutor in NYC area

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:Michael <michael.boyce at yale.edu>
Subject:Needs private tutor in NYC area

[please respond directly to Michael]

Dear all,
Is there an Arabic teacher in the New York City area who would be  
willing to do a couple of private lessons with an intermediate-level  
Yale sophomore over the next three weeks? I am studying abroad this  
coming term and I would like to brush up before I head off. I will of  
course pay for an hour or two-hour long session.
Warmly,
Michael Boyce

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From dil at BYU.EDU  Thu Jan 15 00:16:36 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:36 -0700
Subject: Arabic-L:PEDA:Which universities teach which dialects?
Message-ID: <WED.14.JAN.2009.171636.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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:Which universities teach which dialects?

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:rdurkan at hotmail.com
Subject:Which universities teach which dialects?

[please respond directly to Richard, as well as to the list if you like]

Is there anywhere I can find out which universities teach which Arabic  
dialect courses, please?

Richard Durkan

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End of Arabic-L:  14 Jan 2009


From dil at BYU.EDU  Thu Jan 15 00:16:29 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:29 -0700
Subject: Arabic-L:GEN:Refs on tolerance 10th Cent. Al-Andalus
Message-ID: <WED.14.JAN.2009.171629.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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:Refs on tolerance 10th Cent. Al-Andalus

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:nagwa hedayet <nhedayet at yahoo.com>
Subject:Refs on tolerance 10th Cent. Al-Andalus

Dear Colleague Abderrahman,
Please have a look at Ph.D. Dissertation on: The Jews of Al Andalus in  
the 10th Cent. Under the Umayyid Caliphate by Nagwa Hedayet; also the  
proceedings of the University of Oxford Confrence on: Re-thinking  
Islam, 1997 that was under the ausipeces of Prince Chalres under the  
same title. Pls. have a look too at the article on, The Jews of Al  
Andalus, Journal of Social Affairs, 2003.

There are long references list included in the above works.

With my best regards to all.

Nagwa Hedayet

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From dil at BYU.EDU  Thu Jan 15 00:16:34 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:34 -0700
Subject: Arabic-L:PEDA:NFLRC-Hawaii Professional Dev events
Message-ID: <WED.14.JAN.2009.171634.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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:NFLRC-Hawaii Professional Dev events

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:National Foreign Language Resource Center <nflrc at hawaii.edu>
Subject:NFLRC-Hawaii Professional Dev events

The National Foreign Language Resource Center at the University of  
Hawaii
at Manoa is pleased to announce its 3 major professional development
events this year . . .

	* 1st International Conference on Language Documentation &
	  Conservation (ICLDC), March 12-14, 2009, Honolulu, Hawaii
	  (pre-registration deadline - January 31)

	* 2009 NFLRC Online Summer Institute for Non-native Teachers of
	  Chinese & Japanese, June 22-July 3, 2009
	  (apply now - limited space, rolling admissions)

	* Language Learning in Computer Mediated Communities (LLCMC)
	  Conference, October 11-13, 2009, Honolulu, Hawaii
	  (Call for Proposals deadline - March 1)
		plus, CULTURA: Web-based Intercultural Exchanges
		Pre-conference event, October 10-11, Honolulu, Hawaii

For more information, see below:


1st INTERNATIONAL CONFERENCE ON LANGUAGE DOCUMENTATION & CONSERVATION
(ICLDC): Supporting Small Languages Together
March 12-14, 2009, Honolulu, Hawaii
http://nflrc.hawaii.edu/icldc09/

It has been a decade since Himmelmann's article on language  
documentation
appeared and focused the field into thinking in terms of creating a
lasting record of a language that could be used by speakers as well as  
by
academics. This conference aims to assess what has been achieved in the
past decade and what the practice of language documentation within
linguistics has been and can be. It has become apparent that there is  
too
much for a linguist alone to achieve and that language documentation
requires collaboration. This conference will focus on the theme of
collaboration in language documentation and revitalization and will
include sessions on interdisciplinary topics.

Plenary speakers include:  Nikolaus Himmelmann (University of Munster),
Leanne Hinton (UC Berkeley), Paul Newman (Indiana University), & Phil  
Cash
Cash (University of Arizona)

There will also be an optional opportunity to visit Hilo, on the Big
Island of Hawai'i, in an extension of the conference that will focus on
the Hawaiian language revitalization program, March 16th-17th.

Conference pre-registration deadline:  January 31, 2009



2009 NFLRC ONLINE SUMMER INSTITUTE FOR NON-NATIVE TEACHERS OF CHINESE &
JAPANESE
June 22-July 3, 2009
http://nflrc.hawaii.edu/prodev/si09w/

This workshop serves as an online professional development opportunity  
for
non-native-speaking teachers of Chinese and Japanese language at the  
K-16
level, with a focus on teachers in underserved areas. As part of our
mission to serve the development and enhancement of Asian language in  
the
United States, the University of Hawaii National Foreign Language  
Resource
Center will offer 2 concurrent two-week intensive language courses in
Chinese and Japanese. The intensive courses, delivered entirely free of
charge over the World Wide Web using a tested and proven pedagogic  
model,
focus on the development and/or maintenance of communicative language
skills at the Advanced level, with strong emphasis on written
communication meeting high standards of literacy.

Space is limited, so submit your online application form today!

(NOTE:  For interested Chinese teachers, there is a special additional
opportunity to travel to Hawaii after the online workshop for intensive
hands-on teacher training in the STARTalk Sports and Language Immersion
Camp [planned for July 6-31, 2009] at the University of Hawaii at  
Manoa in
Honolulu. Pending the approval of funding for the 2009 STARTalk Hawaii
Sports and Language Immersion Camp, Chinese teachers successfully
completing the online summer institute will be eligible for up to $800
travel defrayment for the STARTalk Hawaii camp.)



LANGUAGE LEARNING IN COMPUTER MEDIATED COMMUNITIES (LLCMC) CONFERENCE
October 11-13, 2009, Honolulu, Hawaii
http://nflrc.hawaii.edu/llcmc/

Once, computers were seen as thinking machines or electronic tutors. Now
the computer has become one of many devices that people use to form
virtual communities of all kinds. In the field of language education,
computer mediated communication (CMC) enables students to interact with
one another free of space and time constraints and to participate in
communities of learning with their counterparts in the target culture.  
The
Language Learning in Computer Mediated Communities (LLCMC) Conference
explores the use of computers as a medium of communication in language
learning communities.

Conference highlights
	* Keynote talk by Dr. Gilberte Furstenberg (Massachusetts
	  Institute of Technology)
	* Special colloquium showcasing online cultural exchanges based at
	  the University of Hawaii
	* Optional pre-conference event - CULTURA: Web-based Intercultural
	  Exchanges (October 10-11)

We welcome your session proposal submissions in this exciting area.  Use
our convenient online submission form - deadline March 1, 2009.


*************************************************************************
  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://nflrc.hawaii.edu
*************************************************************************

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From dil at BYU.EDU  Fri Jan 23 18:26:46 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:46 -0700
Subject: Arabic-L:LING:Machine Translation Summit XII
Message-ID: <FRI.23.JAN.2009.112646.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Machine Translation Summit XII

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:Priscilla Rasmussen <rasmusse at ptd.net>
Subject:Machine Translation Summit XII

Machine Translation Summit XII

Short Title: MT Summit
Location: Ottawa, Ontario, Canada
Date: 26-30 August 2009

Conference Web Site: http://summitxii.amtaweb.org
Contact Person: Laurie Gerber (lgerber at amtaweb.org)
Linguistic Subfield(s): Computational Linguistics

The Twelfth Machine Translation Summit, organized by the International  
Association for Machine Translation and the Association for Machine  
Translation in the Americas, will be held at the Château Laurier,  
Ottawa, Canada, 26-30 August 2009.

We invite all those with an interest in translation automation to  
participate in the conference. There are several categories of  
submissions, each with its own requirements, see below. Details will  
be available on the conference website as well.

MT Summit XII will bring together scientists, developers, and users of  
machine translation and other tools for multilingual processing. The  
conference will survey the international state of the art and practice  
in machine translation with:

	• A full MT research program track
	• Government and Commercial MT user program tracks
	• Special sessions on technology in translator training and tools for  
translators
	• A technology showcase with live demonstrations of MT systems and  
applications incorporating machine translation.
Before the main conference, one full day (Wednesday, August 26) will  
be devoted to tutorials, and after the conference another day (Sunday,  
August 30) will be devoted to specialized workshops. These wide- 
ranging activities will allow participants from research, business,  
and government to engage experts and explore how to use machine  
translation technology to conquer language barriers and overcome the  
digital divide.


Call for Research Papers
Call for Government User Presentations
Call for Commercial User Presentations
Call for Tutorial Proposals
Call for Workshop Proposals
Call for Technology Showcase Exhibits

Summary of Submission Deadlines:
March 6, 2009: Final day for Tutorial and Workshop proposals
April 28, 2009: Deadline for Research paper submissions
May 28, 2009: Deadline for Commercial User, Government User, and  
Translator Training and Tools presentation proposals
Summary of Other Important Dates

June 12, 2009: Notification of acceptance for Research, Commercial  
User, Government User, and Translator Training and Tools submissions
July 10, 2009: Final versions of Research Papers Due
August 10, 2009: Deadline to provide tutorial booklets and workshop  
proceedings for copying
  Summary of Conference Schedule

August 26, 2009  Tutorial day
August 27-29, 2009: Main conference
August 28, 2009: Technology Showcase
August 30, 2009: Workshop day
Call for Research Papers

  MT Summit XII seeks original papers about all aspects of machine  
translation. Topics of interest include, but are not limited to:

	• MT technology
	• Translation environments (workflow, support tools, conversion tools  
for lexica, etc.)
	• Translation aids (translation memory, terminology databases, etc.)
	• Human factors in MT and user interfaces for MT
	• MT combined with other technologies (speech translation, cross- 
language information retrieval, multilingual text categorization,  
multilingual text summarization, multilingual natural language  
generation, etc.)
	• Dictionaries and lexica for MT
	• Text and speech corpora for MT, and knowledge extraction for MT
	• Standards in text and lexicon encoding for MT
	• MT evaluation techniques and evaluation results.
  There will be two categories of research papers:

  (R) Regular papers: Submissions are invited for reports of  
significant research results in any aspect of machine translation and  
related areas. Such reports should include a substantial evaluation  
component.

(P) Poster presentations (with or without demonstration): Submissions  
are invited for presentations that are best suited for poster  
sessions, which are more interactive. Submissions are also invited for  
reports on the design, implementation, operation and evaluation of  
operational and prototype systems.

  Both types of paper should include a 100 word abstract, and up to 5  
keywords. MT Summit XII uses electronic submission through the START  
conference tool (LINK). Guidelines for authors will be available soon  
at the conference website http://summitxii.amtaweb.org/

  Important Dates

April 28, 2009: Research Paper Submissions Due:
June 12, 2009: Author notification
July 10, 2009: Final versions due

Research Program Committee
The research program committee will be co-chaired by Pierre Isabelle (Pierre.Isabelle at cnrc-nrc.gc.ca 
) and Roland Kuhn (Roland.Kuhn at cnrc-nrc.gc.ca), both from the National  
Research Council of Canada. All submissions will be reviewed by at  
least three experts.

  Call for Government User Presentation

MT  Summit Government User presenters and participants will focus on  
the strategic nature and use of MT in governmental organizations. Most  
governmental entities are providing a benefit to their citizens and  
internal customers who require them to translate large volumes of  
information and make it available across multiple languages and varied  
network architectures. The need for language translation technology  
within governmental organizations is diverse and sometimes  
compartmented. Governments are looking to advances in technology that  
helps them deliver information not only in the country’s native  
language but in other languages that helps them compete and promotes  
them globally. In an age when significant volumes of available data  
come in all languages, it is necessary to look to alternatives that  
assist in the translation process.


For this year’s MT Summit we are asking government participants to  
consider topics that address the strategic challenges of applying MT  
tools and applications into their existing business processes. We are  
looking for representation from all government organizations that face  
language challenges to include: Health and Human Services, Human  
Resources, Defense, Commerce, Labor, Energy, Judiciary, Business,  
Trade, Transportation, and many others. Within the governmental  
organizations we are asking that leaders or their representatives  
attend that can address topics ranging from acquisition, funding,  
requirements development, computer systems and network architecture,  
research and development, and program management and how they apply to  
the integration and acceptance of MT tool usage.
The sessions will be structured to provide open and constructive  
dialogue among attendees with diverse technical backgrounds and areas  
of expertise. The secondary objective of this approach is to establish  
longer-term connections among participants and foster new cooperative  
efforts.

Topics

Topics for papers, presentations, and panel discussions should include  
but not be limited to:

Strategic Views and Objectives pertaining to MT programs
Employment of MT tools
Challenges (IT, personnel, implementation)
Achievable gains through usage and/or metrics
Requirements development and management
Policy and Oversight
Budgeting and Contracting
Research and Development
  What to submit

Submissions should be 100-200 word summaries and may be sent directly  
in e-mail or as attachments in RTF format.

  How to submit

Send submissions and questions to Government User program chair,  
Nicholas Bemish at Nicholas.Bemish at dia.mil

Important Dates

May 28, 2009: Submissions Due
June 12, 2009: Notification of Acceptance

Call for Commercial User Presentations
The Commercial User program track will focus on how MT is being used  
to meet business needs such as just-in-time localization of critical  
information, provision of technical support information, or  
translation of user generated and community content. Submissions  
should focus on the use of MT in a business setting and how it is  
integrated with other technologies to support business goals.

Topics

Potential topics include (but are not limited to):

<!--[if !supportLists]-->·         <!--[endif]-->Use of MT to provide  
localization of data-driven, dynamic, or user-specific information
<!--[if !supportLists]-->·         <!--[endif]-->Use of MT to reduce  
localization time and/or cost
<!--[if !supportLists]-->·         <!--[endif]-->Ways in which MT can  
be used to increase the scope of globalization projects
<!--[if !supportLists]-->·         <!--[endif]-->Integrating MT and  
human translation
<!--[if !supportLists]-->·         <!--[endif]-->Managing change when  
implementing MT systems
What to submit

Ideal presentations will be case studies describing new or ongoing  
deployments. Case studies may focus on one or more of: project  
justification, ROI and other cost/benefit analyses, evaluation and  
technology selection, change management, level of automation, and  
future plans and technology wish lists. Submissions should be 100-200  
word summaries and may be sent directly in e-mail or as attachments in  
RTF format. Presenters will be encouraged to provide final  
presentations for inclusion in the proceedings and conference website.


How to submit
Send submissions and questions to the MT Summit Conference Chair,  
Laurie Gerber at lgerber at amtaweb.org


Important Dates
May 28, 2009: Submissions Due
June 12, 2009: Notification of Acceptance
Call for Presentations on Technology in Translator Training and Tools  
for Translators


This year’s MT Summit conference will be held in Ottawa, home to the  
Canadian Translation Bureau, which ranks as one of the world’s largest  
language service providers. On this occasion, we explore a new topic  
area, to engage and learn from and about human translation.
Commercial language services and human translators are encountering  
and responding to requests for increasing speed and automation from  
clients. In some cases, clients have already adopted machine  
translation and simply send the output for postediting. A few  
pioneering translators and agencies have developed expertise in  
combining resources for productivity, or in MT postediting.

In this conference track, we invite presentations that explore

<!--[if !supportLists]-->·         <!--[endif]-->translator  
productivity, productivity targets and ceilings on productivity.
<!--[if !supportLists]-->·         <!--[endif]-->MT postediting:  
training posteditors, best practices, tools and environments
<!--[if !supportLists]-->·         <!--[endif]-->areas where  
translators would like help from technology
What to submit

Ideal presentations will be case studies, reports on research working  
with human translators, wish lists, and opinion/visionary  
presentations are also welcome. Submissions should be 100-200 word  
summaries and may be sent directly in e-mail or as attachments in RTF  
format. Presenters will be encouraged to provide final presentations  
for inclusion in the proceedings and conference website.


How to submit
Send submissions and questions to the MT Summit Conference Chair  
Chair, Laurie Gerber at lgerber at amtaweb.org


Important Dates

May 28, 2009: Submissions Due
June 12, 2009: Notification of Acceptance
Call for Tutorial Proposals

  AMTA conference tutorials introduce our members to exciting  
innovations, to practical skills, or to different disciplinary  
perspectives. MT is a kaleidoscopic universe of ideas, concerns, and  
capabilities that requires the efforts and talents of professionals in  
multiple disciplines. The goal of cross-language meaning transfer is  
shared among translators, technologists, and researchers of all  
stripes -- but we often need cross-training to improve communication.  
Tutorials at AMTA provide background for the main conference sessions,  
and enhance our members' effectiveness by offering a means for  
understanding issues, solutions, and perspectives of multiple  
approaches and different disciplines.

Tutorials will be held on Wednesday, August 26. Tutorials are half-day  
(3 hour) instructional sessions.

Topics


We ask that tutorials be of interest to a broad audience and  
particularly invite:
<!--[if !supportLists]-->·         <!--[endif]-->Tutorials that  
introduce new or prospective commercial users to machine translation  
technology, evaluation, and use, including fundamental vocabulary and  
concepts
<!--[if !supportLists]-->·         <!--[endif]-->Tutorials that  
introduce tool developers and researchers to the current landscape of  
translation technology and standards that machine translation needs to  
interoperate with in a production environment
<!--[if !supportLists]-->·         <!--[endif]-->Tutorials that  
introduce tool developers and researchers to human translation,  
including the way translators actually work, professional standards,  
training, and technology adoption trends.
<!--[if !supportLists]-->·         <!--[endif]-->Technical and  
scientific tutorials on high-impact issues, approaches, and techniques
<!--[if !supportLists]-->·         <!--[endif]-->Tutorials which  
explain a recent development in the field or provide technical guidance
<!--[if !supportLists]-->·         <!--[endif]-->Introductory,  
overview, or survey tutorials on high-interest, leading-edge R&D topics
  If you have an idea but are new to the process of proposing  
tutorials, please contact us. We can assist you in developing your idea.

What to submit

Submissions should include the title and a brief description of the  
proposed tutorial's topic and content, including a short outline of  
the presentation or interactive activity, showing that the content can  
be covered in three hours. Be sure to include technical requirements  
and a description of the professional expertise of the tutorial  
presenters.

How to submit

Send submissions to Reggie Hobbs (hobbs at arl.army.mil) and Jennifer  
DeCamp (jdecamp at mitre.org), with a copy to the main conference email  
address (summitxii at amtaweb.org). We will evaluate Tutorial proposals  
as soon as they are submitted. The last day for submissions is March  
6, 2009.


Important Dates
March 6, 2009: Deadline for Tutorial proposals
August 10, 2009: Deadline for submission of tutorial materials for  
copying
August 26, 2009: Tutorial day

Call for Workshop Proposals
Proposals for workshops are now being solicited on topics of direct  
interest and impact for MT researchers, developers, vendors or users  
of MT technologies. AMTA workshops bring together groups of people  
(peers) involved in a specific problem area of machine translation, to  
advance the state of the art in that area.  Workshops focus on group  
participation rather than instruction.

Workshops are typically held the day after the main conference, and  
this year will be held on Sunday 30th August. Workshops will normally  
last a whole day (approx. 8 hours). Workshops can take a variety of  
forms, including refereed and invited papers, hands-on exercises,  
discussion and debate, or other activities. Proposers will be asked to  
issue their own ''Call for Papers'', and to maintain a web site giving  
information about the submission procedure and, later on, the full  
program. Working language of the workshops will normally be English;  
however, it is acceptable to have a second (or alternative) working  
language if this is appropriate to the theme of the workshop. This  
should be stated clearly on the proposal.

Submissions should be made to the Workshop Chair (e-mail: hassan at apptek.com 
) by March 6th. They should include the theme and goal of the  
workshop, the planned activities, a calendar of deadlines for  
submission including the dates for workshop submissions, notification  
and, if appropriate, camera-ready copy (we advise that you follow the  
submission dates for the main conference), and an estimate of the  
number of participants.
<!--[if !supportLineBreakNewLine]--><!--[endif]-->

Note that we will evaluate Workshop proposals as soon as they are  
submitted. The last day for submissions is March 6, 2009

Important Dates

March 6, 2009: Deadline for Workshop proposals
August 10, 2009: Deadline for Submission of Workshop Proceedings for  
copying
August 30, 2009: Workshop day
Technology Showcase


Machine translation technology has been ready for deployment in many  
environments for many years, but many prospective users hesitate to  
dive in, or perhaps they don’t believe that MT will work for their  
application. The technology showcase provides an opportunity to see  
working MT systems embedded in software systems that solve real world  
problems. The developers and integrators are on hand to demonstrate  
the systems, and talk about the users and the use cases.
User groups and integrators are especially encouraged to demonstrate  
the systems they have built to solve real-wlrld problems. Developers  
are encouraged to demonstrate solutionized MT and related tools and  
systems.


The Technology Showcase will be held Friday afternoon, August 28, and  
will be open to the public and the press.


For more information, contact Jennifer DeCamp (jdecamp at mitre.org) and  
Reggie Hobbs (hobbs at arl.army.mil) with a copy to summitxii at amtaweb.org

A few words about Ottawa, Canada

Ottawa is Canada’s capital and the fourth-largest city in Canada (1.2  
million people). Nestled on the banks of the Ottawa, Gatineau, and  
Rideau Rivers, Ottawa has more scientists, engineers, and PhDs per  
capita than any other city in the country. It is known for the large  
number of parks and lakes that surround it, as well as for the  
numerous cultural institutions it contains.


The conference venue, the Fairmount Château Laurier, is located in the  
heart of downtown next to the Parliament Buildings and not far from  
the National Gallery and the National Arts Centre. It is a magnificent  
limestone edifice with turrets and masonry reminiscent of a French  
château.

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From dil at BYU.EDU  Fri Jan 23 18:26:47 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:47 -0700
Subject: Arabic-L:PEDA:Modern Language Center in Tunis programs
Message-ID: <FRI.23.JAN.2009.112647.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Modern Language Center in Tunis programs

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:contact at stc-tunisia.com
Subject:Modern Language Center in Tunis programs

Dear Sir,
       “Ahlan” from Tunisia. My name is Chokri Hamouda and I'm the
director and owner of The Modern Language Center, a private school  
located
in Tunis. I am contacting you to inform you of our school's Arabic  
language
study exchange programs commencing in the spring 2008-2009 term.
Our exchange program is intensive, with a four hour daily classroom
component. We are recruiting two types of students for the coming  
semester:
1.Students who are newcomers to Arabic and are looking to study the
language from its fundamentals.
2.Students who have completed 16 or more credit hours of University  
level
Arabic study with above a 3.0 average.

        I encourage you and your students to log on to our website,
www.stc-tunisia.com for more details on our program’s academic  
components
and for a brief overview of life and culture in Tunisia (that we provide
ample opportunities to delve into!). I can hardly begin to express the
advantages of studying Arabic in one of the most liberal and dynamic
countries in the modern Arab world.
Our application deadline for spring semester study is December 20th  
and our
deadline for summer study is March 20th. A complete application includes
our school's application form, a non official transcript, and two  
letters
of recommendation.
Please feel welcome to contact me by phone or email with any questions  
you
may have. I'm happy to put you in contact with our teachers (all  
Tunisian
Fulbright scholars) should you have questions regarding curriculum
specifics.
Sincerely,
Chokri Hamouda

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From dil at BYU.EDU  Fri Jan 23 18:26:50 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:50 -0700
Subject: Arabic-L:PEDA:U of Oklahoma Job
Message-ID: <FRI.23.JAN.2009.112650.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

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

1) Subject:U of Oklahoma Job

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:"Alhawary, Mohammad T." <malhawary at ou.edu>
Subject:U of Oklahoma Job

Assistant Professor of Arabic—Tenure Track
The University of Oklahoma is still receiving applications for a  
tenure-track position in Arabic
at the level of Assistant Professor beginning August 2009 as part of
its Language Flagship program. The position is a joint appointment in
the University’s Department of Modern Languages, Literatures and
Linguistics and the School of International and Area Studies.
Applicants must have a Ph.D. in Arabic language and literature in hand
at the time of appointment, native or near-native proficiency in
Arabic (MSA), and a demonstrable commitment to both teaching and
research.  Research focus on Arabic literature and/or culture is
preferred. The teaching load is four courses per year and includes
courses in Arabic language, literature, and culture at the
undergraduate level.  Salary is competitive.  Send applications to
include cover letter, CV, three letters of recommendation,
transcripts, and sample publications to the Chair of Arabic Search
Committee, School of International and Area Studies, University of
Oklahoma, 729 Elm Avenue, Hester Hall Room 105, Norman Oklahoma,
73019. Position is open until filled. Women and
minorities are encouraged to apply.  The University of Oklahoma is an
Affirmative Action/Equal Opportunity employer.

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From dil at BYU.EDU  Fri Jan 23 18:26:52 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:52 -0700
Subject: Arabic-L:PEDA:CAMES Summer Arabic Program
Message-ID: <FRI.23.JAN.2009.112652.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:CAMES Summer Arabic Program

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:Aliya Saidi <as33 at aub.edu.lb>
Subject:CAMES Summer Arabic Program

CAMES Summer Arabic Program 2009

The Center for Arab and Middle Eastern Studies at the American  
University of Beirut will be holding an intensive summer Arabic  
program from June 24 until August 7, 2009. The program offers  
intensive Modern Standard Arabic instruction at six different levels:  
Introductory, High Introductory, Low Intermediate, Intermediate, High  
Intermediate and Advanced. The typical daily workload includes five  
hours of MSA and one hour of Lebanese dialect, followed by lectures,  
field trips, clubs and movies which are integrated into the program.  
Students should also expect at least four hours of homework each day.  
The total of 186 classroom hours is the equivalent of 9 credit hours  
at AUB, which may be transferred to other universities.

The program uses the Georgetown Arabic language textbooks by Brustad,  
al-Batal, and al-Tonsi and other supplementary materials.

The application deadline is March 30, 2009. Applications may be  
downloaded from: http://staff.aub.edu.lb/~webcames/sap_application.html

The breakdown of fees is as follows:

	• Tuition for Modern Standard Arabic (obligatory): $3,732
	• Accommodation in AUB dorms:
		• $682 (private)
		• $517 (semi-private)
		• $423 (shared)
	• Health Insurance: $130
	• Sports Facilities Usage: $42

For further information about the program, please check this link http://staff.aub.edu.lb/~webcames/about.html 
  or email cames at aub.edu.lb.

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From dil at BYU.EDU  Fri Jan 23 18:26:51 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:51 -0700
Subject: Arabic-L:LING:more ya'ni refs
Message-ID: <FRI.23.JAN.2009.112651.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:more ya'ni refs

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:heveenk at HOTMAIL.COM
Subject:more ya'ni refs

In reply to your question about lit on the Arabic discourse marker yani,
here is a list of some studies that have dealt with this marker (and
others) in different Arabic dialects:

Al-Khalil, Talal (2005). Discourse Markers in Syrian Arabic: A study of
Hall?, 	Ya؟nē, Ţayyeb and Lakan. Unpublished Ph.D. thesis. Essex
university.

Gaddafi, A.M (1990). A study of Discourse Markers in Liyban spoken  
Arabic.
Unpublished Ph.D. thesis. London Birkbeck University.

Ghobrial, Atef, N (1993). Discourse Markers in Colloquial Cairene  
Egyptian
Arabic: a pragmatic perspective. Unpublished Ph.D. thesis. Boston
University.

Ali-Kurdi, Heveen (2008). THE USE OF DISCOURSE MARKERS BY SYRIAN ARABIC
LEARNERS OF ENGLISH. Unpublished Ph.D. thesis. The University of
Manchester.

Ya'ni is also a discourse marker in Turkish and here are a few studies
about it:

Özbek, Nurdan (1995). Discourse Markers in Turkish and English: a
comparative study. Unpublished PhD thesis. Nottingham University.

Özyürek, Ash and Furman, Reyhan (2007). “Development of  
interactional
discourse markers: Insights from Turkish children’s and adults’ oral
narratives”. Journal of Pragmatics, In press.


hope this helps.

Best wishes
Heveen Ali-Kurdi

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From dil at BYU.EDU  Fri Jan 23 18:26:53 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:53 -0700
Subject: Arabic-L:LING:Arabic Resources and Tools Conference
Message-ID: <FRI.23.JAN.2009.112653.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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            unsubscribe arabic-l                                      ]

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

1) Subject:Arabic Resources and Tools Conference

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:from LDC newsletter
Subject:Arabic Resources and Tools Conference


2nd International Conference on Arabic Resources and Tools Conference

The LDC would like to pass along the following announcement regarding  
the upcoming MEDAR Conference:

The second international conference on Arabic Language Resources and  
Tools will be held in Cairo, Egypt on April 22-23, 2009.  The  
conference is organized by the Mediterranean Arabic Language and  
Speech Technology consortium (MEDAR), a new NEMLAR initiative, and is  
supported by the European Commission.

Conference aims:

Language Resources (LRs) are a central component of the linguistic  
infrastructure, necessary for the development of HLT applications and  
products, and therefore for industrial development. In this conference  
we will focus on Arabic language technology and on the necessary  
language resources and tools for both research and commercial  
development of language technology for Arabic. Multilingual language  
technology is a particular focus, as well as general methodologies.  
The other important aspect for the promotion of Arabic language  
technology is cooperation. Cooperation is extremely important for the  
advancement of the field, be it cooperation between European, Arabic  
and American partners, cooperation between Arabic partners,  
cooperation between research and industry etc. MEDAR will present its  
first proposal for a Cooperation Road Map, and will seek discussion  
and collaboration for its final version.

The aim of this conference is to provide a forum for the discussion of  
the state-of-the-art for Arabic resources and tools, in particular for  
machine translation and multilingual information retrieval, discuss  
problems and opportunities, exchange information regarding LRs and  
tools, their applications, ongoing and planned activities, industrial  
uses and needs, requirements coming from the new e-society, both with  
respect to policy issues and to technological and organizational ones.  
The road map discussions will in particular bring in policy issues and  
collaboration and organization issues.

Important Dates:

Submission of proposals for papers, posters, referenced demos: January  
30, 2009

Notification of acceptance: March 9, 2009

Final versions for the proceedings: April 6, 2009

For Further Information:

Bente Maegaard (Coordinator)
Tel: + 45 35 32 90 90
Fax: + 45 35 32 90 89
Email: nemlar[AT]hum.ku.dk
Web: www.medar.info



--------------------------------------------------------------------------
End of Arabic-L:  23 Jan 2009


From dil at BYU.EDU  Fri Jan 23 18:26:56 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:56 -0700
Subject: Arabic-L:PEDA:Teaching Colloquial with MSA
Message-ID: <FRI.23.JAN.2009.112656.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Teaching Colloquial with MSA
2) Subject:Teaching Colloquial with MSA

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:Doria El Kerdany <doriayk at aucegypt.edu>
Subject:Teaching Colloquial with MSA

Wahid,
that was very interesting answer, shokran.
do you have in mind a name of a source where we can find a list of non- 
فصحى features (Egyptian dialect)?
best,
doria El kerdany


--------------------------------------------------------------------------
2)
Date: 23 Jan 2009
From:Dina El Zarka <dina.elzarka at uni-graz.at>
Subject:Teaching Colloquial with MSA


Dear all,

we've been discussing this issue for a while now and it seems that it  
will be long before any agreement can be  reached. Maybe solutions  
will have to be tailored to particular needs, anyway. As far as  
teaching at my department is concerned, we have to get students to a  
quite high level of proficiency in MSA very soon because we are  
training translators. So we cannot afford to spend one whole semester  
on teaching a colloquial language which we then could use as a  
metalanguage for teaching. Also not all of our teachers would be able  
to do that.

In the past I started with MSA and also spoke only MSA in class. In  
the third year we began teaching Egyptian Arabic using Manfred  
Woidichs's materials. While students did very well in class and  
enjoyed it, they never seemed to use it outside class or afterwards. I  
thus turned to some kind of "formal spoken Arabic" along the  
guidelines of Ryding and Zaiback's book with the same title to make  
them actually use the language, teaching the "rules of change" and the  
typical colloquial features first. But as an input I used different  
purely colloquial materials including Egyptian and Shami variants.  
Students performed better in expressing themselves than in the years  
before when they were encouraged to use one dialect, i.e. Egyptian  
Arabic. I guess the reason is that they felt they could also use fusha  
whenever they did not know the right term or construction in ammiyya.

But the main problem is not solved with this method. It is evident  
that exposure to spoken language has to be from the very beginning. So  
I am experimenting at the moment with some kind of formal spoken  
Arabic as a metalanguage which I use from the first semester on  
together with German. At home I speak some funny mixture of Egyptian  
and Iraqi Arabic and we for example avoid ayiz, ayza AND yiriid when  
we wish to express "want" and have tacitly agreed on biddi. There are  
many more examples, and I found that many of the spontaneous  
adaptations (like from my side leaving out the -sh of the negation)  
can be found in Ryding and Zaiback's book. I also went back to  
consistently doing the ammiyya parts of Al-Kitaab which we use for  
teaching.

The drawbacks are evident, students might be confused and will not use  
a coherent local dialect as long as they don't go to an Arab country  
and learn it. I have no idea where this will get us. This strategy  
stems from desperation rather than being based on theoretical or  
empirical grounds.


Dina El Zarka

Graz, Austria



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From dil at BYU.EDU  Fri Jan 23 18:26:57 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:57 -0700
Subject: Arabic-L:LING:Source for free Arabic Corpus
Message-ID: <FRI.23.JAN.2009.112657.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Source for free Arabic Corpus

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:Mehmet Hakki SUCIN <mhakkisucin at yahoo.com>
Subject:Source for free Arabic Corpus

Dear Ividat,
Latifa Sulaiti from Leeds University offers a reletively good corpus  
of Arabic in her homepage: http://www.comp.leeds.ac.uk/eric/latifa/research.htm

The mentioned corpus is free and online. I hope it can be helpful for  
you.
Regards,
Mehmet Hakki Sucin

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From dil at BYU.EDU  Fri Jan 23 18:26:55 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:55 -0700
Subject: Arabic-L:LING:Needs full ref for Wagner paper
Message-ID: <FRI.23.JAN.2009.112655.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs full ref for Wagner paper

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:sami.boudelaa at mrc-cbu.cam.ac.uk
Subject:Needs full ref for Wagner paper

I was wondering if  anyone on the list could help with the full
reference for a paper by *Daniel A. Wagner*. All I have to go on
unfortunately is the year of publication *1993*. I am not sure though
that this is paper at all, it might be a conference presentation of some
sort. I tried Scopus already to no avail. Thank you for your help.
best
Sami Boudelaa

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From dil at BYU.EDU  Fri Jan 23 18:26:54 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:54 -0700
Subject: Arabic-L:PEDA:Which colloquials are taught at which institutions
Message-ID: <FRI.23.JAN.2009.112654.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Princeton teaches Levantine
2) Subject:Al-Farabi Institute teaches Egyptian
2) Subject:Michigan teaches Egyptian, Levantine, Moroccan

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:ncoffin at PRINCETON.EDU
Subject:Princeton teaches Levantine

  Dear Richard:
Princeton is currently teaching Levantine colloquial.
Best,
Nancy Coffin

--------------------------------------------------------------------------
2)
Date: 23 Jan 2009
From:fehr shaker <alfarabi-egypt at hotmail.com>
Subject:Al-Farabi Institute teaches Egyptian

dear sir
we got your mail and we would like to inform you that our center is  
teaching Arabic courses both dialect and standard in Egypt - Cairo
so we will so happy to contact you
you can have a look to our web site and contact us
www.alfarabi-egypt.com

yours truly
center director
Dr. Fehr Mahmoud Shaker

--------------------------------------------------------------------------
3)
Date: 23 Jan 2009
From:raram <raram at umich.edu>
Subject:Al-Farabi Institute teaches Egyptian

The University of Michigan offers Colloquial Levantine Arabic,  
Colloquial Egyptian Arabic on a yearly basis and Colloquial Moroccan  
Arabic upon demand.

Raji Rammuny

--------------------------------------------------------------------------
End of Arabic-L:  23 Jan 2009


From dil at BYU.EDU  Fri Jan 23 18:26:59 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:59 -0700
Subject: Arabic-L:PEDA:Survey for High School Arabic teachers
Message-ID: <FRI.23.JAN.2009.112659.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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            unsubscribe arabic-l                                      ]

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

1) Subject:Survey for High School Arabic teachers

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:bjgrage at cord.edu
Subject:Survey for High School Arabic teachers

[I you would like to participate in this survey, please fill it out  
and send back to Bridget Grage at the above address.  do not hit reply  
and send it back to the list--moderator]


Concordia College, Moorhead, MN
CONSENT TO PARTICIPATE IN A RESEARCH STUDY


TITLE OF STUDY: Integrating Arabic Dialects into the High School  
Modern Standard Arabic Classroom

INVESTIGATOR: Bridget Hirsch, bjgrage at cord.edu

PROTOCOL NUMBER: 12042008

PURPOSE: You are being asked to participate in a research study. This  
study will explore how dialects can be integrated into the high school  
classroom and better understand the available resources and current  
policies.

PARTICIPANTS: You are being asked to participate as an Arabic high  
school teacher.

PROCEDURES: If you choose to participate, please fill out the three  
page survey included. Please email back the survey to bjgrage at cord.edu

RISKS: There are no known risks or discomforts associated with this  
study.

BENEFITS: I hope the results from this study will benefit Arabic  
teachers and learners.

CONFIDENTIALITY: Your responses will not be linked to your name or  
your school in my thesis. You will not be personally identified in any  
reports/publications that result from this study. Only Bridget Hirsch,  
the researcher, will have access to the data.

COSTS/COMPENSATION: There is no cost or compensation for participating  
in this study.

RIGHT TO REFUSE OR WITHDRAW: You may refuse to participate or withdraw  
from the study at anytime without penalty.

If you have any questions, please contact me. My email address is bjgrage at cord.edu

You may report (anonymously, if you so choose) any complaints or  
comments regarding the manner in which this study is being conducted  
to the Concordia College Institutional Review Board at (218) 299-3001  
or by addressing a letter to the Chair of the Concordia College  
Institutional Review Board, c/o Academic Affairs Office, Concordia  
College, 901 8th St. S., Moorhead, MN 56562.

Filling out the following survey indicates that I have decided to  
volunteer as a research participant and that I have read, I  
understand, and I have received a copy of this consent form.


FILLING OUT THE FOLLWING MEANS YOU CONSENT TO PARTICIPATE IN THE STUDY



Please return at your earliest convenience, or by January 5th ~ Thank  
you!



TEACHER SURVEY    (Please feel free to use additional pieces of paper  
if needed!)


Dear Arabic colleagues,

Salaamaat to you all and greetings from the American Association of  
Teachers of Arabic.  I am writing a brief foreword to this survey in  
order to encourage you to respond to it in a timely fashion, even  
though this is one of the busiest times of year for all of us.   
Research projects such as this one are crucial keys to understanding  
the needs and new directions in our Arabic teaching profession, and  
the few minutes you take to help by filling out the survey will  
benefit greatly the entire field.  Thank you for participating in this  
study.

Karin Ryding
President, American Association of Teachers of Arabic
Professor Emerita, Georgetown University

Information Regarding Your High School

1.	Name of your high school:
2.	High school address:
3.	Is your school public or private? Select one:				Public	[  ]	 
Private [  ]
4.	Languages offered at your school besides Arabic:
5.	Is studying a world language required?  Select one:			YES [  ]	NO  
[  ]
6.	How many total Arabic language teachers are in your school? Include  
yourself:
7.	Does your school offer an Arabic “dialect-only” language course?  
	YES [  ]	NO [  ]
a.	If so, please specify which dialect-only classes are available?
Your Background

8.	Are you a native speaker of Arabic? 					YES [  ]	NO [  ]
a.	If yes, what is your native dialect?
b.	Are you proficient in any other dialects? Please list:
9.	If you are not a native speaker, where did you learn Arabic? Please  
specify MSA versus dialect:


a.	Are you proficient in any dialects? Please list:
10.	Approximately how many years you have been teaching high school  
Arabic:


11.	Please self-rate your proficiency in Modern Standards Arabic (MSA):
Beginning [  ]		Intermediate [  ]		Advanced [  ]		Superior [  ]

	
12.	Please self-rate your proficiency in an Arabic Dialect. Please  
specify which dialect(s):
Beginning [  ]		Intermediate [  ]		Advanced [  ]		Superior [  ]









The use of Modern Standard Arabic and Dialects in Your Classroom

Please select the correct answer, and fill in the blanks as needed:

13.	On average, how many minutes is your typical Arabic class period?
14.	On average, how many days per week does your typical Arabic class  
meet?
15.	Your classroom instruction is normally conducted using:
a.	[  ] Only Modern Standard Arabic
b.	[  ] Only dialect(s). Please specify which dialect:
c.	[  ] Both Modern Standard and dialect(s). Please specify which  
dialect:


16.	If your instruction is conducted in both MSA and dialect, which is  
introduced first? Please choose one:
a.	[  ] Modern Standard is introduced first
b.	[  ] Dialect is introduced first
c.	[  ] Modern Standard and dialect are introduced at the same time


17.	Please estimate the percentage of YOUR use of MSA, dialect, and  
English in the classroom for the following skills. Please note the  
numbers in each column should add up to %100.

Reading
Writing
Listening
Speaking
MSA




Dialect




English




Total
%100
%100
%100
%100


18.	Please estimate the percentage of your STUDENTS’ use of MSA,  
dialect, and English in the classroom for the following skills. Please  
note the numbers in each column should add up to %100.

Reading
Writing
Listening
Speaking
MSA




Dialect




English




Total
%100
%100
%100
%100


19.	In your opinion, do the following tasks require MSA, dialect, or  
both? Please select 1, 2 or 3:


Understanding the media:

1-MSA    2-Dialect    3-Both

Reading Arabic texts:

1-MSA    2-Dialect    3-Both

Writing in Arabic:

1-MSA    2-Dialect    3-Both

Conversing in Arabic:

1-MSA    2-Dialect    3-Both

20.	Do you use Educated Spoken Arabic in your instruction?		YES [  ]	 
NO [  ]
a.	If yes, please self-rate your proficiency in Educated Spoken Arabic  
(ESA):
Beginning [  ]		Intermediate [  ]		Advanced [  ]		Superior [  ]





Information Regarding Your Language Teaching Resources

21.	Please provide the following information regarding access to  
language teaching resources for both MSA and dialect with as much  
detail as possible. Use an additional sheet of paper if necessary.

Modern Standard Arabic
Dialect (Specify:            )
Text Books
(name, author)




Films
(examples)



Music
(examples)



Internet(articles, blogs, music, videos, etc? Please explain)


Other resources
(explain)


22.	Please rate your access to MSA and dialect language teaching  
resources. Select one:
MSA Resources

[  ] Great

[  ] OK

[  ] Lacking


[  ] Nonexistent

Dialect Resources

[  ] Great

[  ] OK

[  ] Lacking


[  ] Nonexistent

23.	If you selected “lacking” or “nonexistent”, do you believe  
this affects your teaching? Please explain:


Are you willing to be contacted with further questions? If so, please  
provide a phone number or email address:



شكراً جزيلاً
Bridget Hirsch



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From dil at BYU.EDU  Fri Jan 23 18:26:49 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:49 -0700
Subject: Arabic-L:LING:Survey about Arabic for Arabs
Message-ID: <FRI.23.JAN.2009.112649.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Survey about Arabic for Arabs

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:hanada at arabexpertise.com
Subject:Survey about Arabic for Arabs

[if you want to fill out this survey, please send it to Hanada. do not  
hit reply and do not send it back to the list -- moderator]

Salam Dear Friends & Colleagues,

I hope that this finds you well.  I'm writing to you seeking your help  
to dessiminate a survey to Arab students and friends that you have  
ages 10-80+.  The survey wants to find out Arabs' attitudes towards  
the Arabic language and how do they use it.  It will be greatly  
appreciated if you can forward this survey to anyone you know.  You  
yourselves are more than welcome to take the survey as well.  The  
survey can be answered online and resent it to me at:
hanada at arabexpertise.com



استبيان


*المرحلة العمرية:

10-14 سنة                  15-19 سنة                 20-24  
سنة              25-29  سنة

  30-34 سنة                  35 فما فوق


*الجنس:                    ذكر                 أنثى


*التحصيل العلمي:

ابتدائي            متوسط                 
ثانوي              جامعي                دراسات  
عليا            دكتوراه


* بلد الاقامة:_______________________


1- ما اللغة الأم التي كنت تتكلمها في  
البيت مع والديك وأخوتك قبل أن تبدأ  
الذهاب الى المدرسة؟

______________________________________________


2- ما اللغة الأولى التي تدرّس في مدرستك؟ 
________________________________

3- ما اللغة الثانية التي تدرّس في  
مدرستك؟________________________________

4- أكتب كلّ اللغات التي تتكلّمها بدءا  
بأكثرها أهمية بالنسبة لك الى أقلّها  
أهميّة ثم اذكر مع من تتكلم هذه  
اللغة(الأهل- العائلة- الأصدقاء- العمل-  
الخ):

اللغة..................... أتكلمها مع.................

اللغة..................... أتكلمها مع.................

اللغة..................... أتكلمها مع.................


5- بأية لغة تقرأ عادة؟ 
______________________________________________

6-أكتب كلمة واحدة أمام كل لغة ولهجة  
بالأسفل تصف شعورك نحوها:

  اللغة العربية  
(الفصيحة):_____________________________

اللغة الانكليزية:___________________________________

اللغة الفرنسية:____________________________________

اللهجة المصرية:__________________________________

اللهجة الخليجية:__________________________________

اللهجة الشامية:___________________________________

اللهجة المغربية:__________________________________


7- بأيّة لغة تتكلم مع والديك؟

اللغة العربية (الفصيحة)- اللغة  
الانكليزية - اللغة الفرنسية - اللهجة  
المحليّة

8- بأيّة لغة تتكلم مع أصدقائك؟

اللغة العربية (الفصيحة)- اللغة  
الانكليزية - اللغة الفرنسية - اللهجة  
المحليّة

9- بأيّة لغة تتكلّم مع أبنائك (ان كان  
لديك أبناء)؟

اللغة العربية (الفصيحة)- اللغة  
الانكليزية - اللغة الفرنسية - اللهجة  
المحليّة

10- بأية لغة يقرأ والداك عادة؟

اللغة العربية (الفصيحة)- اللغة  
الانكليزية - اللغة الفرنسية

11- بأية لغة تفكّر عادة؟

اللغة العربية - اللغة الانكليزية -  
اللغة الفرنسية

12- بأية لغة تعمل عادة؟

اللغة العربية - اللغة الانكليزية -  
اللغة الفرنسية

13- معظم الأفلام التي تشاهدها هي ب:

اللغة العربية - اللغة الانكليزية -  
اللغة الفرنسية

14- معظم الأغاني التي تسمعها هي ب:

اللغة العربية - اللغة الانكليزية -  
اللغة الفرنسية

15- لو أعطوك الخيار لتغيير جنسيتك لاخترت  
الجنسية:

  ........................................................

لا أغير جنسيتي

16- ما عدد الكتب التي قرأتها في سنة 2008؟

0- 3               4-7             8-11          12-16            
17-21               أكثر من 21 كتابا

17-  ما عدد الكتب التي قرأتها باللغة  
العربية في سنة 2008؟

0- 3               4-7             8-11          12-16            
17-21               أكثر من 21 كتابا



مع جزيل الشكر على وقتكم وتعاونكم،
يرجى ارسال ردودكم الى الدكتورة هنادا  
طه-تامير على:
Hanada at arabexpertise.com








PAGE


PAGE  3




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From dil at BYU.EDU  Wed Jan 28 20:15:11 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:11 -0700
Subject: Arabic-L:PEDA:Middlebury Vermont location Jobs
Message-ID: <WED.28.JAN.2009.131511.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
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:Middlebury Vermont location Jobs

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:reposted from LINGUIST
Subject:Middlebury Vermont location Jobs

University or Organization: Middlebury College
Department: MMLA
Job Location: Vermont, USA
Web Address: www.mmla.middlebury.edu

Job Rank: Teacher

Specialty Areas: Applied Linguistics; Arabic Language Teacher

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

Description:

Middlebury-Monterey Language Academy (MMLA) Summer Language Immersion
Program is now accepting applications at our Vermont location for Arabic
Teachers.

About our program: Teachers are part of a community that creates an
intensive four-week immersion program for middle and high school  
students
each summer. Located on two college campuses, MMLA offers students the
opportunity to study Arabic, Mandarin Chinese, French or Spanish with
skilled language educators. Teachers teach grammar, language, literature
and culture through a hands-on experiential approach. All courses and  
daily
events are taught in the target language and a typical teacher will  
teach a
grammar based course and a project based course, as well as  
participate in
afternoon and evening activities, unless scheduled for time off.

MMLA follows the traditions and success of the Middlebury College  
immersion
programs and the Monterey Institute of International Studies curriculum
development expertise. Teachers are expected to participate in most  
formal
and informal events, and many will live in close proximity to students.
This allows students to learn the language by interacting in different
contexts and through diverse experiences. Whatever students are involved
in, so are teachers. This ensures that every moment is a learning moment
and, most importantly, that every child is safe, both physically and
emotionally. All staff and students adopt the Middlebury Language  
Pledge,
modified as needed for the student age group and language level, so  
that a
full-immersion environment is created.

Arabic Teachers should command a high degree of spoken and written
proficiency in Arabic, they should have experienced working with  
middle or
high school students, and should have the ability and flexibility to  
work
as part of a team. This is a residential position. All employees will be
provided room and board and will have scheduled time off each day and  
week.
All employees pay for their travel to and from program locations.  
Housing
is not provided for family members of faculty.

Program duration: June 22 - July 27, 2009

For more information about the program visit our website (provided  
above).

To view complete job descriptions and to apply on-line via the  
Middlebury
College website, please visit the application website. Please call Human
Resources for assistance (see contact information below).

Equal Opportunity Employer


Application Deadline:  (Open until filled)
	
Web Address for Applications: http://go.middlebury.edu/jobs
Contact Information:
	Melissa Nicklaw
	Email: hr at middlebury.edu
	Phone: 802-443-5465

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:32 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:32 -0700
Subject: Arabic-L:LING:Ref for Wagner paper
Message-ID: <WED.28.JAN.2009.131532.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Ref for Wagner paper

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:Slavomír Čéplö <bulbulthegreat at gmail.com>
Subject:Ref for Wagner paper

Dear Sami,

all I could find was this:

WAGNER, Daniel A.: Literacy, culture and development : becoming
literate in Morocco --- Cambridge : Cambridge UP., 1993, xiv, 367 p.

Hope it helps.

Yours,

bulbul

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:37 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:37 -0700
Subject: Arabic-L:GEN:Africa and the West Conference
Message-ID: <WED.28.JAN.2009.131537.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Africa and the West Conference

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:mnnassif at byu.edu
Subject:Africa and the West Conference

Colloque international/International Conference

Regards croisés sur deux espaces : l’Afrique & l’Occident
Reciprocal Images of Two Spaces: Africa and the West

  (4 & 5 May 2009)


The Research Group “Langues, Littérature, Civilisation & Histoire en  
Afrique” invites proposals

(up to 300 words) for an inter-disciplinary conference on the theme of  
Reciprocal Images of Two Spaces:

Africa and the West to be held in the University of Oran, Algeria, on  
4–5 May 2009.

Papers addressing any of the following themes are invited:

1- Identity, otherness and migratory movement;

2- Contact of languages and cultures;

3- Intercultural space;

4- Cultural relativism;

5- Mediterraneity.


Please note that the languages of the conference are English/French/ 
Arabic and presentation time for each

paper is limited to 20 minutes.Abstracts and a short bio notice should  
be sent by 31 January 2009 to:

colloque2009 at aol.fr. Full-length papers should be sent by 25 April 2009.



Our Research Group offers full accommodation for 3 nights to all  
participants. Travel expenses will, however,

be at the charge of participants.

A selection of papers will be published in the Africa & the West  
Journal in a volume of proceedings in 2009.

Participants are kindly advised to check with the Algerian Embassy in  
the country of their residence whether they are required to have a  
visa to get to Algeria.

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:19 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:19 -0700
Subject: Arabic-L:PEDA:U of Illinois Summer Institute for Languages of the
 Muslim World
Message-ID: <WED.28.JAN.2009.131519.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:U of Illinois Summer Institute for Languages of the Muslim  
World

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:Abdulkafi Albirini <aalbirini at yahoo.com>
Subject:U of Illinois Summer Institute for Languages of the Muslim World

The Department of Linguistics at the University of Illinois in Urbana- 
Champaign in collaboration with the Center for South Asian and Middle  
Eastern Studies, the Center for African Studies, CIBER, and the  
European Union Center is pleased to host the Summer Institute for the  
Languages of the Muslim World (SILMW) in summer 2009 (June-August).  
SILMW will offer intensive courses in a variety of Muslim World  
languages, including Arabic, Persian, Swahili, Turkish, Urdu and  
Indonesian, by experienced, trained, and highly proficient  
instructors. Classes will be held four hours per day over a period of  
eight weeks, for a total of 132 hours. Students will earn credits  
equivalent to one full academic year of language instruction.

SILMW provides a unique opportunity to explore the languages and  
cultures of the Muslim World and interact with experts in this region.  
In addition to classroom instruction, SILMW will offer a variety of  
extracurricular activities designed to enhance classroom instruction,  
provide additional channels for language contact and practice, and  
expose learners to the traditions of the Muslim World communities.  
These extracurricular activities include research forums, conversation  
hours, cooking demonstrations, music, film showings, and other  
cultural activities.

Please visit our website at http://silmw.linguistics.uiuc.edu or  
contact Dr. Albirini at albirini at illinois.edu if you have any  
questions or like to get more information about SILMW.

Abdulkafi Albirini

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:35 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:35 -0700
Subject: Arabic-L:GEN:JAIS articles posted
Message-ID: <WED.28.JAN.2009.131535.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:JAIS articles posted

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:joseph.bell at IF.UIB.NO
Subject:JAIS articles posted

The following articles have now been posted at the Bergen mirror site of
JAIS <www.uib.no/jais>.

VOLUME 8 (2008)

Editor’s Preface and Bibliography of Michael G. Carter.

Tetz Rooke: In the Presence of Absence: Mahmoud Darwish's Testament.

Maria Persson: The Role of the /b-/prefix in Gulf Arabic Dialects as a
Marker of Future, Intent and/or Irrealis.

Heikki Palva: ‘Sedentary and Bedouin Dialects in Contact: Remarks On
Karaki and Salti Dialects of Jordan’.

Lutz Edzard: ‘Principles Behind the Eighth Revised Edition of
Rudolf-Ernst Brünnow's and August Fischer's Arabische Chrestomathie aus
Prosaschriftstellern: A Tribute to the Scholarly Methods of Michael G.
Carter’.

Anne Sofie Roald: ‘From Theocracy to Democracy? Towards Secularization
and Individualization in the Policy of the Muslim Brotherhood in  
Jordan’.

Gunvor Mejdell: ‘What is Happening to Lughatuna 'l-Gamila? Recent
Media Representations and Social Practice in Egypt’.

Ludmila Torlakova: ‘The Notion Weapon in Arabic Idioms’.

VOLUME 9 (2009)

Simon O'Meara, ‘A Legal Aesthetic of Medieval and Pre-Modern Arab-Muslim
Architectural Space’.

Oddbjørn Leirvik: ‘Conscience in Arabic and the Semantic History of
Damir’.

Abdulrazzak Patel: ‘Nahda Epistolography: Al-Shartuni's al-Shihab
and the Western Art of Letter-Writing’.


The journal is now accepting submissions for volumes 10 and 11.


--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:24 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:24 -0700
Subject: Arabic-L:PEDA:Teaching Colloquial with MSA
Message-ID: <WED.28.JAN.2009.131524.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Teaching Colloquial with MSA

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:Benjamin Geer <benjamin.geer at gmail.com>
Subject:Teaching Colloquial with MSA

> As far as teaching at my department
> is concerned, we have to get students to a quite high level of  
> proficiency
> in MSA very soon because we are training translators.

I suppose it doesn't matter for technical translation, but anyone who
wants to translate modern Egyptian literature needs to know Egyptian
dialect.  This applies to older works such as Tawfiq al-Hakim's
"Return of the Spirit" and Yahya Haqqi's stories, as well as more
recent ones such as Ibrahim Aslan's "The Heron," never mind something
like "Being Abbas al-Abd" by Ahmad al-Aidy.  I've had some great
laughs comparing translations of Egyptian novels into English with the
originals, and finding that some translators simply didn't understand
the colloquial expressions.  Some Egyptian newspapers, such as
Al-Dustur, are full of dialect, too.

I think my own experience has been very positive, and I always
recommend it to people who ask me about studying Arabic: first, go
study colloquial Arabic intensively (along with a bit of fusha) in an
Arab country for at least two years.  Study films, soap operas, etc.
Then go back to your home country and learn fusha.  That way, you
internalise colloquial as a means of everyday communication,
intimately connected with all the social practices that you learned
through immersion, and you experience fusha as something more formal
and less spontaneous, which is how native speakers experience it.  I
know this approach may not fit well into current university degree
programs, but maybe that's a sign that the degree programs need to be
changed.

Ben

--------------------------------------------------------------------------
2)
Date: 28 Jan 2009
From:wasamy at UMICH.EDU
Subject:Teaching Colloquial with MSA

I don't know of any source that has a list of non-فصحى features of
Egyptian Arabic.  What I'm suggesting is to introduce elements non-
فصحى into a فصحى curriculum.  This suggestion is distinct from
introducing 'pure' colloquial alongside فصحى instruction.

First it would be necessary to select linguistic features of
colloquial to introduce into a فصحى curriculum.  Such features
would be located in discrete categories, including phonology,
morphology, lexicon, syntax, and hybrid Arabic (or combinations
thereof, such as morpho-syntactic features).

After making a determination about what features to introduce, a
determination should be made about when --during the course of a
فصحى instruction curriculum-- such features can be introduced.

Another aspect of investigation is to provide learners with 'switching
rules'.  In other words, not only should non-فصحى features be
introduced into the فصحى curriculum, but the learners should also
have some understanding of contexts lending themselves to the
introduction of such features.

With the foregoing as a general overview, the following is a brief
illustration.

  From phonology the following colloquial features can be introduced
into a فصحى curriculum:
- the definite relative pronoun الذي occurring as allazi;
- the number ثلاثة occurring as salaasa (or talaaata);
- 'al (the definite article) occurring as 'il.
- bayt occurring as beet (with /ee/ as opposed to /ay/).

Hybrid-phonological features:
- demonstrative pronouns, such as هذا (masc. sing.), occurring as
haaza;

  From the lexicon the following colloquial items can be introduced
into a فصحى curriculum:
- the definite relative pronoun occurring as illi (as a cover term in
lieu of the masculine, feminine, singular, dual, and plural);
- la''a (as opposed to "laa");
- 'aywa, or 'ee, as opposed to نعم;
- lee --and other geographical variants-- as opposed to لِماذا;

  From morphology the following colloquial features can be introduced
into a فصحى curriculum:
- the bi clitic of the imperfect tense indicative verb, such as
بيكتب bi-yiktib;
- shortening length in specific forms: faahima (3.f.s - active
participle) --> fahma;

Hybrid morphological verbal forms of verbs such as the following can
also be introduced:
the hybrid بِيَكتُب (bi-yaktub), which results from
يِكتُب and بِيكتب.

The above is a (non-exhaustive) list of examples of features that can
be introduced into a فصحى curriculum.  This approach seeks not to
instruct in 'pure' colloquial, but rather to gradually introduce
linguistic features thereof with the aim of providing learners with
benefits of acquiring experience/knowledge that serve to bridge the
gap between فصحى and عامية that learners of an only-فصحى
paradigm have.  After all, the linguistic situation in the Arab world
is not one comprised of 'pure' فصحى and/or 'pure' عامية.

I suggest we need a collective effort in which experts and
practitioners collaborate so as to make a determination of what
features are suitable for inclusion.  In this respect I would like to
call for a symposium or conference to be organized for that purpose.

After a determination is made concerning what features to select, the
subsequent step would be to determine when during the course of
curricula, and in what contexts, such features can be introduced.

The foregoing ideas do not address principles outlining linguistic
behavior.  In other words, if a فصحى curriculum includes non-
فصحى features as outlined above, the mere inclusion of such
features does not intrinsically provide the learners with a principled
view of when to mix, nor under what social conditions to do so.

Waheed Samy
University of Michigan, Ann Arbor

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:17 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:17 -0700
Subject: Arabic-L:PEDA:Which colloquials at which institutions
Message-ID: <WED.28.JAN.2009.131517.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
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:Which colloquials at which institutions

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:"Mutarjm at aol.com" <Mutarjm at aol.com>
Subject:Which colloquials at which institutions

Greetings to all... ahalan wa sahalan liljamii3...

UCLA offers **occasional** (on demand) courses in the Baghdadi dialect  
of Iraqi Arabic. Dr. Yasin Khalasi has been the primary instructor.  
While I think he is also familiar with the "Muslawi" dialect found up  
north and "Basrawi" in southern Iraq, the Baghdadi is the most-demand  
dialect and reflected in his course materials.

U. of Arizona offers (offered?) some academic courses in Gulf  
(Emirati) Arabic (I am uncertain if those are still being offered).

On behalf of the DOD, I sometimes teach basic/introductory to  
intermediate/"special purpose" courses in Saudi (Najdi and Hijazi) and  
Gulf (Emirati). Classes start with MSA and segue to the desired  
regional dialects as the students show they can attune their  
understanding and hearing and are more enegetic in making their  
utterances in Arabic. Since most "special purpose courses relate to  
advising, training, and facilitating with GCC Arabians on technology  
transfers, MSA occupies a heavy -- if not primary -- share of content.

Hope this helps.

Regards,

Stephen H. Franke
San Pedro, California

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:14 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:14 -0700
Subject: Arabic-L:PEDA:Syrian Arabic Narrators and Content Reviewers Wanted
Message-ID: <WED.28.JAN.2009.131514.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Syrian Arabic Narrators and Content Reviewers Wanted

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From: GERALD LAMPE <alvictus at verizon.net>
Subject:Syrian Arabic Narrators and Content Reviewers Wanted

Syrian Arabic Narrators and Lesson Content Reviewers Wanted

The National Foreign Language Center

The National Foreign Language Center (NFLC) at the University of  
Maryland seeks native Syrian (Damascus) Arabic speakers as narrators  
and lesson content reviewers for a multimedia project on Arabic  
Variants Identification. Narrators must be local and able to record at  
our College Park, Maryland office, which is located one block from  
theCollege Park metro station on the Green line. These are short-term  
contractual assignments (estimated timeframe – reviewers: now till  
late March; narrators: late March). For more information, please  
contact Margo Rice, Project Manager, at 301-405-9827 or mrice at nflc.org.

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:27 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:27 -0700
Subject: Arabic-L:PEDA:Needs best electronic Arabic-English dictionary
Message-ID: <WED.28.JAN.2009.131527.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs best electronic Arabic-English dictionary

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From: Rose Aslan <rsaslan at gmail.com>
Subject:Needs best electronic Arabic-English dictionary

Ahlan,

I was wondering if anyone here could recommend a reliable hand-held
electronic Arabic-English dictionary that would be suitable for a
native Arabic speaker.
I saw that Mawrid has an electronic dictionary, has anyone had any
experience with this one? I would appreciate any recommendations for a
good dictionary on the market that wouldn't break the bank.

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:30 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:30 -0700
Subject: Arabic-L:PEDA:Arabic Translation Summer Institute at Western
 Michigan U
Message-ID: <WED.28.JAN.2009.131530.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
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 Translation Summer Institute at Western Michigan U

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:Mustafa Mughazy <mustafa.mughazy at wmich.edu>
Subject:Arabic Translation Summer Institute at Western Michigan U

Join us at Western Michigan University in Kalamazoo for a four-week  
summer intensive program that will teach you about the business and  
practice of Arabic-English translation!  We welcome applications from  
everyone, including professionals, undergraduates, graduates, and  
international students from around the world.

The program will include two courses: LANG 5250: Practicum in  
Translation (3 credit hours) and LANG 5800: Theory and Business of  
Translation (2 credit hours).

The Summer Translation Institute will take place during the first four  
weeks of Summer II 2009 (June 25, Thursday - July 24, Friday).  The  
deadline for initial consideration for applications is March 15, 2009,  
but applications received after that will be considered based on  
available space.  Housing will be available, and the university will  
provide visa support for international applicants.

For more details regarding tuition, housing, application procedures,  
curriculum, and faculty, please see the website www.wmich.edu/languages/summertranslation 
  or contact the Department of Foreign Languages at summer-translation at wmich.edu 
   or TEL 269-387-3001.

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:39 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:39 -0700
Subject: Arabic-L:AD:Gerlach Books
Message-ID: <WED.28.JAN.2009.131539.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Gerlach Books

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:orders at gerlach-books.de
Subject:Gerlach Books

Our first offer in 2009:
90 books from renowned orientalists and scholars such as Gotthelf  
Bergstraesser or Carl Brockelmann dealing with the following  
linguistic issues:

(1)	Semitica
(2)	Aramaic
(3)	Ethiopic
(4)	Ancient and New Southern Arabic
(5)	North Western Semitic
(6)	Akkadian

Many of these antiquarian books are already out of print or difficult  
to obtain; they are written in English, French, German or Italian  
language. Publication dates beween 1905 and 1994 with a strong focus  
on the 1960ies and 70ies.

Each book can be purchased separately. For prices, please have a look  
at our title list:
http://mysql.snafu.de/khg/gerlach_books/books_download.php

If the collection is purchased as a whole we offer a special price for  
the 90 books of EUR 4,000.00 (equals almost 30% discount).

Conditions of this offer:
- purchase of single titles
- 20% discount for orders of 3 or more books
- OR purchase of the whole collection at EUR 4,00.00
- plus shipping charges (surface or air mail)
- plus European VAT (if applicable only)
- offer ends on 6 Feburary 2009

Looking forward to your orders. This offer is limited until 6 February  
2009.

Best regards from Berlin

(Ms) Dagmar Konrad


:::::::: FOR YOUR email or fax ORDER (Fax +49 30 3235667) :::::::::

To order please use our title list and order form and send us the  
following information:
(1) The title(s) you want to order
(2) Preferably your credit card details (including CVC)
(3) Please indicate your preference: surface / air mail delivery
(4) Your invoice & delivery address

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Fri Jan 30 15:41:18 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 30 Jan 2009 08:41:18 -0700
Subject: Arabic-L:LING:ALS 23 Program
Message-ID: <FRI.30.JAN.2009.084118.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 30 Jan 2009
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:ALS 23 Program

-------------------------Messages-----------------------------------
1)
Date: 30 Jan 2009
From:ouali at uwm.edu
Subject:ALS 23 Program

Travel and local arrangement information for this conference is  
available on the conference website at:

http://www.uwm.edu/Dept/FLL/arabic_symposium/index.html

University of Wisconsin Milwaukee

Twenty Third Annual Symposium on Arabic Linguistics

An Open Forum for schoars interested in the application of current  
linguistic theories and analysis to Arabic
April 3-5, 2009

Sponsored by:

College of Letters and Science, University of Wisconsin –
Milwaukee
Center for International Education, University of Wisconsin –
Milwaukee
And
The Arabic Linguistics Society

Conference Program

FRIDAY 4/3/09
8:00-8:30 Registration
8:30-9:00 Opening Remarks

Acquisition

9:00-9:30 Probability Matching and Arabic Morphology
    Mary Ann Walter
    Northwestern University

9:30-10:00 The Early Lexicon of Hijazi Speaking Infants
and Toddlers
    Sabah Safi (King Abdulaziz University)

10:00-10:30 Agreement and Plural features in Heritage
Arabic Speakers
Abbas Benmamoun, Abdulkafi Albirini,
Eman Saadah & Silvina Montrul
    University of Urbana-Champaign

10:30-10:45 Break

Sociolinguistics

10:45-11:15 Performing the Peasant:  ‘Sa‘d’ as the
linguistic styling
    Benjamin Koerber
    University of Texas at Austin

11:15-11:45 Inter- and intra-language variation among
Palestinians in Israel
    Uri Horesh
    Franklin & Marshall College

11:45-12:15 The Grammatical Constraints of
Integrated Hebrew Lexemes
Martin Isleem
University of Texas at Austin

       12:15-2:30 Lunch Break

       Speech Processing and Speech Production

        2:30-3:00  Speech Errors in Tunisian Arabic
    Nadia Hamrouni
    University of Arizona

        3:00-3:30            Empirical Evidence: Stress as a
                                    perceptual unit in Cairene spoken  
Arabic
    Rajaa Aqil
    Georgia Institute of Technology

3:30-4:00 Sex differences in VOT production of
A/E bilingual Children
Eman Saadah
University of Illinois

          4:00-4:15 Break

         Phonology

          4:15-4:45 A Unified Account of Intensive Verbs
    Samira Farwaneh
    University of Arizona

          4:45-5:15          The Phonology of Classical Arabic Meter
    Gregory Key
    University of Arizona
5:15-5:30 Break

5:30-6:30 KEYNOTE ADRESS
What can different theories of language tell us
about Arabic dialect phonology? And what can
Arabic phonology tell us about theory?
Ellen Broselow
Stony Brook University –SUNY-


SATURDAY 4/4/2009

Discourse

9:00-9:30 Avoidance of Colloquial Arabic in Writing
Formal Fusha
Alexander Magidow
    University of Texas at Austin

9:30-10:00 Analyzing the Use of Shifters in Morocco
Brahim Chakrani
    University of Illinois

10:00-10:30 Registers of Arabic, Prestige and Performance
    kristen Brustad
    University of Texas at Austin

  10:30-11:00 Break

Computational

11:00-11:30 Improving the Automatic Diacritization of
Arabic
Khaled Elghamry & Christian Hettick
    University of Florida

11:30-12:00 An Arabic to English Machine translation
system
Yasser Salem and Brian Nolan
    Institute of Technology, Blanchardstown

12:00-2:00  Lunch Break

Syntax

2:00-2:30 The Syntax of Negation in Kuwaiti
Arabic and Moroccan Arabic
Abbas Benmamoun & Khawla Aljenai
   University of Illinois & Kuwait University

2:30-3:00 Mood Feature as Case Licensor in
Modern Standard Arabic
    Tommi Leung
    United Arab Emirates University

3:00-3:30 On the syntax of wh-questions in
Egyptian Arabic
    Usama Soltan
    Middlebury College

3:30-3:45 Break

4:00-4:30 Revisiting the Theory of 9aamel
Mohammad Mohammad
    University of Texas at Austin

4:30-5:00 Agreement Asymmetries and Word Order
in Iraqi Arabic
    Murtadha Bakir
    University of Qatar

5:00-5:15 Break

5:15-6:15 KEYNOTE ADRESS:
Arabic pronoun varieties, agreement, and binding
Abdelkader Fassi-Fehri
Mohammed V University, Rabat


SUNDAY 4/5/09

Syntax

9:00-9:30 On the Extraction of Attributive Adjectives
   Yaron McNabb
   University of Chicago

9:30-10:00 The verb kan “be” in Moroccan Arabic
Nizha Chatar-Moumni
   Universite Paris Descartes

  10:00-10:15 Break

Variation

10:30-11:00 Linguistic Variation in the City of Zgharta,
Northern Lebanon
    Charles Joukhadar
    University of Texas at Austin

11:00-11:30 Speaker variation in the speech of rural migrants
to Hims
     Rania Habib
   Syracuse University



Historical

11:30-12:00 The Morpheme /-in-/ in Central Asian
  Arabic
   Kerith Miller
   University of Arizona

Alternates:
1. A cognitive explanation for communicators’ avoidance
of ambiguous forms
2. The Formation of Arabic Passive Verbs


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From dilworth_parkinson at BYU.EDU  Fri Jan 30 15:41:25 2009
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Fri, 30 Jan 2009 08:41:25 -0700
Subject: Arabic-L:PEDA:Oregon State Study Abroad in Tunis Fall 09
Message-ID: <FRI.30.JAN.2009.084125.0700.ARABICL@LISTSERV.BYU.EDU>

-----------------------------------------------------------------------
Arabic-L: Fri 30 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Oregon State Study Abroad in Tunis Fall 09

-------------------------Messages-----------------------------------
1)
Date: 30 Jan 2009
From:karim.hamdy at oregonstate.edu
Subject:Oregon State Study Abroad in Tunis Fall 09

Dear ARABIC-L Members:

Oregon State University has a Study Abroad Program in Tunis. It is  
open to all qualifying students. We’ve had participants from various  
US colleges and universities around the country, in addition to  
participants from several Oregon universities. This 10-week is based  
at the flagship language university college ISLT [Institut Supérieur  
des Langues de Tunis]. This program isconducted by Oregon State in the  
context of a long-term Memorandum of Understanding signed with one of  
the largest public universities in Tunisia – Université du 7 Novembre  
àCarthage.
For 2009, program dates are: Sept 10 – Nov 19

Application Deadline: February 15, 2009

Application Form: http://oregonstate.edu/international/studyabroad/checklist/tunisia

Although you students would focus on Arabic immersion, the program  
offers French as well. Participants earn 12 quarter credits (or 8  
semester credits) at the next level up from their starting level. They  
also choose from three electives focusing on North African topics and  
writers (Literature, Environment, Culture), as well as individual  
research projects (on Tunisian andNorth African topics) in their  
majors, as needed.

Candidates with a higher background in language can be integrated with  
local students in some of the many language and literature courses  
offered at ISLT.

For additional information about this opportunity in Tunisia please go  
to http://oregonstate.edu/international/studyabroad/programs/tunisia/osu-tunisia 
  . For a taste of Tunisia during the 2008 session as experienced by  
the students themselves please visit one of our students’ blog at http://tunisette.blogspot.com/

Email inquiries can be sent to Program Directors: Laura RICE (English  
Dept) lrice at oregonstate.edu , or Karim HAMDY (Foreign Languages and  
Literatures Dept)karim.hamdy at oregonstate.edu . Professors Rice and  
Hamdy have been directing the program in-country in Tunis for the past  
five years.

Karim Hamdy, Resident Director

Study Abroad Program in Tunis

Oregon State University


Appendix: General Info about Tunisia

http://looklex.com/e.o/tunisia.history.htm

http://www.tourismtunisia.com/togo/carthage/carthage.html

http://www.galenfrysinger.com/roman_ruins_in_tunisia.htm

http://www.pbase.com/cecilialim/tunisian_people

http://www.azureva.co.uk/tunisia/star-wars.html


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End of Arabic-L:  30 Jan 2009


From dilworth_parkinson at BYU.EDU  Fri Jan 30 15:41:27 2009
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Fri, 30 Jan 2009 08:41:27 -0700
Subject: Arabic-L:PEDA:Needs Palestinian dialect book
Message-ID: <FRI.30.JAN.2009.084127.0700.ARABICL@LISTSERV.BYU.EDU>

-----------------------------------------------------------------------
Arabic-L: Fri 30 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Palestinian dialect book

-------------------------Messages-----------------------------------
1)
Date: 30 Jan 2009
From:nmisleem at duke.edu
Subject:Needs Palestinian dialect book

MarHaban,
Do you know of any good book for Palestinian dialect (prefered with  
DVD or CD)?
Best,
Nasser

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From dilworth_parkinson at BYU.EDU  Fri Jan 30 15:41:22 2009
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Fri, 30 Jan 2009 08:41:22 -0700
Subject: Arabic-L:PEDA:Advanced Arabic Intensive Summer Program in Oman
Message-ID: <FRI.30.JAN.2009.084122.0700.ARABICL@LISTSERV.BYU.EDU>

-----------------------------------------------------------------------
Arabic-L: Fri 30 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Advanced Arabic Intensive Summer Program in Oman

-------------------------Messages-----------------------------------
1)
Date: 30 Jan 2009
From:Elizabeth Langston <Elizabeth.Langston at sit.edu>
Subject:Advanced Arabic Intensive Summer Program in Oman

Dear colleagues,

Just in case there's still time for a Summer FLAS applicant (or any  
other Arabic language student) who is looking for an advanced Arabic  
program, please share with your students our media-based program this  
summer in the Sultanate of Oman.  We ran a similar program for CAORC /  
CLS last summer, but have now focused it solely on advanced students  
and functional media literacy.

Summer Arabic Language and Media *SALAM* Program in Oman:   An  
intensive six week course (with one additional week of orientation and  
evaluation) for Advanced Arabic language students who have completed  
at least two years of formal Arabic training at colleges and  
universities.

Program Focus:
Teaching Modern Standard Arabic to advanced students with the goal of  
enhancing functional usage of the language through the study and  
analysis of the media: print, broadcast, internet, film and literature.

Program Locations:
Six weeks in Salalah, one week in Muscat

Program Dates / Contact Hours:
June 20 – August 4, 2009.  Classhours: 4 hours a day, 5 days a week,  
for 6 weeks = 120 classroom hours, not including Arabic films, topical  
lectures in Arabic and language teacher-accompanied excursions.

Application Deadline:
April 4, 2009.  All materials must be submitted to cec at du.edu.om by  
this date.  See instructions below.  Unfortunately partial  
applications will not be considered.

Program Cost:
$6,900 [Tuition = $3800; Room and partial board (breakfasts) =  
$3100].  Additional meals, personal spending money, insurance and  
international airfare are not included.

Curriculum for Advanced Arabic Students:
·     A topically-based curriculum with three main thematic subjects:  
Economic Issues & Developments; International Relations; and Omani &  
Islamic Culture.

·      Each topic would be introduced through all forms of media in  
Arabic, supported by relevant chapters from Al-Kitaab fii Ta`allum al- 
`Arabiyya: A Textbook for Arabic (Part Three) by Kristen Brustad,  
Mahmoud Al-Batal, and Abbas Al-Tonsi.

·      Pedagogy will be project-, group-, and presentation-oriented

US University Credit:
TBD.  The program plans to offer the equivalent of one year of college- 
level Arabic at the advanced level.

Program Objectives:
By the end of the third week, students will be able to demonstrate:

1)      A basic understanding of program themes as they appear in the  
media; vocabulary and context

2)      Basic Arabic media literacy

3)      Conversational skills including everyday subjects

4)      An appreciation of the cultural contexts of Salalah, Oman, and  
the Middle East

By the end of the sixth week, students will demonstrate:
1)      Functional proficiency in reading and writing, with emphasis  
on speaking and listening comprehension skills through interaction  
with all types of media, their teachers, Peer Facilitators (Omanis)  
and the citizens of Dhofar and the capital.

2)      Comfortable comprehension of  radio or television news  
broadcasts, newspapers, and Arabic films

3)      Comprehension of written text on familiar topics and ability  
to compose news stories.

4)      An ability to comment and facilitate discussions on familiar  
topics and matters of personal interest like economics, current  
events, international relations, religious celebrations and local  
culture.

5)      Interest in contemporary Arab culture with emphasis on  
Sultanate of Oman.

6)      An understanding of the differences between Modern Standard  
Arabic and colloquial Arabic.

Student Recruitment and Selection:
The program is limited to 25 students.  All undergraduates or graduate  
students who have completed two years of college-level Arabic are  
eligible to apply.  Successful candidates will have a strong interest  
in current events and have demonstrated by their essay that they are  
serious students of the language.

Program Delivery in Oman:
To be coordinated by Dhofar University in conjunction with the World  
Learning Oman Center About Dhofar University: www.du.edu.om
About World Learning: www.worldlearning.org

Cultural Components:
Two half-day excursions (East and West of Salalah); one overnight  
excursion (North of Salalah); visits to Omani cultural and historical  
sites in Salalah and Muscat; five Arabic film nights/discussion and  
classroom follow-up; three topical lectures in Arabic in the main  
subject areas; one overnight stay with an Omani family.

The Country:
The Sultanate of Oman, a land of great natural beauty on the southeast  
corner of the Arabian Peninsula, is a model of peace, stability, and  
intercultural coexistence in the region.  With a population of  
approximately 2.6 million, the country has seen rapid economic and  
social development in the past three decades.   As an entrepot along  
the Arabian Sea between South Asia and the East African Coast, Omanis  
have for centuries communicated, traded, and lived with people of  
other faiths, nationalities, languages, and ethnicities. Arabic is the  
national language, with English, Swahili and Hindi spoken widely  
throughout the country.  Reflecting its many efforts regionally and on  
the global stage, Oman is also the only country in the Middle East to  
receive a Very High ranking on the University of Sydney’s Global Peace  
Index.

Additionally, the program is based in Salalah, which enjoys pleasant  
"al-khareef" weather June through August and is a lovely language- 
learning environment, with few English speakers to speak of (or with!).

To obtain an application form, please email David Fenner at david.fenner at worldllearning.org 
.


Wishing you all the best,


Elizabeth Langston, Ph.D.
Academic Manager of Middle Eastern Studies

Phone: 968-92208715
elizabeth.langston at sit.edu
www.sit.edu

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End of Arabic-L:  30 Jan 2009


From dil at BYU.EDU  Fri Jan  2 22:29:24 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 2 Jan 2009 15:29:24 -0700
Subject: Arabic-L:LING:Dictionaries of Modern Linguistic Terms responses
Message-ID: <FRI.2.JAN.2009.152924.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 02 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Dictionaries of Modern Linguistic Terms response
2) Subject:Dictionaries of Modern Linguistic Terms response

-------------------------Messages-----------------------------------
1)
Date: 02 Jan 2009
From:Mehmet Hakki SUCIN <mhakkisucin at yahoo.com>
Subject:Dictionaries of Modern Linguistic Terms response

Dear Abdessatar Mahfoudhi,

I think the following sources would be helpful:

- Al-Khuli, Muhammad Ali (1991). A Dictionary of Theoritical  
Linguistics. Beirut: Dar Fallah.

- Al-Khuli, Muhammad Ali (1998). A Dictionary of Applied Linguistics.  
Beirut: Dar Fallah.

You can obtain them via following links respectively:

http://www.neelwafurat.com/itempage.aspx?id=lbb129916-90046&search=books
http://www.neelwafurat.com/itempage.aspx?id=lbb129917-90047&search=books

Both books were published by Librarie de Liban in 1982.

Regards,

Mehmet Hakki Sucin
Gazi University
Ankara, Turkey

--------------------------------------------------------------------------
2)
Date: 02 Jan 2009
From:Alexander Magidow <amagidow at gmail.com>
Subject:Dictionaries of Modern Linguistic Terms response

Dear Abdessatar,

Librarie Du Liban publishes two English-Arabic dictionaries of
linguistic terms:
http://tinyurl.com/8khb44
and
http://tinyurl.com/84966v

They have wide distribution in the middle east, but it can be difficult
to find their books in the US.
Alex Magidow

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From dil at BYU.EDU  Fri Jan  2 22:29:43 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 2 Jan 2009 15:29:43 -0700
Subject: Arabic-L:LING:summary of responses on unusual negative
Message-ID: <FRI.2.JAN.2009.152943.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 02 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:summary of responses on unusual negative

-------------------------Messages-----------------------------------
1)
Date: 02 Jan 2009
From:andyf at u.washington.edu
Subject:summary of responses on unusual negative

Hi everybody,



                 Many thanks to all those who responded to my request   
for
help with the apparently extraneous Laa in my corpus.



                 Here is an example of the phenomenon in question.

'iHna 'awwalan xaa'ifiin min hadhoola l-muxarribiin laa yijuun w  
yxarribuun
il-maHaTTa



                 This is the general consensus.



1)      It is not laa.  It should be transcribed as la.

'iHna 'awwalan xaa'ifiin min hadhoola l-muxarribiin la yijuun w  
yxarribuun
il-maHaTTa

2)      Three people said that it means "lest" or might and it is  
analogous
to the modal "laHsan" which is used in the Egyptian vernacular.

3)      Three people compared it to the li + subjunctive in Standard  
Arabic
that means "that" or "in order to"

4)      Now I'm wondering if it is not related to the "la" that can
introduce a result clause in a hypothetical sentence. For example:

a.       Law kaan fiih xeer,  la ma ramaah aT-Teer. (if it were worth
anything the bird would not have tossed it)

5)      The "we" in this sentence are afraid, but the thing being  
feared has
not happened yet, it only exists in some contrary to fact universe, so  
that
this use of "xaa'if" is forcing some kind of "contrary to fact" modality
that is similar to that produced by using "law"



In any event I am secure in thinking that the correct translation into
idiomatic English is one of the following:



First off we are afraid of those vandals who might come and wreck the
station.

First off we are afraid of those vandals lest they come and wreck the
station.



Once again, thank you to everybody who responded.

Best regards,

Andy



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From dil at BYU.EDU  Fri Jan  2 22:29:39 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 2 Jan 2009 15:29:39 -0700
Subject: Arabic-L:PEDA:Responses to 'teaching colloquial with MSA'
Message-ID: <FRI.2.JAN.2009.152939.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 02 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Response to 'teaching colloquial with MSA'
2) Subject:Response to 'teaching colloquial with MSA'
3) Subject:Response to 'teaching colloquial with MSA'
4) Subject:Response to 'teaching colloquial with MSA'
5) Subject:Response to 'teaching colloquial with MSA'

-------------------------Messages-----------------------------------
1)
Date: 02 Jan 2009
From:Uri Horesh <uri.horesh at fandm.edu>
Subject:Response to 'teaching colloquial with MSA'

Dear Chris et al.,

I'd like to thank Chris for his thoughtful questions and thoughts and
offer a few remarks:

1. If anyone "cringes at [your] use of 'rules' in reference to
dialect," let them cringe all they want. Dialects - including those of
Arabic - are just as systematic as any language. They have
regularities and irregularities; stable features and variable ones.
And in many cases, especially in phonology but by no means limited to
that domain, "conversion" from MSA to a dialect (or a cluster of
dialects) is quite predictable.

2. On that note, Margaret Nydell once publishes a series of conversion
courses from MSA to XXX dialect(s). It seems to be out of print, but
if you contact Georgetown University's Arabic Department, I'm sure
they can locate copies for you.
http://www.amazon.com/s?ie=UTF8&search-type=ss&index=books&field-author=Margaret%20K.%20Nydell&page=1

3. The notion of teaching "dialectal forms" without teaching a
specific dialect is not a new one. It may seem peculiar to some
people, but I think it is useful. It can be done in the form of
"Formal Spoken Arabic," as in the series of books by Karin Ryding,
David Mehall and others. Or it can be done using any of the existing
materials, which are dialect-specific, as long as the instructor isn't
bound and doesn't bind her/his students to using one particular
dialect in speech. For instance, if a teacher well-versed in Egyptian
Arabic is using the materials in Al-Kitaab (or Mughazy's book for that
matter), but has a number of students of Lebanese heritage, or even
non-heritage students who plan to travel to the Gulf, why not let them
interact as Arabs would interact in the real world: each using the
dialect with which they are comfortable, with adjustments and
accommodations where needed.

4. Finally, a bunch of us have been meeting, mostly informally thus
far, to discuss ways in which Munther Younes's integrated approach to
teaching Arabic dialects alongside MSA can be refined and promoted. If
you respond to me off-list, I can give you more details.

Best wishes,
Uri

--------------------------------------------------------------------------
2)
Date: 02 Jan 2009
From:Brian Huebner <bhuebner2 at gmail.com>
Subject:Response to 'teaching colloquial with MSA'

Hello from Belgium,

Your suggested approach is used very effectively in a school textbook  
designed for use in the French high school Arabic classes.

Alongside the MSA texts and dialogues, elements of 4 dialects  
(Morrocan, Tunisian, Egyptian and Lebanese) are intertwined into the  
course with explanations of the differences in pronunciation,  
grammatical rules, morphology and syntax.

I only have the second volume which I purchased at the Instistut du  
Monde Arabe in Paris. CD's are also available, but I don't have them.

It's called:
Kullo tam?m (??? ????)
Arabe Tome 2

http://www.delagrave-edition.fr/Search_Result.cfm?keywords=Kullo+tam%C3%A2m&niveauCategID=&MatiereCategID=&x=0&y=0

Hope this helps,

Brian Huebner
conference interpreter
Brussels
www.langsites.com

--------------------------------------------------------------------------
3)
Date: 02 Jan 2009
From:benjamin.geer at GMAIL.COM
Subject:Response to 'teaching colloquial with MSA'


See this article about Munther Younes:

http://www.insidehighered.com/news/2008/10/01/arabic

Ben

--------------------------------------------------------------------------
4)
Date: 02 Jan 2009
From:Ola Moshref <omoshref at gmail.com>
Subject:Response to 'teaching colloquial with MSA'

salaam

I follow your same strategy. Given the amount of MSA material that our  
program requires us to cover in each course and the limited number of  
contact hours, we have little space to go beyond MSA. However, I  
always include among the course objectives something like  "to make  
correspondences between standard and spoken varieties of Arabic".

We use Al-kitaab, so I always do part of the colloquial (listening) at  
the end of each chapter. Some students find it very hard, and say it  
is not useful. With interested classes, I give an hour weekly to  
practice speaking in colloquial as well. I do not have structured  
instructional material for this purpose, but I make my own based on  
the students' level. In grammar, whenever applicable I hint to  
differences between MSA and colloquial. But I believe theoretical  
explanations of this sort are of little use.

Apart from the textbook, the only material I can supplement is songs  
or any other listening in colloquial, focusing only on small stretches  
that are very close to the MSA structures or vocabulary they learned.


Happy new year

--------------------------------------------------------------------------
5)
Date: 02 Jan 2009
From:Debra Smith <dlmsmith at sbcglobal.net>
Subject:Response to 'teaching colloquial with MSA'

My observation as an Arabic student (and English language teacher) is  
that what's helpful depends on the student. For me, understanding  
principles and tendencies shared by the colloquials is very helpful.  
So far, it looks to me like it's the most basic and important things  
that change: pronouns, verb conjugations, interrogative particles, and  
key verbs like 'want.' At the same time, I believe that other learners  
are less principle oriented and more sensitive to auditory input from  
the language itself. So ultimately both are helpful. I say this from  
Southern Sudan, where, with a background in MSA and Egyptian  
colloquial and a smidge of Iraqi, I am trying to wrap my mind around  
Juba Arabic, which is completely different.

Debra Smith

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From dil at BYU.EDU  Wed Jan  7 22:00:42 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:42 -0700
Subject: Arabic-L:LING:International Conference on Arabic Language
 Processing
Message-ID: <WED.7.JAN.2009.150042.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 07 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:International Conference on Arabic Language Processing

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:reposted from LINGUIST
Subject:International Conference on Arabic Language Processing

Full Title: 3rd International Conference on Arabic Language Processing
Short Title: CITALA'09

Date: 04-May-2009 - 05-May-2009
Location: Mohammadia School of Engineers-Rabat, Morocco
Contact Person: Abdelfettah Hamdani
Meeting Email: citala2009 at iera.ac.ma
Web Site: http://www.citala.org

Linguistic Field(s): Computational Linguistics

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

Language Family(ies): Afroasiatic

Call Deadline: 15-Feb-2009

Meeting Description:

Mohammadia School of Engineers(EMI) and the Institute for Studies and  
Research
on Arabization(IERA) are organizing the third edition of the  
International
Conference on Arabic Language Processing (CITALA'09). CITALA is the  
only regular
event on Arabic Language Processing in the Maghreb region.

Call for Papers

The aim of this Conference is to gather studies, achievements and  
experiences
from scholars working on Arabic language processing in order to map  
the progress
made in this field. A special session will also be organized to enable  
resource
mobilization and identification of partnerships for future collaborative
participator project cooperation. High level partner institutions will  
be
invited to network with participants.

Topics:
Communications (30 minutes, including question time), could address the
following Arabic Language Processing topics (non limitative list):
-Lexicon: databases including linguistic resources (phonological,  
morphological,
syntactic, and semantics)
-Design, use, standardization and normalization of linguistic  
resources (Arabic
corpora, Arabic Lexicon, Anthologies, etc.)
-Use of linguistic resources in Arabic NLP applications
-Automatic generation and parsing of morphology, syntax, semantics,  
pragmatics
and discourse.
-Evaluation and benchmarking of resources, applications and Arabic NLP  
products
-Resources for the evaluation of applications for the written and  
spoken Arabic
language
-Exploitation of Arabic NLP in Industrial applications
-Automatic Tagging of Arabic Texts
-Text Briefing
-Automatic Machine Translation
-Optical Character Recognition
-Documents Retrieval, information searching and retrieving, search  
engines, and
questions/answering systems
-Needs, possibilities, forms, initiatives of/for local, regional and
international activities, projects and collaborative participatory  
cooperation

Submission:
Authors are invited to submit papers using IEEE Standard template (to  
download
from the conference website).The submitted articles should not exceed  
10 pages.
Each paper will be evaluated based on originality, significance,  
technical
soundness, and clarity of exposition. Accepted articles will be  
published in the
proceedings of this meeting and could be proposed for publication in  
an IEEE
Journal. Articles should be submitted in electronic MS Word format to  
both
following addresses: citala2009 at emi.ac.ma, citala2009 at iera.ac.ma.

By submitting a paper, author simplicitly agree that at least one of  
them will
register to the conference and present the paper.

Deadlines:
Paper submission: February 15, 2009
Notification of acceptation: March 27,2009
Final version submission: April 3, 2009
Conference: May 4-5, 2009

Additional Information:
Prof. Karim Bouzoubaa: karim.bouzoubaa at emi.ac.ma  Mohammadia School of  
Engineers
Avenue Ibn Sina B.P.765- Agdal Rabat, Morocco
Prof.Abdelfettah Hamdani: hamdani at iera.ac.ma  Institute for studies  
and Research
on Arabization Rabat-Institut, B-P 6216,Rabat,Morocco
T?l.:+21237687150 T?l.:+21237773005
Fax:+21237778853 Fax:+21237772065
www.emi.ac.ma
www.iera.ac.ma

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From dil at BYU.EDU  Wed Jan  7 22:00:47 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:47 -0700
Subject: Arabic-L:LING:Needs Khartoum Sudanese Arabic Speakers
Message-ID: <WED.7.JAN.2009.150047.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 07 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Khartoum Sudanese Arabic Speakers

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From: Katri Clodfelder <kclodfel at INDIANA.EDU>
Subject:Needs Khartoum Sudanese Arabic Speakers

I am trying to locate native speakers of Khartoum Arabic who might be
willing to correspond with me regarding syntactic variations of  
quantifier
production data.  The data is phonetically transcribed but can be
translitered to Latin characters for ease of communication.

If you, or someone you know, is willing to correspond with me on this
topic, please e-mail me directly at kclodfel at indiana.edu.

Thank you.

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From dil at BYU.EDU  Wed Jan  7 22:00:45 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:45 -0700
Subject: Arabic-L:LING:CFP-Arabic Natural Language Processing Issue of ACM
 TALIP
Message-ID: <WED.7.JAN.2009.150045.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 07 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:CFP-Arabic Natural Language Processing

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:Prof_Khaled Shaalan <khaled.shaalan at gmail.com>
Subject:CFP-Arabic Natural Language Processing

~~~~~~~~~~~~~~~~~~~~~~~ CALL For Papers ~~~~~~~~~~~~~~~~~~~~~~~
Special Issue on Arabic Natural Language Processing (ANLP)
ACM Transactions on Asian Language Information Processing (TALIP)
http://talip.acm.org/
Association for Computing Machinery (ACM).
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Arabic is a Semitic language spoken by over 250 million people, in an
area extending from the Arabian Gulf in the east to the Atlantic Ocean
in the west. It is one of the six official languages of the United
Nations. It is also the language in which some of the world's greatest
works of literature, science, and history have been written.

Arabic is a strongly structured and highly derivational language.
Arabic language processing requires the treatment of the language
constituents at all levels. Each level requires extensive study and
exploitation of the associated linguistic characteristics. Over the
last few years, Arabic natural language processing (ANLP) has been
gaining increasing importance, and has found a wide range of
applications including: machine translation, information extraction,
and tutoring systems. These applications require developing innovative
approaches and techniques for natural language analysis, natural
language generation, and linguistic resources.

Various forums have been dedicated to ANLP:
* Special track on Natural Language Processing, The  International
Conference on Informatics and Systems (NLP-INFOS 2008), Cairo Univ.,
Egypt.
* Workshop on HLT & NLP within the Arabic world: Arabic Language and
local languages processing: Status Updates and Prospects, LREC, 2008
* Computational Approaches to Arabic Script-based Languages, workshop
series (04, 07).
* International Conference on Arabic Language Resources and Tools
(NEMLAR 2004), Cairo Egypt.
* ACL Workshop on Computational Approaches to Semitic Languages (2005,  
2007)

This special issue of the ACM Transactions on Asian Language
Information Processing (TALIP) is intended to present the
state-of-the-art in research on Arabic natural language processing,
Arabic computational linguistics, applied Arabic linguistics and
related areas. This call is intended to be as broad as possible. We
solicit original research papers on topics including, but not limited
to:

* Linguistic resources (corpora, electronic dictionaries, treebanks,  
etc.)
* Transliteration, transcription and diacritization
* Part of speech tagging
* Morphological analysis and generation
* Shallow and deep parsing
* Machine translation
* Word sense and syntactic disambiguation
* Semantic analysis
* Information extraction and retrieval
* Question answering
* Text clustering, and classification
* Text summarization
* Text and web content  mining
* Named entity recognition
* Colloquial-based language processing

>>>> Important Dates <<<<<
* Submissions due for review: 1 April 2009
* Notification of 1st decision: 1 July 2009
* Revisions due: 15 August 2009
* Notification of acceptance: 1 October 2009
* Final version submitted: 1 November 2009
* Issue publication: March 2010

>>>>> Submission Guidelines <<<<<
Papers should be formatted following the style guidelines for the ACM
Transactions on Asian Language Information Processing
(http://talip.acm.org). Please submit papers in PDF format using the
web-based submission system Manuscript Central
(http://mc.manuscriptcentral.com/talip). In order to identify the
submission as for the special issue, please indicate "This paper is
being submitted to the Special Issue on Arabic NLP" on the first page
of the paper. Please notice that the typical paper length is 20-30
pages.

               *-*-*-*-*

>>>>> Guest Editors <<<<<
* Prof. Khaled Shaalan, (Fellow) School of Informatics University of
Edinburgh, UK; Faculty of Computers & Information, Cairo University;
Faculty of Informatics, British Univ. in Dubai. Email:
k.shaalan_AT_fci-cu.edu.eg.
* Prof. Ali Farghaly, Senior Member of Technical Staff, Text Group,
Oracle USA, CA; Adjunct Professor of Arabic Linguistics, Monterey
Institute of International Studies, Monterey, CA, USA. Email:
ali.farghaly_AT_oracle.com

For a one page PDF version of this Call for papers upload
http://www.buid.ac.ae/shaalan/arabnlpcfp.pdf

-- 
Regards,
Khaled

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From dil at BYU.EDU  Wed Jan  7 22:00:54 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:54 -0700
Subject: Arabic-L:GEN:Needs refs on social tolerance in 10th Century
 Al-Andalus
Message-ID: <WED.7.JAN.2009.150054.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 07 Jan 2009
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 refs on social tolerance in 10th Century Al-Andalus

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:Abderrahman Aissa <Aissa.Abderrahman at Colorado.EDU>
Subject:Needs refs on social tolerance in 10th Century Al-Andalus

Dear all:

1. I have had a couple of good responses to my previous call for  
references on my doctoral thesis:

"Tol?rance sociale et cohabitation confessionnelle, ? la base de l'?ge  
d'or d'al-Andalus (Xe si?cle)".

2. I'm hoping that I may get more additional suggestions in regard to  
the topic, if more colleagues receive this email.

Thanks brother and sisters, and happy new year!

Cheers,

Abderrahman A
Univ of Colorado

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From dil at BYU.EDU  Wed Jan  7 22:00:50 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:50 -0700
Subject: Arabic-L:PEDA:Teaching Colloquial with MSA
Message-ID: <WED.7.JAN.2009.150050.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 07 Jan 2009
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:Teaching Colloquial with MSA

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:Joseph Norment Bell <joseph.bell at if.uib.no>
Subject:Teaching Colloquial with MSA

Sometimes we must face the facts. While we all know that knowledge of a
dialect or of MSA alone is not sufficient, we seem to disagree on the
choice of dialect or whether we might use a blend of dialects.

The point in learning to speak Arabic well is to be able to play on the
full range of levels and nuances that Standard Arabic and your dialect
make available, according to the situation.

Few can be asked to do this with more than one dialect. Which one? Well,
if you know where you are going and where you are likely to stay, then
the best choice is most likely the prestige dialect of that area. But
most students of Arabic don't know where they are headed until they have
more or less finished their formal language training. (The French
experience is something of an exception here.)

So we ask whether there is a dialect that practically from one end of
the Arab world to the other might be in competition with MSA as a lingua
franca, even if often at different levels of formality. It would seem to
be there is, and pretty much everyone knows the answer.

Illiterate Arabs who may still understand some MSA, will also understand
you if you speak to them in Cairene Egyptian. Often they will even be
able to answer you in something resembling Cairene.

I don't know where this leaves the partisans of "blending." One speaks
of "leveling," and how Arabs from different countries, when together,
will leave out expressions they consider to be too dialect-specific to
be understood by the others. But at least in _middle level_ Cairene
there is little that needs to be left out for such reasons.

Other Arabic dialects cannot be imitated for the same reasons over the
same wide geographic area. A Jordanian imitating an Egyptian is very
likely doing it to be understood (the popularity of Egyptian jokes
notwithstanding), whereas when he imitates a Lebanese, for example, he
is indeed most likely telling a joke.

Telling jokes makes you popular. Maybe our dialect-blending students
will reap that benefit.

Joseph Bell

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From dil at BYU.EDU  Wed Jan  7 22:00:59 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 7 Jan 2009 15:00:59 -0700
Subject: Arabic-L:LING:More on la- 'lest'
Message-ID: <WED.7.JAN.2009.150059.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 07 Jan 2009
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 la- 'lest' (was: Unusual negative)

-------------------------Messages-----------------------------------
1)
Date: 07 Jan 2009
From:Manfred Woidich <m.a.woidich at uva.nl>
Subject:More on la- 'lest' (was: Unusual negative)

Dear all,
There is some literature on on the grammaticalization of the negative
particle laa as a conjunction la- ?lest?, and of aHsan with the same
function in Arabic dialects.
See for example M.M. Bravmann, Studies in Arabic and General Syntax.
IFAO XI. Le Caire 1953. ?95 p.118f and ?110 p.136f.
And for those who read German:
For Damascus Arabic see Ariel Bloch, Die Hypotaxe im
Damaszenisch-Arabischen ... . AKM XXXV,4. Wiesbaden 1965. ?52 p.42f.
(with older literature on the subject)
You will find a comprehensive account for Egyptian in Manfred Woidich,
Negation und negative S?tze im ?gyptisch-Arabischen. Ph.D. thesis
University of Munich 1968. ?137?141 p.204?213.

Manfred Woidich

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From dil at BYU.EDU  Thu Jan 15 00:16:19 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:19 -0700
Subject: Arabic-L:PEDA:U of Iowa Job
Message-ID: <WED.14.JAN.2009.171619.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:U of Iowa Job

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:"Trepanier, Jessica J" <jessie-trepanier at uiowa.edu>
Subject:U of Iowa Job

University of Iowa
Department of French and Italian
111 Phillips Hall
Iowa City, IA 52242

Lecturer in Modern Standard Arabic

The University of Iowa Department of French and Italian invites  
applications for a non-tenure-track lecturer position in Modern  
Standard Arabic for the academic year 2009-10, renewable for a total  
of three years (2009-12) and renewable thereafter in three year  
increments pending collegiate approval and demonstrated excellence in  
teaching. PhD or equivalent in a related field preferred.  Ability to  
coordinate a language program and to teach all levels of Modern  
Standard Arabic, from beginning to advanced, required. Ability and  
experience teaching courses on Middle Eastern culture in English and  
integrating computer and other audiovisual technologies in teaching  
are desirable.

Candidates must submit applications online at http://jobs.uiowa.edu/.   
Do not mail paper applications. Screening of applications begins  
February 1, 2008 and will continue until the position is filled.   
Attachments to the application should include cover letter, curriculum  
vitae, and the contact information for three letters of  
recommendation.   Refer to requisition number 056465.

The Department and the College of Liberal Arts and Sciences are  
strongly committed to gender and ethnic diversity; the strategic plans  
of the University, College and Department reflect this commitment. The  
University of Iowa is an equal opportunity/affirmative action  
institution.  Women and minorities are encouraged to apply.


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From dil at BYU.EDU  Thu Jan 15 00:16:21 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:21 -0700
Subject: Arabic-L:GEN:New JAIS articles
Message-ID: <WED.14.JAN.2009.171621.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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:New JAIS articles

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:Joseph Norment Bell <joseph.bell at if.uib.no>
Subject:New JAIS articles

The following message has been sent by the current editor of JAIS, Alex
Metcalfe, from what will in the future be the main site of the journal.
Note that vol. 9 (2009) is nearly full, but that articles are now being
posted earlier than previously. The Bergen site will continue to exist
as a mirror site, though it will be a week or so before the newly
announced articles are posted at Bergen. All Bergen URLs for previously
posted files will continue to work, except for PDF files that have been
withdrawn in accordance with our agreement with Edinburgh University
Press to withdraw PDFs once the paper edition has appeared. Links to
similarly paginated HTML files will be provided in all such cases.

::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

The /Journal of Arabic and Islamic Studies/ is pleased to announce that
the following articles have recently been posted on its website at
http://www.lancs.ac.uk/jais

Editor?s Preface and Bibliography of Michael G. Carter.

Tetz Rooke: '/In the Presence of Absence/: Mahmoud Darwish's Testament'.

Maria Persson: 'The Role of the /b-/prefix in Gulf Arabic Dialects as a
Marker of Future, Intent and/or Irrealis'.

Heikki Palva: ?Sedentary and Bedouin Dialects in Contact: Remarks On
Karaki and Salti Dialects of Jordan?.

Lutz Edzard: ?Principles Behind the Eighth Revised Edition of
Rudolf-Ernst Br?nnow's and August Fischer's Arabische Chrestomathie aus
Prosaschriftstellern: A Tribute to the Scholarly Methods of Michael G.
Carter?.

Anne Sofie Roald: ?From Theocracy to Democracy? Towards Secularization
and Individualization in the Policy of the Muslim Brotherhood in  
Jordan?.

Gunvor Mejdell: ?What is Happening to /Lughatuna 'l-Gamila/? Recent
Media Representations and Social Practice in Egypt?.

Ludmila Torlakova: ?The Notion /Weapon/ in Arabic Idioms?.

Simon O'Meara, ?A Legal Aesthetic of Medieval and Pre-Modern Arab-Muslim
Architectural Space?.

Oddbj?rn Leirvik: ?Conscience in Arabic and the Semantic History of
/Damir/?.

Abdulrazzak Patel: ?/Nahda/ Epistolography: Al-Shartuni's /al-Shihab/
and the Western Art of Letter-Writing?.



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From dil at BYU.EDU  Thu Jan 15 00:16:26 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:26 -0700
Subject: Arabic-L:LING:Needs Brill tagger
Message-ID: <WED.14.JAN.2009.171626.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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 Brill tagger

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:roqaya rahoma <re_raz at yahoo.com>
Subject:Needs Brill tagger

i need to
Brill Tagger
pleas help me

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From dil at BYU.EDU  Thu Jan 15 00:16:25 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:25 -0700
Subject: Arabic-L:PEDA:Workshop on Teaching Grammar to Promote
 Communicative Accuracy
Message-ID: <WED.14.JAN.2009.171625.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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:Workshop on Teaching Grammar to Promote Communicative  
Accuracy

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:zeintaha at aucegypt.edu
Subject:Workshop on Teaching Grammar to Promote Communicative Accuracy

American University in Cairo
TAFL Program
Announces:
A Workshop on Teaching Grammar to Promote Communicative Accuracy
Date: March 21-22 (immediately prior to AUC?s conference entitled:  
Teaching Language and Rhetoric.)
Location: AUC?s New Campus in New Cairo (same as conference location).
Registration Fees: 50$
Deadline for payment: Feb. 15th ,2008.
Please make checks payable to: American University in Cairo (Arabic  
Language Institute).
Mailing address: AUC Avenue, P.O. 74  New Cairo 11835, Egypt.

Only 10 participants will be accepted this time
The Arabic Language Institute in the American University in Cairo is  
offering a workshop on means of teaching grammar in order to promote  
successful communication and a high level of accuracy concurrently

With the appearance of calls for enhancing students communicative  
abilities during the seventies (and up till now) arguments continue to  
arise among Arabic teachers about the role of teaching grammar in  
developing AFL students? ability to express themselves fluently and  
accurately. Many teacher?s well founded fears of stressing fluency to  
the point of doing away with accuracy has given rise to extensive  
controversies about the most useful class practices that would help  
teachers use grammar to develop AFL learners accuracy without impeding  
learners? fluency.


This workshop will address such controversy through:
1-   Helping teachers reflect upon their goals and their current  
practices in teaching grammar.

2-   Presenting alternatives to practices that do not or are not  
expected to help them fulfill their class goals.

3-   Showing  means of using the various language skills to enhance  
learners? knowledge of new grammatical structures and using them to  
understand and produce meaningful texts.


Registration form:

Full name:

Name of institution you are affiliated to:

Address of institution:

Contact numbers:

Email address:

Previous Teaching experience (if any):

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From dil at BYU.EDU  Thu Jan 15 00:16:30 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:30 -0700
Subject: Arabic-L:LING:Needs to download free Arabic Corpus
Message-ID: <WED.14.JAN.2009.171630.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
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 to download free Arabic Corpus

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:iwidat at hotmail.com
Subject:Needs to download free Arabic Corpus

[please respond directly to iwidat]

I am working with my PhD thesis witch its Arabic document  
classification, for the experiments I need Arabic corpus, but  
unfortunately there is no free one for educationally purpose ,so could  
u pls tell me where I can download one.
Regards!


iwidat
Beijing

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From dil at BYU.EDU  Thu Jan 15 00:16:32 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:32 -0700
Subject: Arabic-L:PEDA:Teaching Colloquial with MSA
Message-ID: <WED.14.JAN.2009.171632.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Teaching Colloquial with MSA
2) Subject:Teaching Colloquial with MSA

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:Waheed Samy <wasamy at umich.edu>
Subject:Teaching Colloquial with MSA

I'm glad Joseph Bell brings this topic to the list.

For reasons you are all familiar with there are many institutions that
resist teaching anything but ????.  However, there seems to be a
growing interest in teaching something other than ????.  As Joseph,
and others have asked: which ??????

Looking at Arabic as a broad spectrum with ????? on one end and
???? at the other, by dedicating instruction to a limited sliver at
the ???? end does not adequately reflect the linguistic reality of
Arabic.  As a consequence teaching only ???? does not serve
learners adequately.

Therefore, in an attempt to bridge the gaps, and to introduce more of
that spread, I believe that more mixing is useful.  In my opinion such
a mixing should proceed on the basis of the following broad linguistic
areas, as well as combinations of these areas as necessary:

Phonology
The lexicon
Morphology
Syntax

To illustrate, using an example of a phonological generalization, I
suggest that within the context of courses in MSA --as commonly taught
using Arabic textbooks, such as ?????? ???????, or
??????, or The Michigan Series, and others-- it will be very
useful for learners to know that the dipthongs /aw/ and /ay/, such as
in ??? and ??? are realized as vowels /oo/ and /ee/.  There are
numerous other examples.  As a speaker of Egyptian Arabic, I can
introduce such phonological information and mix it in during the
course of the semester.  Speakers from other regions of the Arabic-
speaking world can do the same.

 From the lexicon, an example of what to introduce is the definite
relative pronoun ?????.  Learners can be encouraged to use it, and
also be informed of usage.

Taking morphological, syntactic, and mixed categories, the learners
should become aware of 'b prefixing' imperfect form verbs: ???? and
?????.  Someone once told me that on a visit to Jordan, never
having been introduced to anything but ????, when he heard the 'b
prefixed verb' he was sure it was a noun.

Learners should know that the definite article is 'il; not just 'al.


I am suggesting that non-???? features be introduced into the MSA
curriculum, and that such an introduction be within the context of MSA
--as opposed to ???? only or ????? only instruction.

Waheed Samy
University of Michigan, Ann Arbor

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2)
Date: 14 Jan 2009
From: Mustafa Mughazy <mustafa.mughazy at wmich.edu>
Subject:Teaching Colloquial with MSA

Dear Joseph and interested colleague,

First of all, I would like to note the paradigm shift from whether we  
should teach a colloquial dialect to how we can teach one along with  
MSA. I think this is the question that will dominate the field for a  
long time.

The question of which dialect to teach is a very loaded question  
because it has nationalistic undertones with everyone thinking their  
dialect is more prestigious, more widely understood, or closer to MSA.  
There is also the issue that I mentioned earlier of whether dialect  
choice can affect hiring decisions.

I asked my French and Canadian colleagues who teach French in my  
department about the dialect they teach. They all said that they teach  
their own dialect while making comparisons to others when they see  
fit. When I asked what they meant by ?their dialect?, it turned out  
that they were talking about prestigious ?nationalist? dialects  
rather than regional dialects. I got the same answer from my Spanish  
and Mexican colleagues who teach Spanish.  Arabic presents a rather  
different situation, but it is not that unique or exotic.

What I do in my teaching is use MSA and Egyptian together in every  
exercise, activity, or even vocabulary quiz (fourth semester). By  
Egyptian, I mean Cairene, not my local dialect of Alexandria (However,  
I still say falafel, not ta3meyya). I also mention other dialects that  
I understand, especially if there are students who are interested in a  
particular dialect. If students use other dialects, I accept it as a  
correct answer.

Back to which dialect to teach: teach your own ?nationalist?  
dialect or the one you are most comfortable with. Some people are even  
very good at teaching other dialects. I know a highly esteemed  
colleague from Libya who teaches Egyptian and a Moroccan colleague who  
speaks Egyptian flawlessly.  You do not have to be a native speaker to  
teach a dialect, as long as you speak it well. Besides, that is what  
textbooks are for.

As for dialect leveling, we should wait for this to happen among  
native speakers. Teaching a dialect mix is very difficult because  
there are no textbooks for dialect mixes as far as I know. Even if we  
can do this, the students will end up speaking something that is very  
different from native speakers speak. Can you imagine someone who  
speaks a mixture of American, British, Australian, Hindi, and African  
American English?

Mustafa Mughazy


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End of Arabic-L:  14 Jan 2009


From dil at BYU.EDU  Thu Jan 15 00:16:23 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:23 -0700
Subject: Arabic-L:PEDA:Needs private tutor in NYC area
Message-ID: <WED.14.JAN.2009.171623.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs private tutor in NYC area

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:Michael <michael.boyce at yale.edu>
Subject:Needs private tutor in NYC area

[please respond directly to Michael]

Dear all,
Is there an Arabic teacher in the New York City area who would be  
willing to do a couple of private lessons with an intermediate-level  
Yale sophomore over the next three weeks? I am studying abroad this  
coming term and I would like to brush up before I head off. I will of  
course pay for an hour or two-hour long session.
Warmly,
Michael Boyce

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From dil at BYU.EDU  Thu Jan 15 00:16:36 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:36 -0700
Subject: Arabic-L:PEDA:Which universities teach which dialects?
Message-ID: <WED.14.JAN.2009.171636.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Which universities teach which dialects?

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:rdurkan at hotmail.com
Subject:Which universities teach which dialects?

[please respond directly to Richard, as well as to the list if you like]

Is there anywhere I can find out which universities teach which Arabic  
dialect courses, please?

Richard Durkan

--------------------------------------------------------------------------
End of Arabic-L:  14 Jan 2009


From dil at BYU.EDU  Thu Jan 15 00:16:29 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:29 -0700
Subject: Arabic-L:GEN:Refs on tolerance 10th Cent. Al-Andalus
Message-ID: <WED.14.JAN.2009.171629.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Refs on tolerance 10th Cent. Al-Andalus

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:nagwa hedayet <nhedayet at yahoo.com>
Subject:Refs on tolerance 10th Cent. Al-Andalus

Dear Colleague Abderrahman,
Please have a look at Ph.D. Dissertation on: The Jews of Al Andalus in  
the 10th Cent. Under the Umayyid Caliphate by Nagwa Hedayet; also the  
proceedings of the University of Oxford Confrence on: Re-thinking  
Islam, 1997 that was under the ausipeces of Prince Chalres under the  
same title. Pls. have a look too at the article on, The Jews of Al  
Andalus, Journal of Social Affairs, 2003.

There are long references list included in the above works.

With my best regards to all.

Nagwa Hedayet

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From dil at BYU.EDU  Thu Jan 15 00:16:34 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 14 Jan 2009 17:16:34 -0700
Subject: Arabic-L:PEDA:NFLRC-Hawaii Professional Dev events
Message-ID: <WED.14.JAN.2009.171634.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 14 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:NFLRC-Hawaii Professional Dev events

-------------------------Messages-----------------------------------
1)
Date: 14 Jan 2009
From:National Foreign Language Resource Center <nflrc at hawaii.edu>
Subject:NFLRC-Hawaii Professional Dev events

The National Foreign Language Resource Center at the University of  
Hawaii
at Manoa is pleased to announce its 3 major professional development
events this year . . .

	* 1st International Conference on Language Documentation &
	  Conservation (ICLDC), March 12-14, 2009, Honolulu, Hawaii
	  (pre-registration deadline - January 31)

	* 2009 NFLRC Online Summer Institute for Non-native Teachers of
	  Chinese & Japanese, June 22-July 3, 2009
	  (apply now - limited space, rolling admissions)

	* Language Learning in Computer Mediated Communities (LLCMC)
	  Conference, October 11-13, 2009, Honolulu, Hawaii
	  (Call for Proposals deadline - March 1)
		plus, CULTURA: Web-based Intercultural Exchanges
		Pre-conference event, October 10-11, Honolulu, Hawaii

For more information, see below:


1st INTERNATIONAL CONFERENCE ON LANGUAGE DOCUMENTATION & CONSERVATION
(ICLDC): Supporting Small Languages Together
March 12-14, 2009, Honolulu, Hawaii
http://nflrc.hawaii.edu/icldc09/

It has been a decade since Himmelmann's article on language  
documentation
appeared and focused the field into thinking in terms of creating a
lasting record of a language that could be used by speakers as well as  
by
academics. This conference aims to assess what has been achieved in the
past decade and what the practice of language documentation within
linguistics has been and can be. It has become apparent that there is  
too
much for a linguist alone to achieve and that language documentation
requires collaboration. This conference will focus on the theme of
collaboration in language documentation and revitalization and will
include sessions on interdisciplinary topics.

Plenary speakers include:  Nikolaus Himmelmann (University of Munster),
Leanne Hinton (UC Berkeley), Paul Newman (Indiana University), & Phil  
Cash
Cash (University of Arizona)

There will also be an optional opportunity to visit Hilo, on the Big
Island of Hawai'i, in an extension of the conference that will focus on
the Hawaiian language revitalization program, March 16th-17th.

Conference pre-registration deadline:  January 31, 2009



2009 NFLRC ONLINE SUMMER INSTITUTE FOR NON-NATIVE TEACHERS OF CHINESE &
JAPANESE
June 22-July 3, 2009
http://nflrc.hawaii.edu/prodev/si09w/

This workshop serves as an online professional development opportunity  
for
non-native-speaking teachers of Chinese and Japanese language at the  
K-16
level, with a focus on teachers in underserved areas. As part of our
mission to serve the development and enhancement of Asian language in  
the
United States, the University of Hawaii National Foreign Language  
Resource
Center will offer 2 concurrent two-week intensive language courses in
Chinese and Japanese. The intensive courses, delivered entirely free of
charge over the World Wide Web using a tested and proven pedagogic  
model,
focus on the development and/or maintenance of communicative language
skills at the Advanced level, with strong emphasis on written
communication meeting high standards of literacy.

Space is limited, so submit your online application form today!

(NOTE:  For interested Chinese teachers, there is a special additional
opportunity to travel to Hawaii after the online workshop for intensive
hands-on teacher training in the STARTalk Sports and Language Immersion
Camp [planned for July 6-31, 2009] at the University of Hawaii at  
Manoa in
Honolulu. Pending the approval of funding for the 2009 STARTalk Hawaii
Sports and Language Immersion Camp, Chinese teachers successfully
completing the online summer institute will be eligible for up to $800
travel defrayment for the STARTalk Hawaii camp.)



LANGUAGE LEARNING IN COMPUTER MEDIATED COMMUNITIES (LLCMC) CONFERENCE
October 11-13, 2009, Honolulu, Hawaii
http://nflrc.hawaii.edu/llcmc/

Once, computers were seen as thinking machines or electronic tutors. Now
the computer has become one of many devices that people use to form
virtual communities of all kinds. In the field of language education,
computer mediated communication (CMC) enables students to interact with
one another free of space and time constraints and to participate in
communities of learning with their counterparts in the target culture.  
The
Language Learning in Computer Mediated Communities (LLCMC) Conference
explores the use of computers as a medium of communication in language
learning communities.

Conference highlights
	* Keynote talk by Dr. Gilberte Furstenberg (Massachusetts
	  Institute of Technology)
	* Special colloquium showcasing online cultural exchanges based at
	  the University of Hawaii
	* Optional pre-conference event - CULTURA: Web-based Intercultural
	  Exchanges (October 10-11)

We welcome your session proposal submissions in this exciting area.  Use
our convenient online submission form - deadline March 1, 2009.


*************************************************************************
  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://nflrc.hawaii.edu
*************************************************************************

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From dil at BYU.EDU  Fri Jan 23 18:26:46 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:46 -0700
Subject: Arabic-L:LING:Machine Translation Summit XII
Message-ID: <FRI.23.JAN.2009.112646.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Machine Translation Summit XII

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:Priscilla Rasmussen <rasmusse at ptd.net>
Subject:Machine Translation Summit XII

Machine Translation Summit XII

Short Title: MT Summit
Location: Ottawa, Ontario, Canada
Date: 26-30 August 2009

Conference Web Site: http://summitxii.amtaweb.org
Contact Person: Laurie Gerber (lgerber at amtaweb.org)
Linguistic Subfield(s): Computational Linguistics

The Twelfth Machine Translation Summit, organized by the International  
Association for Machine Translation and the Association for Machine  
Translation in the Americas, will be held at the Ch?teau Laurier,  
Ottawa, Canada, 26-30 August 2009.

We invite all those with an interest in translation automation to  
participate in the conference. There are several categories of  
submissions, each with its own requirements, see below. Details will  
be available on the conference website as well.

MT Summit XII will bring together scientists, developers, and users of  
machine translation and other tools for multilingual processing. The  
conference will survey the international state of the art and practice  
in machine translation with:

	? A full MT research program track
	? Government and Commercial MT user program tracks
	? Special sessions on technology in translator training and tools for  
translators
	? A technology showcase with live demonstrations of MT systems and  
applications incorporating machine translation.
Before the main conference, one full day (Wednesday, August 26) will  
be devoted to tutorials, and after the conference another day (Sunday,  
August 30) will be devoted to specialized workshops. These wide- 
ranging activities will allow participants from research, business,  
and government to engage experts and explore how to use machine  
translation technology to conquer language barriers and overcome the  
digital divide.


Call for Research Papers
Call for Government User Presentations
Call for Commercial User Presentations
Call for Tutorial Proposals
Call for Workshop Proposals
Call for Technology Showcase Exhibits

Summary of Submission Deadlines:
March 6, 2009: Final day for Tutorial and Workshop proposals
April 28, 2009: Deadline for Research paper submissions
May 28, 2009: Deadline for Commercial User, Government User, and  
Translator Training and Tools presentation proposals
Summary of Other Important Dates

June 12, 2009: Notification of acceptance for Research, Commercial  
User, Government User, and Translator Training and Tools submissions
July 10, 2009: Final versions of Research Papers Due
August 10, 2009: Deadline to provide tutorial booklets and workshop  
proceedings for copying
  Summary of Conference Schedule

August 26, 2009  Tutorial day
August 27-29, 2009: Main conference
August 28, 2009: Technology Showcase
August 30, 2009: Workshop day
Call for Research Papers

  MT Summit XII seeks original papers about all aspects of machine  
translation. Topics of interest include, but are not limited to:

	? MT technology
	? Translation environments (workflow, support tools, conversion tools  
for lexica, etc.)
	? Translation aids (translation memory, terminology databases, etc.)
	? Human factors in MT and user interfaces for MT
	? MT combined with other technologies (speech translation, cross- 
language information retrieval, multilingual text categorization,  
multilingual text summarization, multilingual natural language  
generation, etc.)
	? Dictionaries and lexica for MT
	? Text and speech corpora for MT, and knowledge extraction for MT
	? Standards in text and lexicon encoding for MT
	? MT evaluation techniques and evaluation results.
  There will be two categories of research papers:

  (R) Regular papers: Submissions are invited for reports of  
significant research results in any aspect of machine translation and  
related areas. Such reports should include a substantial evaluation  
component.

(P) Poster presentations (with or without demonstration): Submissions  
are invited for presentations that are best suited for poster  
sessions, which are more interactive. Submissions are also invited for  
reports on the design, implementation, operation and evaluation of  
operational and prototype systems.

  Both types of paper should include a 100 word abstract, and up to 5  
keywords. MT Summit XII uses electronic submission through the START  
conference tool (LINK). Guidelines for authors will be available soon  
at the conference website http://summitxii.amtaweb.org/

  Important Dates

April 28, 2009: Research Paper Submissions Due:
June 12, 2009: Author notification
July 10, 2009: Final versions due

Research Program Committee
The research program committee will be co-chaired by Pierre Isabelle (Pierre.Isabelle at cnrc-nrc.gc.ca 
) and Roland Kuhn (Roland.Kuhn at cnrc-nrc.gc.ca), both from the National  
Research Council of Canada. All submissions will be reviewed by at  
least three experts.

  Call for Government User Presentation

MT  Summit Government User presenters and participants will focus on  
the strategic nature and use of MT in governmental organizations. Most  
governmental entities are providing a benefit to their citizens and  
internal customers who require them to translate large volumes of  
information and make it available across multiple languages and varied  
network architectures. The need for language translation technology  
within governmental organizations is diverse and sometimes  
compartmented. Governments are looking to advances in technology that  
helps them deliver information not only in the country?s native  
language but in other languages that helps them compete and promotes  
them globally. In an age when significant volumes of available data  
come in all languages, it is necessary to look to alternatives that  
assist in the translation process.


For this year?s MT Summit we are asking government participants to  
consider topics that address the strategic challenges of applying MT  
tools and applications into their existing business processes. We are  
looking for representation from all government organizations that face  
language challenges to include: Health and Human Services, Human  
Resources, Defense, Commerce, Labor, Energy, Judiciary, Business,  
Trade, Transportation, and many others. Within the governmental  
organizations we are asking that leaders or their representatives  
attend that can address topics ranging from acquisition, funding,  
requirements development, computer systems and network architecture,  
research and development, and program management and how they apply to  
the integration and acceptance of MT tool usage.
The sessions will be structured to provide open and constructive  
dialogue among attendees with diverse technical backgrounds and areas  
of expertise. The secondary objective of this approach is to establish  
longer-term connections among participants and foster new cooperative  
efforts.

Topics

Topics for papers, presentations, and panel discussions should include  
but not be limited to:

Strategic Views and Objectives pertaining to MT programs
Employment of MT tools
Challenges (IT, personnel, implementation)
Achievable gains through usage and/or metrics
Requirements development and management
Policy and Oversight
Budgeting and Contracting
Research and Development
  What to submit

Submissions should be 100-200 word summaries and may be sent directly  
in e-mail or as attachments in RTF format.

  How to submit

Send submissions and questions to Government User program chair,  
Nicholas Bemish at Nicholas.Bemish at dia.mil

Important Dates

May 28, 2009: Submissions Due
June 12, 2009: Notification of Acceptance

Call for Commercial User Presentations
The Commercial User program track will focus on how MT is being used  
to meet business needs such as just-in-time localization of critical  
information, provision of technical support information, or  
translation of user generated and community content. Submissions  
should focus on the use of MT in a business setting and how it is  
integrated with other technologies to support business goals.

Topics

Potential topics include (but are not limited to):

<!--[if !supportLists]-->?         <!--[endif]-->Use of MT to provide  
localization of data-driven, dynamic, or user-specific information
<!--[if !supportLists]-->?         <!--[endif]-->Use of MT to reduce  
localization time and/or cost
<!--[if !supportLists]-->?         <!--[endif]-->Ways in which MT can  
be used to increase the scope of globalization projects
<!--[if !supportLists]-->?         <!--[endif]-->Integrating MT and  
human translation
<!--[if !supportLists]-->?         <!--[endif]-->Managing change when  
implementing MT systems
What to submit

Ideal presentations will be case studies describing new or ongoing  
deployments. Case studies may focus on one or more of: project  
justification, ROI and other cost/benefit analyses, evaluation and  
technology selection, change management, level of automation, and  
future plans and technology wish lists. Submissions should be 100-200  
word summaries and may be sent directly in e-mail or as attachments in  
RTF format. Presenters will be encouraged to provide final  
presentations for inclusion in the proceedings and conference website.


How to submit
Send submissions and questions to the MT Summit Conference Chair,  
Laurie Gerber at lgerber at amtaweb.org


Important Dates
May 28, 2009: Submissions Due
June 12, 2009: Notification of Acceptance
Call for Presentations on Technology in Translator Training and Tools  
for Translators


This year?s MT Summit conference will be held in Ottawa, home to the  
Canadian Translation Bureau, which ranks as one of the world?s largest  
language service providers. On this occasion, we explore a new topic  
area, to engage and learn from and about human translation.
Commercial language services and human translators are encountering  
and responding to requests for increasing speed and automation from  
clients. In some cases, clients have already adopted machine  
translation and simply send the output for postediting. A few  
pioneering translators and agencies have developed expertise in  
combining resources for productivity, or in MT postediting.

In this conference track, we invite presentations that explore

<!--[if !supportLists]-->?         <!--[endif]-->translator  
productivity, productivity targets and ceilings on productivity.
<!--[if !supportLists]-->?         <!--[endif]-->MT postediting:  
training posteditors, best practices, tools and environments
<!--[if !supportLists]-->?         <!--[endif]-->areas where  
translators would like help from technology
What to submit

Ideal presentations will be case studies, reports on research working  
with human translators, wish lists, and opinion/visionary  
presentations are also welcome. Submissions should be 100-200 word  
summaries and may be sent directly in e-mail or as attachments in RTF  
format. Presenters will be encouraged to provide final presentations  
for inclusion in the proceedings and conference website.


How to submit
Send submissions and questions to the MT Summit Conference Chair  
Chair, Laurie Gerber at lgerber at amtaweb.org


Important Dates

May 28, 2009: Submissions Due
June 12, 2009: Notification of Acceptance
Call for Tutorial Proposals

  AMTA conference tutorials introduce our members to exciting  
innovations, to practical skills, or to different disciplinary  
perspectives. MT is a kaleidoscopic universe of ideas, concerns, and  
capabilities that requires the efforts and talents of professionals in  
multiple disciplines. The goal of cross-language meaning transfer is  
shared among translators, technologists, and researchers of all  
stripes -- but we often need cross-training to improve communication.  
Tutorials at AMTA provide background for the main conference sessions,  
and enhance our members' effectiveness by offering a means for  
understanding issues, solutions, and perspectives of multiple  
approaches and different disciplines.

Tutorials will be held on Wednesday, August 26. Tutorials are half-day  
(3 hour) instructional sessions.

Topics


We ask that tutorials be of interest to a broad audience and  
particularly invite:
<!--[if !supportLists]-->?         <!--[endif]-->Tutorials that  
introduce new or prospective commercial users to machine translation  
technology, evaluation, and use, including fundamental vocabulary and  
concepts
<!--[if !supportLists]-->?         <!--[endif]-->Tutorials that  
introduce tool developers and researchers to the current landscape of  
translation technology and standards that machine translation needs to  
interoperate with in a production environment
<!--[if !supportLists]-->?         <!--[endif]-->Tutorials that  
introduce tool developers and researchers to human translation,  
including the way translators actually work, professional standards,  
training, and technology adoption trends.
<!--[if !supportLists]-->?         <!--[endif]-->Technical and  
scientific tutorials on high-impact issues, approaches, and techniques
<!--[if !supportLists]-->?         <!--[endif]-->Tutorials which  
explain a recent development in the field or provide technical guidance
<!--[if !supportLists]-->?         <!--[endif]-->Introductory,  
overview, or survey tutorials on high-interest, leading-edge R&D topics
  If you have an idea but are new to the process of proposing  
tutorials, please contact us. We can assist you in developing your idea.

What to submit

Submissions should include the title and a brief description of the  
proposed tutorial's topic and content, including a short outline of  
the presentation or interactive activity, showing that the content can  
be covered in three hours. Be sure to include technical requirements  
and a description of the professional expertise of the tutorial  
presenters.

How to submit

Send submissions to Reggie Hobbs (hobbs at arl.army.mil) and Jennifer  
DeCamp (jdecamp at mitre.org), with a copy to the main conference email  
address (summitxii at amtaweb.org). We will evaluate Tutorial proposals  
as soon as they are submitted. The last day for submissions is March  
6, 2009.


Important Dates
March 6, 2009: Deadline for Tutorial proposals
August 10, 2009: Deadline for submission of tutorial materials for  
copying
August 26, 2009: Tutorial day

Call for Workshop Proposals
Proposals for workshops are now being solicited on topics of direct  
interest and impact for MT researchers, developers, vendors or users  
of MT technologies. AMTA workshops bring together groups of people  
(peers) involved in a specific problem area of machine translation, to  
advance the state of the art in that area.  Workshops focus on group  
participation rather than instruction.

Workshops are typically held the day after the main conference, and  
this year will be held on Sunday 30th August. Workshops will normally  
last a whole day (approx. 8 hours). Workshops can take a variety of  
forms, including refereed and invited papers, hands-on exercises,  
discussion and debate, or other activities. Proposers will be asked to  
issue their own ''Call for Papers'', and to maintain a web site giving  
information about the submission procedure and, later on, the full  
program. Working language of the workshops will normally be English;  
however, it is acceptable to have a second (or alternative) working  
language if this is appropriate to the theme of the workshop. This  
should be stated clearly on the proposal.

Submissions should be made to the Workshop Chair (e-mail: hassan at apptek.com 
) by March 6th. They should include the theme and goal of the  
workshop, the planned activities, a calendar of deadlines for  
submission including the dates for workshop submissions, notification  
and, if appropriate, camera-ready copy (we advise that you follow the  
submission dates for the main conference), and an estimate of the  
number of participants.
<!--[if !supportLineBreakNewLine]--><!--[endif]-->

Note that we will evaluate Workshop proposals as soon as they are  
submitted. The last day for submissions is March 6, 2009

Important Dates

March 6, 2009: Deadline for Workshop proposals
August 10, 2009: Deadline for Submission of Workshop Proceedings for  
copying
August 30, 2009: Workshop day
Technology Showcase


Machine translation technology has been ready for deployment in many  
environments for many years, but many prospective users hesitate to  
dive in, or perhaps they don?t believe that MT will work for their  
application. The technology showcase provides an opportunity to see  
working MT systems embedded in software systems that solve real world  
problems. The developers and integrators are on hand to demonstrate  
the systems, and talk about the users and the use cases.
User groups and integrators are especially encouraged to demonstrate  
the systems they have built to solve real-wlrld problems. Developers  
are encouraged to demonstrate solutionized MT and related tools and  
systems.


The Technology Showcase will be held Friday afternoon, August 28, and  
will be open to the public and the press.


For more information, contact Jennifer DeCamp (jdecamp at mitre.org) and  
Reggie Hobbs (hobbs at arl.army.mil) with a copy to summitxii at amtaweb.org

A few words about Ottawa, Canada

Ottawa is Canada?s capital and the fourth-largest city in Canada (1.2  
million people). Nestled on the banks of the Ottawa, Gatineau, and  
Rideau Rivers, Ottawa has more scientists, engineers, and PhDs per  
capita than any other city in the country. It is known for the large  
number of parks and lakes that surround it, as well as for the  
numerous cultural institutions it contains.


The conference venue, the Fairmount Ch?teau Laurier, is located in the  
heart of downtown next to the Parliament Buildings and not far from  
the National Gallery and the National Arts Centre. It is a magnificent  
limestone edifice with turrets and masonry reminiscent of a French  
ch?teau.

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End of Arabic-L:  23 Jan 2009


From dil at BYU.EDU  Fri Jan 23 18:26:47 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:47 -0700
Subject: Arabic-L:PEDA:Modern Language Center in Tunis programs
Message-ID: <FRI.23.JAN.2009.112647.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Modern Language Center in Tunis programs

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:contact at stc-tunisia.com
Subject:Modern Language Center in Tunis programs

Dear Sir,
       ?Ahlan? from Tunisia. My name is Chokri Hamouda and I'm the
director and owner of The Modern Language Center, a private school  
located
in Tunis. I am contacting you to inform you of our school's Arabic  
language
study exchange programs commencing in the spring 2008-2009 term.
Our exchange program is intensive, with a four hour daily classroom
component. We are recruiting two types of students for the coming  
semester:
1.Students who are newcomers to Arabic and are looking to study the
language from its fundamentals.
2.Students who have completed 16 or more credit hours of University  
level
Arabic study with above a 3.0 average.

        I encourage you and your students to log on to our website,
www.stc-tunisia.com for more details on our program?s academic  
components
and for a brief overview of life and culture in Tunisia (that we provide
ample opportunities to delve into!). I can hardly begin to express the
advantages of studying Arabic in one of the most liberal and dynamic
countries in the modern Arab world.
Our application deadline for spring semester study is December 20th  
and our
deadline for summer study is March 20th. A complete application includes
our school's application form, a non official transcript, and two  
letters
of recommendation.
Please feel welcome to contact me by phone or email with any questions  
you
may have. I'm happy to put you in contact with our teachers (all  
Tunisian
Fulbright scholars) should you have questions regarding curriculum
specifics.
Sincerely,
Chokri Hamouda

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From dil at BYU.EDU  Fri Jan 23 18:26:50 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:50 -0700
Subject: Arabic-L:PEDA:U of Oklahoma Job
Message-ID: <FRI.23.JAN.2009.112650.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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 Oklahoma Job

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:"Alhawary, Mohammad T." <malhawary at ou.edu>
Subject:U of Oklahoma Job

Assistant Professor of Arabic?Tenure Track
The University of Oklahoma is still receiving applications for a  
tenure-track position in Arabic
at the level of Assistant Professor beginning August 2009 as part of
its Language Flagship program. The position is a joint appointment in
the University?s Department of Modern Languages, Literatures and
Linguistics and the School of International and Area Studies.
Applicants must have a Ph.D. in Arabic language and literature in hand
at the time of appointment, native or near-native proficiency in
Arabic (MSA), and a demonstrable commitment to both teaching and
research.  Research focus on Arabic literature and/or culture is
preferred. The teaching load is four courses per year and includes
courses in Arabic language, literature, and culture at the
undergraduate level.  Salary is competitive.  Send applications to
include cover letter, CV, three letters of recommendation,
transcripts, and sample publications to the Chair of Arabic Search
Committee, School of International and Area Studies, University of
Oklahoma, 729 Elm Avenue, Hester Hall Room 105, Norman Oklahoma,
73019. Position is open until filled. Women and
minorities are encouraged to apply.  The University of Oklahoma is an
Affirmative Action/Equal Opportunity employer.

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From dil at BYU.EDU  Fri Jan 23 18:26:52 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:52 -0700
Subject: Arabic-L:PEDA:CAMES Summer Arabic Program
Message-ID: <FRI.23.JAN.2009.112652.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:CAMES Summer Arabic Program

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:Aliya Saidi <as33 at aub.edu.lb>
Subject:CAMES Summer Arabic Program

CAMES Summer Arabic Program 2009

The Center for Arab and Middle Eastern Studies at the American  
University of Beirut will be holding an intensive summer Arabic  
program from June 24 until August 7, 2009. The program offers  
intensive Modern Standard Arabic instruction at six different levels:  
Introductory, High Introductory, Low Intermediate, Intermediate, High  
Intermediate and Advanced. The typical daily workload includes five  
hours of MSA and one hour of Lebanese dialect, followed by lectures,  
field trips, clubs and movies which are integrated into the program.  
Students should also expect at least four hours of homework each day.  
The total of 186 classroom hours is the equivalent of 9 credit hours  
at AUB, which may be transferred to other universities.

The program uses the Georgetown Arabic language textbooks by Brustad,  
al-Batal, and al-Tonsi and other supplementary materials.

The application deadline is March 30, 2009. Applications may be  
downloaded from: http://staff.aub.edu.lb/~webcames/sap_application.html

The breakdown of fees is as follows:

	? Tuition for Modern Standard Arabic (obligatory): $3,732
	? Accommodation in AUB dorms:
		? $682 (private)
		? $517 (semi-private)
		? $423 (shared)
	? Health Insurance: $130
	? Sports Facilities Usage: $42

For further information about the program, please check this link http://staff.aub.edu.lb/~webcames/about.html 
  or email cames at aub.edu.lb.

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End of Arabic-L:  23 Jan 2009


From dil at BYU.EDU  Fri Jan 23 18:26:51 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:51 -0700
Subject: Arabic-L:LING:more ya'ni refs
Message-ID: <FRI.23.JAN.2009.112651.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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 ya'ni refs

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:heveenk at HOTMAIL.COM
Subject:more ya'ni refs

In reply to your question about lit on the Arabic discourse marker yani,
here is a list of some studies that have dealt with this marker (and
others) in different Arabic dialects:

Al-Khalil, Talal (2005). Discourse Markers in Syrian Arabic: A study of
Hall?, 	Ya?n?, ?ayyeb and Lakan. Unpublished Ph.D. thesis. Essex
university.

Gaddafi, A.M (1990). A study of Discourse Markers in Liyban spoken  
Arabic.
Unpublished Ph.D. thesis. London Birkbeck University.

Ghobrial, Atef, N (1993). Discourse Markers in Colloquial Cairene  
Egyptian
Arabic: a pragmatic perspective. Unpublished Ph.D. thesis. Boston
University.

Ali-Kurdi, Heveen (2008). THE USE OF DISCOURSE MARKERS BY SYRIAN ARABIC
LEARNERS OF ENGLISH. Unpublished Ph.D. thesis. The University of
Manchester.

Ya'ni is also a discourse marker in Turkish and here are a few studies
about it:

?zbek, Nurdan (1995). Discourse Markers in Turkish and English: a
comparative study. Unpublished PhD thesis. Nottingham University.

?zy?rek, Ash and Furman, Reyhan (2007). ?Development of  
interactional
discourse markers: Insights from Turkish children?s and adults? oral
narratives?. Journal of Pragmatics, In press.


hope this helps.

Best wishes
Heveen Ali-Kurdi

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From dil at BYU.EDU  Fri Jan 23 18:26:53 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:53 -0700
Subject: Arabic-L:LING:Arabic Resources and Tools Conference
Message-ID: <FRI.23.JAN.2009.112653.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arabic Resources and Tools Conference

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:from LDC newsletter
Subject:Arabic Resources and Tools Conference


2nd International Conference on Arabic Resources and Tools Conference

The LDC would like to pass along the following announcement regarding  
the upcoming MEDAR Conference:

The second international conference on Arabic Language Resources and  
Tools will be held in Cairo, Egypt on April 22-23, 2009.  The  
conference is organized by the Mediterranean Arabic Language and  
Speech Technology consortium (MEDAR), a new NEMLAR initiative, and is  
supported by the European Commission.

Conference aims:

Language Resources (LRs) are a central component of the linguistic  
infrastructure, necessary for the development of HLT applications and  
products, and therefore for industrial development. In this conference  
we will focus on Arabic language technology and on the necessary  
language resources and tools for both research and commercial  
development of language technology for Arabic. Multilingual language  
technology is a particular focus, as well as general methodologies.  
The other important aspect for the promotion of Arabic language  
technology is cooperation. Cooperation is extremely important for the  
advancement of the field, be it cooperation between European, Arabic  
and American partners, cooperation between Arabic partners,  
cooperation between research and industry etc. MEDAR will present its  
first proposal for a Cooperation Road Map, and will seek discussion  
and collaboration for its final version.

The aim of this conference is to provide a forum for the discussion of  
the state-of-the-art for Arabic resources and tools, in particular for  
machine translation and multilingual information retrieval, discuss  
problems and opportunities, exchange information regarding LRs and  
tools, their applications, ongoing and planned activities, industrial  
uses and needs, requirements coming from the new e-society, both with  
respect to policy issues and to technological and organizational ones.  
The road map discussions will in particular bring in policy issues and  
collaboration and organization issues.

Important Dates:

Submission of proposals for papers, posters, referenced demos: January  
30, 2009

Notification of acceptance: March 9, 2009

Final versions for the proceedings: April 6, 2009

For Further Information:

Bente Maegaard (Coordinator)
Tel: + 45 35 32 90 90
Fax: + 45 35 32 90 89
Email: nemlar[AT]hum.ku.dk
Web: www.medar.info



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From dil at BYU.EDU  Fri Jan 23 18:26:56 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:56 -0700
Subject: Arabic-L:PEDA:Teaching Colloquial with MSA
Message-ID: <FRI.23.JAN.2009.112656.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Teaching Colloquial with MSA
2) Subject:Teaching Colloquial with MSA

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:Doria El Kerdany <doriayk at aucegypt.edu>
Subject:Teaching Colloquial with MSA

Wahid,
that was very interesting answer, shokran.
do you have in mind a name of a source where we can find a list of non- 
???? features (Egyptian dialect)?
best,
doria El kerdany


--------------------------------------------------------------------------
2)
Date: 23 Jan 2009
From:Dina El Zarka <dina.elzarka at uni-graz.at>
Subject:Teaching Colloquial with MSA


Dear all,

we've been discussing this issue for a while now and it seems that it  
will be long before any agreement can be  reached. Maybe solutions  
will have to be tailored to particular needs, anyway. As far as  
teaching at my department is concerned, we have to get students to a  
quite high level of proficiency in MSA very soon because we are  
training translators. So we cannot afford to spend one whole semester  
on teaching a colloquial language which we then could use as a  
metalanguage for teaching. Also not all of our teachers would be able  
to do that.

In the past I started with MSA and also spoke only MSA in class. In  
the third year we began teaching Egyptian Arabic using Manfred  
Woidichs's materials. While students did very well in class and  
enjoyed it, they never seemed to use it outside class or afterwards. I  
thus turned to some kind of "formal spoken Arabic" along the  
guidelines of Ryding and Zaiback's book with the same title to make  
them actually use the language, teaching the "rules of change" and the  
typical colloquial features first. But as an input I used different  
purely colloquial materials including Egyptian and Shami variants.  
Students performed better in expressing themselves than in the years  
before when they were encouraged to use one dialect, i.e. Egyptian  
Arabic. I guess the reason is that they felt they could also use fusha  
whenever they did not know the right term or construction in ammiyya.

But the main problem is not solved with this method. It is evident  
that exposure to spoken language has to be from the very beginning. So  
I am experimenting at the moment with some kind of formal spoken  
Arabic as a metalanguage which I use from the first semester on  
together with German. At home I speak some funny mixture of Egyptian  
and Iraqi Arabic and we for example avoid ayiz, ayza AND yiriid when  
we wish to express "want" and have tacitly agreed on biddi. There are  
many more examples, and I found that many of the spontaneous  
adaptations (like from my side leaving out the -sh of the negation)  
can be found in Ryding and Zaiback's book. I also went back to  
consistently doing the ammiyya parts of Al-Kitaab which we use for  
teaching.

The drawbacks are evident, students might be confused and will not use  
a coherent local dialect as long as they don't go to an Arab country  
and learn it. I have no idea where this will get us. This strategy  
stems from desperation rather than being based on theoretical or  
empirical grounds.


Dina El Zarka

Graz, Austria



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From dil at BYU.EDU  Fri Jan 23 18:26:57 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:57 -0700
Subject: Arabic-L:LING:Source for free Arabic Corpus
Message-ID: <FRI.23.JAN.2009.112657.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Source for free Arabic Corpus

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:Mehmet Hakki SUCIN <mhakkisucin at yahoo.com>
Subject:Source for free Arabic Corpus

Dear Ividat,
Latifa Sulaiti from Leeds University offers a reletively good corpus  
of Arabic in her homepage: http://www.comp.leeds.ac.uk/eric/latifa/research.htm

The mentioned corpus is free and online. I hope it can be helpful for  
you.
Regards,
Mehmet Hakki Sucin

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From dil at BYU.EDU  Fri Jan 23 18:26:55 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:55 -0700
Subject: Arabic-L:LING:Needs full ref for Wagner paper
Message-ID: <FRI.23.JAN.2009.112655.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs full ref for Wagner paper

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:sami.boudelaa at mrc-cbu.cam.ac.uk
Subject:Needs full ref for Wagner paper

I was wondering if  anyone on the list could help with the full
reference for a paper by *Daniel A. Wagner*. All I have to go on
unfortunately is the year of publication *1993*. I am not sure though
that this is paper at all, it might be a conference presentation of some
sort. I tried Scopus already to no avail. Thank you for your help.
best
Sami Boudelaa

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From dil at BYU.EDU  Fri Jan 23 18:26:54 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:54 -0700
Subject: Arabic-L:PEDA:Which colloquials are taught at which institutions
Message-ID: <FRI.23.JAN.2009.112654.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Princeton teaches Levantine
2) Subject:Al-Farabi Institute teaches Egyptian
2) Subject:Michigan teaches Egyptian, Levantine, Moroccan

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:ncoffin at PRINCETON.EDU
Subject:Princeton teaches Levantine

  Dear Richard:
Princeton is currently teaching Levantine colloquial.
Best,
Nancy Coffin

--------------------------------------------------------------------------
2)
Date: 23 Jan 2009
From:fehr shaker <alfarabi-egypt at hotmail.com>
Subject:Al-Farabi Institute teaches Egyptian

dear sir
we got your mail and we would like to inform you that our center is  
teaching Arabic courses both dialect and standard in Egypt - Cairo
so we will so happy to contact you
you can have a look to our web site and contact us
www.alfarabi-egypt.com

yours truly
center director
Dr. Fehr Mahmoud Shaker

--------------------------------------------------------------------------
3)
Date: 23 Jan 2009
From:raram <raram at umich.edu>
Subject:Al-Farabi Institute teaches Egyptian

The University of Michigan offers Colloquial Levantine Arabic,  
Colloquial Egyptian Arabic on a yearly basis and Colloquial Moroccan  
Arabic upon demand.

Raji Rammuny

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End of Arabic-L:  23 Jan 2009


From dil at BYU.EDU  Fri Jan 23 18:26:59 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:59 -0700
Subject: Arabic-L:PEDA:Survey for High School Arabic teachers
Message-ID: <FRI.23.JAN.2009.112659.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Survey for High School Arabic teachers

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:bjgrage at cord.edu
Subject:Survey for High School Arabic teachers

[I you would like to participate in this survey, please fill it out  
and send back to Bridget Grage at the above address.  do not hit reply  
and send it back to the list--moderator]


Concordia College, Moorhead, MN
CONSENT TO PARTICIPATE IN A RESEARCH STUDY


TITLE OF STUDY: Integrating Arabic Dialects into the High School  
Modern Standard Arabic Classroom

INVESTIGATOR: Bridget Hirsch, bjgrage at cord.edu

PROTOCOL NUMBER: 12042008

PURPOSE: You are being asked to participate in a research study. This  
study will explore how dialects can be integrated into the high school  
classroom and better understand the available resources and current  
policies.

PARTICIPANTS: You are being asked to participate as an Arabic high  
school teacher.

PROCEDURES: If you choose to participate, please fill out the three  
page survey included. Please email back the survey to bjgrage at cord.edu

RISKS: There are no known risks or discomforts associated with this  
study.

BENEFITS: I hope the results from this study will benefit Arabic  
teachers and learners.

CONFIDENTIALITY: Your responses will not be linked to your name or  
your school in my thesis. You will not be personally identified in any  
reports/publications that result from this study. Only Bridget Hirsch,  
the researcher, will have access to the data.

COSTS/COMPENSATION: There is no cost or compensation for participating  
in this study.

RIGHT TO REFUSE OR WITHDRAW: You may refuse to participate or withdraw  
from the study at anytime without penalty.

If you have any questions, please contact me. My email address is bjgrage at cord.edu

You may report (anonymously, if you so choose) any complaints or  
comments regarding the manner in which this study is being conducted  
to the Concordia College Institutional Review Board at (218) 299-3001  
or by addressing a letter to the Chair of the Concordia College  
Institutional Review Board, c/o Academic Affairs Office, Concordia  
College, 901 8th St. S., Moorhead, MN 56562.

Filling out the following survey indicates that I have decided to  
volunteer as a research participant and that I have read, I  
understand, and I have received a copy of this consent form.


FILLING OUT THE FOLLWING MEANS YOU CONSENT TO PARTICIPATE IN THE STUDY



Please return at your earliest convenience, or by January 5th ~ Thank  
you!



TEACHER SURVEY    (Please feel free to use additional pieces of paper  
if needed!)


Dear Arabic colleagues,

Salaamaat to you all and greetings from the American Association of  
Teachers of Arabic.  I am writing a brief foreword to this survey in  
order to encourage you to respond to it in a timely fashion, even  
though this is one of the busiest times of year for all of us.   
Research projects such as this one are crucial keys to understanding  
the needs and new directions in our Arabic teaching profession, and  
the few minutes you take to help by filling out the survey will  
benefit greatly the entire field.  Thank you for participating in this  
study.

Karin Ryding
President, American Association of Teachers of Arabic
Professor Emerita, Georgetown University

Information Regarding Your High School

1.	Name of your high school:
2.	High school address:
3.	Is your school public or private? Select one:				Public	[  ]	 
Private [  ]
4.	Languages offered at your school besides Arabic:
5.	Is studying a world language required?  Select one:			YES [  ]	NO  
[  ]
6.	How many total Arabic language teachers are in your school? Include  
yourself:
7.	Does your school offer an Arabic ?dialect-only? language course?  
	YES [  ]	NO [  ]
a.	If so, please specify which dialect-only classes are available?
Your Background

8.	Are you a native speaker of Arabic? 					YES [  ]	NO [  ]
a.	If yes, what is your native dialect?
b.	Are you proficient in any other dialects? Please list:
9.	If you are not a native speaker, where did you learn Arabic? Please  
specify MSA versus dialect:


a.	Are you proficient in any dialects? Please list:
10.	Approximately how many years you have been teaching high school  
Arabic:


11.	Please self-rate your proficiency in Modern Standards Arabic (MSA):
Beginning [  ]		Intermediate [  ]		Advanced [  ]		Superior [  ]

	
12.	Please self-rate your proficiency in an Arabic Dialect. Please  
specify which dialect(s):
Beginning [  ]		Intermediate [  ]		Advanced [  ]		Superior [  ]









The use of Modern Standard Arabic and Dialects in Your Classroom

Please select the correct answer, and fill in the blanks as needed:

13.	On average, how many minutes is your typical Arabic class period?
14.	On average, how many days per week does your typical Arabic class  
meet?
15.	Your classroom instruction is normally conducted using:
a.	[  ] Only Modern Standard Arabic
b.	[  ] Only dialect(s). Please specify which dialect:
c.	[  ] Both Modern Standard and dialect(s). Please specify which  
dialect:


16.	If your instruction is conducted in both MSA and dialect, which is  
introduced first? Please choose one:
a.	[  ] Modern Standard is introduced first
b.	[  ] Dialect is introduced first
c.	[  ] Modern Standard and dialect are introduced at the same time


17.	Please estimate the percentage of YOUR use of MSA, dialect, and  
English in the classroom for the following skills. Please note the  
numbers in each column should add up to %100.

Reading
Writing
Listening
Speaking
MSA




Dialect




English




Total
%100
%100
%100
%100


18.	Please estimate the percentage of your STUDENTS? use of MSA,  
dialect, and English in the classroom for the following skills. Please  
note the numbers in each column should add up to %100.

Reading
Writing
Listening
Speaking
MSA




Dialect




English




Total
%100
%100
%100
%100


19.	In your opinion, do the following tasks require MSA, dialect, or  
both? Please select 1, 2 or 3:


Understanding the media:

1-MSA    2-Dialect    3-Both

Reading Arabic texts:

1-MSA    2-Dialect    3-Both

Writing in Arabic:

1-MSA    2-Dialect    3-Both

Conversing in Arabic:

1-MSA    2-Dialect    3-Both

20.	Do you use Educated Spoken Arabic in your instruction?		YES [  ]	 
NO [  ]
a.	If yes, please self-rate your proficiency in Educated Spoken Arabic  
(ESA):
Beginning [  ]		Intermediate [  ]		Advanced [  ]		Superior [  ]





Information Regarding Your Language Teaching Resources

21.	Please provide the following information regarding access to  
language teaching resources for both MSA and dialect with as much  
detail as possible. Use an additional sheet of paper if necessary.

Modern Standard Arabic
Dialect (Specify:            )
Text Books
(name, author)




Films
(examples)



Music
(examples)



Internet(articles, blogs, music, videos, etc? Please explain)


Other resources
(explain)


22.	Please rate your access to MSA and dialect language teaching  
resources. Select one:
MSA Resources

[  ] Great

[  ] OK

[  ] Lacking


[  ] Nonexistent

Dialect Resources

[  ] Great

[  ] OK

[  ] Lacking


[  ] Nonexistent

23.	If you selected ?lacking? or ?nonexistent?, do you believe  
this affects your teaching? Please explain:


Are you willing to be contacted with further questions? If so, please  
provide a phone number or email address:



????? ??????
Bridget Hirsch



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From dil at BYU.EDU  Fri Jan 23 18:26:49 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 23 Jan 2009 11:26:49 -0700
Subject: Arabic-L:LING:Survey about Arabic for Arabs
Message-ID: <FRI.23.JAN.2009.112649.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 23 Jan 2009
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:Survey about Arabic for Arabs

-------------------------Messages-----------------------------------
1)
Date: 23 Jan 2009
From:hanada at arabexpertise.com
Subject:Survey about Arabic for Arabs

[if you want to fill out this survey, please send it to Hanada. do not  
hit reply and do not send it back to the list -- moderator]

Salam Dear Friends & Colleagues,

I hope that this finds you well.  I'm writing to you seeking your help  
to dessiminate a survey to Arab students and friends that you have  
ages 10-80+.  The survey wants to find out Arabs' attitudes towards  
the Arabic language and how do they use it.  It will be greatly  
appreciated if you can forward this survey to anyone you know.  You  
yourselves are more than welcome to take the survey as well.  The  
survey can be answered online and resent it to me at:
hanada at arabexpertise.com



???????


*??????? ???????:

10-14 ???                  15-19 ???                 20-24  
???              25-29  ???

  30-34 ???                  35 ??? ???


*?????:                    ???                 ????


*??????? ??????:

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


* ??? ???????:_______________________


1- ?? ????? ???? ???? ??? ??????? ??  
????? ?? ?????? ?????? ??? ?? ????  
?????? ??? ????????

______________________________________________


2- ?? ????? ?????? ???? ????? ?? ??????? 
________________________________

3- ?? ????? ??????? ???? ????? ??  
???????________________________________

4- ???? ??? ?????? ???? ???????? ????  
??????? ????? ??????? ?? ??? ??????  
?????? ?? ???? ?? ?? ????? ???  
?????(?????- ???????- ????????- ?????-  
???):

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

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

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


5- ???? ??? ???? ????? 
______________________________________________

6-???? ???? ????? ???? ?? ??? ?????  
??????? ??? ????? ?????:

  ????? ???????  
(???????):_____________________________

????? ??????????:___________________________________

????? ????????:____________________________________

?????? ???????:__________________________________

?????? ????????:__________________________________

?????? ???????:___________________________________

?????? ????????:__________________________________


7- ????? ??? ????? ?? ???????

????? ??????? (???????)- ?????  
?????????? - ????? ???????? - ??????  
????????

8- ????? ??? ????? ?? ????????

????? ??????? (???????)- ?????  
?????????? - ????? ???????? - ??????  
????????

9- ????? ??? ?????? ?? ?????? (?? ???  
???? ?????)?

????? ??????? (???????)- ?????  
?????????? - ????? ???????? - ??????  
????????

10- ???? ??? ???? ?????? ?????

????? ??????? (???????)- ?????  
?????????? - ????? ????????

11- ???? ??? ????? ?????

????? ??????? - ????? ?????????? -  
????? ????????

12- ???? ??? ???? ?????

????? ??????? - ????? ?????????? -  
????? ????????

13- ???? ??????? ???? ??????? ?? ?:

????? ??????? - ????? ?????????? -  
????? ????????

14- ???? ??????? ???? ?????? ?? ?:

????? ??????? - ????? ?????????? -  
????? ????????

15- ?? ????? ?????? ?????? ?????? ??????  
???????:

  ........................................................

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

16- ?? ??? ????? ???? ?????? ?? ??? 2008?

0- 3               4-7             8-11          12-16            
17-21               ???? ?? 21 ?????

17-  ?? ??? ????? ???? ?????? ??????  
??????? ?? ??? 2008?

0- 3               4-7             8-11          12-16            
17-21               ???? ?? 21 ?????



?? ???? ????? ??? ????? ?????????
???? ????? ?????? ??? ???????? ?????  
??-????? ???:
Hanada at arabexpertise.com








PAGE


PAGE  3




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From dil at BYU.EDU  Wed Jan 28 20:15:11 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:11 -0700
Subject: Arabic-L:PEDA:Middlebury Vermont location Jobs
Message-ID: <WED.28.JAN.2009.131511.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
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:Middlebury Vermont location Jobs

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:reposted from LINGUIST
Subject:Middlebury Vermont location Jobs

University or Organization: Middlebury College
Department: MMLA
Job Location: Vermont, USA
Web Address: www.mmla.middlebury.edu

Job Rank: Teacher

Specialty Areas: Applied Linguistics; Arabic Language Teacher

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

Description:

Middlebury-Monterey Language Academy (MMLA) Summer Language Immersion
Program is now accepting applications at our Vermont location for Arabic
Teachers.

About our program: Teachers are part of a community that creates an
intensive four-week immersion program for middle and high school  
students
each summer. Located on two college campuses, MMLA offers students the
opportunity to study Arabic, Mandarin Chinese, French or Spanish with
skilled language educators. Teachers teach grammar, language, literature
and culture through a hands-on experiential approach. All courses and  
daily
events are taught in the target language and a typical teacher will  
teach a
grammar based course and a project based course, as well as  
participate in
afternoon and evening activities, unless scheduled for time off.

MMLA follows the traditions and success of the Middlebury College  
immersion
programs and the Monterey Institute of International Studies curriculum
development expertise. Teachers are expected to participate in most  
formal
and informal events, and many will live in close proximity to students.
This allows students to learn the language by interacting in different
contexts and through diverse experiences. Whatever students are involved
in, so are teachers. This ensures that every moment is a learning moment
and, most importantly, that every child is safe, both physically and
emotionally. All staff and students adopt the Middlebury Language  
Pledge,
modified as needed for the student age group and language level, so  
that a
full-immersion environment is created.

Arabic Teachers should command a high degree of spoken and written
proficiency in Arabic, they should have experienced working with  
middle or
high school students, and should have the ability and flexibility to  
work
as part of a team. This is a residential position. All employees will be
provided room and board and will have scheduled time off each day and  
week.
All employees pay for their travel to and from program locations.  
Housing
is not provided for family members of faculty.

Program duration: June 22 - July 27, 2009

For more information about the program visit our website (provided  
above).

To view complete job descriptions and to apply on-line via the  
Middlebury
College website, please visit the application website. Please call Human
Resources for assistance (see contact information below).

Equal Opportunity Employer


Application Deadline:  (Open until filled)
	
Web Address for Applications: http://go.middlebury.edu/jobs
Contact Information:
	Melissa Nicklaw
	Email: hr at middlebury.edu
	Phone: 802-443-5465

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:32 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:32 -0700
Subject: Arabic-L:LING:Ref for Wagner paper
Message-ID: <WED.28.JAN.2009.131532.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
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:Ref for Wagner paper

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:Slavom?r ??pl? <bulbulthegreat at gmail.com>
Subject:Ref for Wagner paper

Dear Sami,

all I could find was this:

WAGNER, Daniel A.: Literacy, culture and development : becoming
literate in Morocco --- Cambridge : Cambridge UP., 1993, xiv, 367 p.

Hope it helps.

Yours,

bulbul

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:37 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:37 -0700
Subject: Arabic-L:GEN:Africa and the West Conference
Message-ID: <WED.28.JAN.2009.131537.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
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:Africa and the West Conference

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:mnnassif at byu.edu
Subject:Africa and the West Conference

Colloque international/International Conference

Regards crois?s sur deux espaces : l?Afrique & l?Occident
Reciprocal Images of Two Spaces: Africa and the West

  (4 & 5 May 2009)


The Research Group ?Langues, Litt?rature, Civilisation & Histoire en  
Afrique? invites proposals

(up to 300 words) for an inter-disciplinary conference on the theme of  
Reciprocal Images of Two Spaces:

Africa and the West to be held in the University of Oran, Algeria, on  
4?5 May 2009.

Papers addressing any of the following themes are invited:

1- Identity, otherness and migratory movement;

2- Contact of languages and cultures;

3- Intercultural space;

4- Cultural relativism;

5- Mediterraneity.


Please note that the languages of the conference are English/French/ 
Arabic and presentation time for each

paper is limited to 20 minutes.Abstracts and a short bio notice should  
be sent by 31 January 2009 to:

colloque2009 at aol.fr. Full-length papers should be sent by 25 April 2009.



Our Research Group offers full accommodation for 3 nights to all  
participants. Travel expenses will, however,

be at the charge of participants.

A selection of papers will be published in the Africa & the West  
Journal in a volume of proceedings in 2009.

Participants are kindly advised to check with the Algerian Embassy in  
the country of their residence whether they are required to have a  
visa to get to Algeria.

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:19 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:19 -0700
Subject: Arabic-L:PEDA:U of Illinois Summer Institute for Languages of the
 Muslim World
Message-ID: <WED.28.JAN.2009.131519.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
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:U of Illinois Summer Institute for Languages of the Muslim  
World

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:Abdulkafi Albirini <aalbirini at yahoo.com>
Subject:U of Illinois Summer Institute for Languages of the Muslim World

The Department of Linguistics at the University of Illinois in Urbana- 
Champaign in collaboration with the Center for South Asian and Middle  
Eastern Studies, the Center for African Studies, CIBER, and the  
European Union Center is pleased to host the Summer Institute for the  
Languages of the Muslim World (SILMW) in summer 2009 (June-August).  
SILMW will offer intensive courses in a variety of Muslim World  
languages, including Arabic, Persian, Swahili, Turkish, Urdu and  
Indonesian, by experienced, trained, and highly proficient  
instructors. Classes will be held four hours per day over a period of  
eight weeks, for a total of 132 hours. Students will earn credits  
equivalent to one full academic year of language instruction.

SILMW provides a unique opportunity to explore the languages and  
cultures of the Muslim World and interact with experts in this region.  
In addition to classroom instruction, SILMW will offer a variety of  
extracurricular activities designed to enhance classroom instruction,  
provide additional channels for language contact and practice, and  
expose learners to the traditions of the Muslim World communities.  
These extracurricular activities include research forums, conversation  
hours, cooking demonstrations, music, film showings, and other  
cultural activities.

Please visit our website at http://silmw.linguistics.uiuc.edu or  
contact Dr. Albirini at albirini at illinois.edu if you have any  
questions or like to get more information about SILMW.

Abdulkafi Albirini

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:35 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:35 -0700
Subject: Arabic-L:GEN:JAIS articles posted
Message-ID: <WED.28.JAN.2009.131535.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
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:JAIS articles posted

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:joseph.bell at IF.UIB.NO
Subject:JAIS articles posted

The following articles have now been posted at the Bergen mirror site of
JAIS <www.uib.no/jais>.

VOLUME 8 (2008)

Editor?s Preface and Bibliography of Michael G. Carter.

Tetz Rooke: In the Presence of Absence: Mahmoud Darwish's Testament.

Maria Persson: The Role of the /b-/prefix in Gulf Arabic Dialects as a
Marker of Future, Intent and/or Irrealis.

Heikki Palva: ?Sedentary and Bedouin Dialects in Contact: Remarks On
Karaki and Salti Dialects of Jordan?.

Lutz Edzard: ?Principles Behind the Eighth Revised Edition of
Rudolf-Ernst Br?nnow's and August Fischer's Arabische Chrestomathie aus
Prosaschriftstellern: A Tribute to the Scholarly Methods of Michael G.
Carter?.

Anne Sofie Roald: ?From Theocracy to Democracy? Towards Secularization
and Individualization in the Policy of the Muslim Brotherhood in  
Jordan?.

Gunvor Mejdell: ?What is Happening to Lughatuna 'l-Gamila? Recent
Media Representations and Social Practice in Egypt?.

Ludmila Torlakova: ?The Notion Weapon in Arabic Idioms?.

VOLUME 9 (2009)

Simon O'Meara, ?A Legal Aesthetic of Medieval and Pre-Modern Arab-Muslim
Architectural Space?.

Oddbj?rn Leirvik: ?Conscience in Arabic and the Semantic History of
Damir?.

Abdulrazzak Patel: ?Nahda Epistolography: Al-Shartuni's al-Shihab
and the Western Art of Letter-Writing?.


The journal is now accepting submissions for volumes 10 and 11.


--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:24 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:24 -0700
Subject: Arabic-L:PEDA:Teaching Colloquial with MSA
Message-ID: <WED.28.JAN.2009.131524.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
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:Teaching Colloquial with MSA

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:Benjamin Geer <benjamin.geer at gmail.com>
Subject:Teaching Colloquial with MSA

> As far as teaching at my department
> is concerned, we have to get students to a quite high level of  
> proficiency
> in MSA very soon because we are training translators.

I suppose it doesn't matter for technical translation, but anyone who
wants to translate modern Egyptian literature needs to know Egyptian
dialect.  This applies to older works such as Tawfiq al-Hakim's
"Return of the Spirit" and Yahya Haqqi's stories, as well as more
recent ones such as Ibrahim Aslan's "The Heron," never mind something
like "Being Abbas al-Abd" by Ahmad al-Aidy.  I've had some great
laughs comparing translations of Egyptian novels into English with the
originals, and finding that some translators simply didn't understand
the colloquial expressions.  Some Egyptian newspapers, such as
Al-Dustur, are full of dialect, too.

I think my own experience has been very positive, and I always
recommend it to people who ask me about studying Arabic: first, go
study colloquial Arabic intensively (along with a bit of fusha) in an
Arab country for at least two years.  Study films, soap operas, etc.
Then go back to your home country and learn fusha.  That way, you
internalise colloquial as a means of everyday communication,
intimately connected with all the social practices that you learned
through immersion, and you experience fusha as something more formal
and less spontaneous, which is how native speakers experience it.  I
know this approach may not fit well into current university degree
programs, but maybe that's a sign that the degree programs need to be
changed.

Ben

--------------------------------------------------------------------------
2)
Date: 28 Jan 2009
From:wasamy at UMICH.EDU
Subject:Teaching Colloquial with MSA

I don't know of any source that has a list of non-???? features of
Egyptian Arabic.  What I'm suggesting is to introduce elements non-
???? into a ???? curriculum.  This suggestion is distinct from
introducing 'pure' colloquial alongside ???? instruction.

First it would be necessary to select linguistic features of
colloquial to introduce into a ???? curriculum.  Such features
would be located in discrete categories, including phonology,
morphology, lexicon, syntax, and hybrid Arabic (or combinations
thereof, such as morpho-syntactic features).

After making a determination about what features to introduce, a
determination should be made about when --during the course of a
???? instruction curriculum-- such features can be introduced.

Another aspect of investigation is to provide learners with 'switching
rules'.  In other words, not only should non-???? features be
introduced into the ???? curriculum, but the learners should also
have some understanding of contexts lending themselves to the
introduction of such features.

With the foregoing as a general overview, the following is a brief
illustration.

  From phonology the following colloquial features can be introduced
into a ???? curriculum:
- the definite relative pronoun ???? occurring as allazi;
- the number ????? occurring as salaasa (or talaaata);
- 'al (the definite article) occurring as 'il.
- bayt occurring as beet (with /ee/ as opposed to /ay/).

Hybrid-phonological features:
- demonstrative pronouns, such as ??? (masc. sing.), occurring as
haaza;

  From the lexicon the following colloquial items can be introduced
into a ???? curriculum:
- the definite relative pronoun occurring as illi (as a cover term in
lieu of the masculine, feminine, singular, dual, and plural);
- la''a (as opposed to "laa");
- 'aywa, or 'ee, as opposed to ???;
- lee --and other geographical variants-- as opposed to ??????;

  From morphology the following colloquial features can be introduced
into a ???? curriculum:
- the bi clitic of the imperfect tense indicative verb, such as
????? bi-yiktib;
- shortening length in specific forms: faahima (3.f.s - active
participle) --> fahma;

Hybrid morphological verbal forms of verbs such as the following can
also be introduced:
the hybrid ???????? (bi-yaktub), which results from
?????? and ??????.

The above is a (non-exhaustive) list of examples of features that can
be introduced into a ???? curriculum.  This approach seeks not to
instruct in 'pure' colloquial, but rather to gradually introduce
linguistic features thereof with the aim of providing learners with
benefits of acquiring experience/knowledge that serve to bridge the
gap between ???? and ????? that learners of an only-????
paradigm have.  After all, the linguistic situation in the Arab world
is not one comprised of 'pure' ???? and/or 'pure' ?????.

I suggest we need a collective effort in which experts and
practitioners collaborate so as to make a determination of what
features are suitable for inclusion.  In this respect I would like to
call for a symposium or conference to be organized for that purpose.

After a determination is made concerning what features to select, the
subsequent step would be to determine when during the course of
curricula, and in what contexts, such features can be introduced.

The foregoing ideas do not address principles outlining linguistic
behavior.  In other words, if a ???? curriculum includes non-
???? features as outlined above, the mere inclusion of such
features does not intrinsically provide the learners with a principled
view of when to mix, nor under what social conditions to do so.

Waheed Samy
University of Michigan, Ann Arbor

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End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:17 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:17 -0700
Subject: Arabic-L:PEDA:Which colloquials at which institutions
Message-ID: <WED.28.JAN.2009.131517.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Which colloquials at which institutions

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:"Mutarjm at aol.com" <Mutarjm at aol.com>
Subject:Which colloquials at which institutions

Greetings to all... ahalan wa sahalan liljamii3...

UCLA offers **occasional** (on demand) courses in the Baghdadi dialect  
of Iraqi Arabic. Dr. Yasin Khalasi has been the primary instructor.  
While I think he is also familiar with the "Muslawi" dialect found up  
north and "Basrawi" in southern Iraq, the Baghdadi is the most-demand  
dialect and reflected in his course materials.

U. of Arizona offers (offered?) some academic courses in Gulf  
(Emirati) Arabic (I am uncertain if those are still being offered).

On behalf of the DOD, I sometimes teach basic/introductory to  
intermediate/"special purpose" courses in Saudi (Najdi and Hijazi) and  
Gulf (Emirati). Classes start with MSA and segue to the desired  
regional dialects as the students show they can attune their  
understanding and hearing and are more enegetic in making their  
utterances in Arabic. Since most "special purpose courses relate to  
advising, training, and facilitating with GCC Arabians on technology  
transfers, MSA occupies a heavy -- if not primary -- share of content.

Hope this helps.

Regards,

Stephen H. Franke
San Pedro, California

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End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:14 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:14 -0700
Subject: Arabic-L:PEDA:Syrian Arabic Narrators and Content Reviewers Wanted
Message-ID: <WED.28.JAN.2009.131514.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Syrian Arabic Narrators and Content Reviewers Wanted

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From: GERALD LAMPE <alvictus at verizon.net>
Subject:Syrian Arabic Narrators and Content Reviewers Wanted

Syrian Arabic Narrators and Lesson Content Reviewers Wanted

The National Foreign Language Center

The National Foreign Language Center (NFLC) at the University of  
Maryland seeks native Syrian (Damascus) Arabic speakers as narrators  
and lesson content reviewers for a multimedia project on Arabic  
Variants Identification. Narrators must be local and able to record at  
our College Park, Maryland office, which is located one block from  
theCollege Park metro station on the Green line. These are short-term  
contractual assignments (estimated timeframe ? reviewers: now till  
late March; narrators: late March). For more information, please  
contact Margo Rice, Project Manager, at 301-405-9827 or mrice at nflc.org.

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End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:27 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:27 -0700
Subject: Arabic-L:PEDA:Needs best electronic Arabic-English dictionary
Message-ID: <WED.28.JAN.2009.131527.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs best electronic Arabic-English dictionary

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From: Rose Aslan <rsaslan at gmail.com>
Subject:Needs best electronic Arabic-English dictionary

Ahlan,

I was wondering if anyone here could recommend a reliable hand-held
electronic Arabic-English dictionary that would be suitable for a
native Arabic speaker.
I saw that Mawrid has an electronic dictionary, has anyone had any
experience with this one? I would appreciate any recommendations for a
good dictionary on the market that wouldn't break the bank.

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End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:30 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:30 -0700
Subject: Arabic-L:PEDA:Arabic Translation Summer Institute at Western
 Michigan U
Message-ID: <WED.28.JAN.2009.131530.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arabic Translation Summer Institute at Western Michigan U

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:Mustafa Mughazy <mustafa.mughazy at wmich.edu>
Subject:Arabic Translation Summer Institute at Western Michigan U

Join us at Western Michigan University in Kalamazoo for a four-week  
summer intensive program that will teach you about the business and  
practice of Arabic-English translation!  We welcome applications from  
everyone, including professionals, undergraduates, graduates, and  
international students from around the world.

The program will include two courses: LANG 5250: Practicum in  
Translation (3 credit hours) and LANG 5800: Theory and Business of  
Translation (2 credit hours).

The Summer Translation Institute will take place during the first four  
weeks of Summer II 2009 (June 25, Thursday - July 24, Friday).  The  
deadline for initial consideration for applications is March 15, 2009,  
but applications received after that will be considered based on  
available space.  Housing will be available, and the university will  
provide visa support for international applicants.

For more details regarding tuition, housing, application procedures,  
curriculum, and faculty, please see the website www.wmich.edu/languages/summertranslation 
  or contact the Department of Foreign Languages at summer-translation at wmich.edu 
   or TEL 269-387-3001.

--------------------------------------------------------------------------
End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Wed Jan 28 20:15:39 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 28 Jan 2009 13:15:39 -0700
Subject: Arabic-L:AD:Gerlach Books
Message-ID: <WED.28.JAN.2009.131539.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 28 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Gerlach Books

-------------------------Messages-----------------------------------
1)
Date: 28 Jan 2009
From:orders at gerlach-books.de
Subject:Gerlach Books

Our first offer in 2009:
90 books from renowned orientalists and scholars such as Gotthelf  
Bergstraesser or Carl Brockelmann dealing with the following  
linguistic issues:

(1)	Semitica
(2)	Aramaic
(3)	Ethiopic
(4)	Ancient and New Southern Arabic
(5)	North Western Semitic
(6)	Akkadian

Many of these antiquarian books are already out of print or difficult  
to obtain; they are written in English, French, German or Italian  
language. Publication dates beween 1905 and 1994 with a strong focus  
on the 1960ies and 70ies.

Each book can be purchased separately. For prices, please have a look  
at our title list:
http://mysql.snafu.de/khg/gerlach_books/books_download.php

If the collection is purchased as a whole we offer a special price for  
the 90 books of EUR 4,000.00 (equals almost 30% discount).

Conditions of this offer:
- purchase of single titles
- 20% discount for orders of 3 or more books
- OR purchase of the whole collection at EUR 4,00.00
- plus shipping charges (surface or air mail)
- plus European VAT (if applicable only)
- offer ends on 6 Feburary 2009

Looking forward to your orders. This offer is limited until 6 February  
2009.

Best regards from Berlin

(Ms) Dagmar Konrad


:::::::: FOR YOUR email or fax ORDER (Fax +49 30 3235667) :::::::::

To order please use our title list and order form and send us the  
following information:
(1) The title(s) you want to order
(2) Preferably your credit card details (including CVC)
(3) Please indicate your preference: surface / air mail delivery
(4) Your invoice & delivery address

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End of Arabic-L:  28 Jan 2009


From dil at BYU.EDU  Fri Jan 30 15:41:18 2009
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 30 Jan 2009 08:41:18 -0700
Subject: Arabic-L:LING:ALS 23 Program
Message-ID: <FRI.30.JAN.2009.084118.0700.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 30 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ALS 23 Program

-------------------------Messages-----------------------------------
1)
Date: 30 Jan 2009
From:ouali at uwm.edu
Subject:ALS 23 Program

Travel and local arrangement information for this conference is  
available on the conference website at:

http://www.uwm.edu/Dept/FLL/arabic_symposium/index.html

University of Wisconsin Milwaukee

Twenty Third Annual Symposium on Arabic Linguistics

An Open Forum for schoars interested in the application of current  
linguistic theories and analysis to Arabic
April 3-5, 2009

Sponsored by:

College of Letters and Science, University of Wisconsin ?
Milwaukee
Center for International Education, University of Wisconsin ?
Milwaukee
And
The Arabic Linguistics Society

Conference Program

FRIDAY 4/3/09
8:00-8:30 Registration
8:30-9:00 Opening Remarks

Acquisition

9:00-9:30 Probability Matching and Arabic Morphology
    Mary Ann Walter
    Northwestern University

9:30-10:00 The Early Lexicon of Hijazi Speaking Infants
and Toddlers
    Sabah Safi (King Abdulaziz University)

10:00-10:30 Agreement and Plural features in Heritage
Arabic Speakers
Abbas Benmamoun, Abdulkafi Albirini,
Eman Saadah & Silvina Montrul
    University of Urbana-Champaign

10:30-10:45 Break

Sociolinguistics

10:45-11:15 Performing the Peasant:  ?Sa??d?? as the
linguistic styling
    Benjamin Koerber
    University of Texas at Austin

11:15-11:45 Inter- and intra-language variation among
Palestinians in Israel
    Uri Horesh
    Franklin & Marshall College

11:45-12:15 The Grammatical Constraints of
Integrated Hebrew Lexemes
Martin Isleem
University of Texas at Austin

       12:15-2:30 Lunch Break

       Speech Processing and Speech Production

        2:30-3:00  Speech Errors in Tunisian Arabic
    Nadia Hamrouni
    University of Arizona

        3:00-3:30            Empirical Evidence: Stress as a
                                    perceptual unit in Cairene spoken  
Arabic
    Rajaa Aqil
    Georgia Institute of Technology

3:30-4:00 Sex differences in VOT production of
A/E bilingual Children
Eman Saadah
University of Illinois

          4:00-4:15 Break

         Phonology

          4:15-4:45 A Unified Account of Intensive Verbs
    Samira Farwaneh
    University of Arizona

          4:45-5:15          The Phonology of Classical Arabic Meter
    Gregory Key
    University of Arizona
5:15-5:30 Break

5:30-6:30 KEYNOTE ADRESS
What can different theories of language tell us
about Arabic dialect phonology? And what can
Arabic phonology tell us about theory?
Ellen Broselow
Stony Brook University ?SUNY-


SATURDAY 4/4/2009

Discourse

9:00-9:30 Avoidance of Colloquial Arabic in Writing
Formal Fusha
Alexander Magidow
    University of Texas at Austin

9:30-10:00 Analyzing the Use of Shifters in Morocco
Brahim Chakrani
    University of Illinois

10:00-10:30 Registers of Arabic, Prestige and Performance
    kristen Brustad
    University of Texas at Austin

  10:30-11:00 Break

Computational

11:00-11:30 Improving the Automatic Diacritization of
Arabic
Khaled Elghamry & Christian Hettick
    University of Florida

11:30-12:00 An Arabic to English Machine translation
system
Yasser Salem and Brian Nolan
    Institute of Technology, Blanchardstown

12:00-2:00  Lunch Break

Syntax

2:00-2:30 The Syntax of Negation in Kuwaiti
Arabic and Moroccan Arabic
Abbas Benmamoun & Khawla Aljenai
   University of Illinois & Kuwait University

2:30-3:00 Mood Feature as Case Licensor in
Modern Standard Arabic
    Tommi Leung
    United Arab Emirates University

3:00-3:30 On the syntax of wh-questions in
Egyptian Arabic
    Usama Soltan
    Middlebury College

3:30-3:45 Break

4:00-4:30 Revisiting the Theory of 9aamel
Mohammad Mohammad
    University of Texas at Austin

4:30-5:00 Agreement Asymmetries and Word Order
in Iraqi Arabic
    Murtadha Bakir
    University of Qatar

5:00-5:15 Break

5:15-6:15 KEYNOTE ADRESS:
Arabic pronoun varieties, agreement, and binding
Abdelkader Fassi-Fehri
Mohammed V University, Rabat


SUNDAY 4/5/09

Syntax

9:00-9:30 On the Extraction of Attributive Adjectives
   Yaron McNabb
   University of Chicago

9:30-10:00 The verb kan ?be? in Moroccan Arabic
Nizha Chatar-Moumni
   Universite Paris Descartes

  10:00-10:15 Break

Variation

10:30-11:00 Linguistic Variation in the City of Zgharta,
Northern Lebanon
    Charles Joukhadar
    University of Texas at Austin

11:00-11:30 Speaker variation in the speech of rural migrants
to Hims
     Rania Habib
   Syracuse University



Historical

11:30-12:00 The Morpheme /-in-/ in Central Asian
  Arabic
   Kerith Miller
   University of Arizona

Alternates:
1. A cognitive explanation for communicators? avoidance
of ambiguous forms
2. The Formation of Arabic Passive Verbs


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From dilworth_parkinson at BYU.EDU  Fri Jan 30 15:41:25 2009
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Fri, 30 Jan 2009 08:41:25 -0700
Subject: Arabic-L:PEDA:Oregon State Study Abroad in Tunis Fall 09
Message-ID: <FRI.30.JAN.2009.084125.0700.ARABICL@LISTSERV.BYU.EDU>

-----------------------------------------------------------------------
Arabic-L: Fri 30 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Oregon State Study Abroad in Tunis Fall 09

-------------------------Messages-----------------------------------
1)
Date: 30 Jan 2009
From:karim.hamdy at oregonstate.edu
Subject:Oregon State Study Abroad in Tunis Fall 09

Dear ARABIC-L Members:

Oregon State University has a Study Abroad Program in Tunis. It is  
open to all qualifying students. We?ve had participants from various  
US colleges and universities around the country, in addition to  
participants from several Oregon universities. This 10-week is based  
at the flagship language university college ISLT [Institut Sup?rieur  
des Langues de Tunis]. This program isconducted by Oregon State in the  
context of a long-term Memorandum of Understanding signed with one of  
the largest public universities in Tunisia ? Universit? du 7 Novembre  
?Carthage.
For 2009, program dates are: Sept 10 ? Nov 19

Application Deadline: February 15, 2009

Application Form: http://oregonstate.edu/international/studyabroad/checklist/tunisia

Although you students would focus on Arabic immersion, the program  
offers French as well. Participants earn 12 quarter credits (or 8  
semester credits) at the next level up from their starting level. They  
also choose from three electives focusing on North African topics and  
writers (Literature, Environment, Culture), as well as individual  
research projects (on Tunisian andNorth African topics) in their  
majors, as needed.

Candidates with a higher background in language can be integrated with  
local students in some of the many language and literature courses  
offered at ISLT.

For additional information about this opportunity in Tunisia please go  
to http://oregonstate.edu/international/studyabroad/programs/tunisia/osu-tunisia 
  . For a taste of Tunisia during the 2008 session as experienced by  
the students themselves please visit one of our students? blog at http://tunisette.blogspot.com/

Email inquiries can be sent to Program Directors: Laura RICE (English  
Dept) lrice at oregonstate.edu , or Karim HAMDY (Foreign Languages and  
Literatures Dept)karim.hamdy at oregonstate.edu . Professors Rice and  
Hamdy have been directing the program in-country in Tunis for the past  
five years.

Karim Hamdy, Resident Director

Study Abroad Program in Tunis

Oregon State University


Appendix: General Info about Tunisia

http://looklex.com/e.o/tunisia.history.htm

http://www.tourismtunisia.com/togo/carthage/carthage.html

http://www.galenfrysinger.com/roman_ruins_in_tunisia.htm

http://www.pbase.com/cecilialim/tunisian_people

http://www.azureva.co.uk/tunisia/star-wars.html


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End of Arabic-L:  30 Jan 2009


From dilworth_parkinson at BYU.EDU  Fri Jan 30 15:41:27 2009
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Fri, 30 Jan 2009 08:41:27 -0700
Subject: Arabic-L:PEDA:Needs Palestinian dialect book
Message-ID: <FRI.30.JAN.2009.084127.0700.ARABICL@LISTSERV.BYU.EDU>

-----------------------------------------------------------------------
Arabic-L: Fri 30 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Palestinian dialect book

-------------------------Messages-----------------------------------
1)
Date: 30 Jan 2009
From:nmisleem at duke.edu
Subject:Needs Palestinian dialect book

MarHaban,
Do you know of any good book for Palestinian dialect (prefered with  
DVD or CD)?
Best,
Nasser

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From dilworth_parkinson at BYU.EDU  Fri Jan 30 15:41:22 2009
From: dilworth_parkinson at BYU.EDU (Dilworth Parkinson)
Date: Fri, 30 Jan 2009 08:41:22 -0700
Subject: Arabic-L:PEDA:Advanced Arabic Intensive Summer Program in Oman
Message-ID: <FRI.30.JAN.2009.084122.0700.ARABICL@LISTSERV.BYU.EDU>

-----------------------------------------------------------------------
Arabic-L: Fri 30 Jan 2009
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Advanced Arabic Intensive Summer Program in Oman

-------------------------Messages-----------------------------------
1)
Date: 30 Jan 2009
From:Elizabeth Langston <Elizabeth.Langston at sit.edu>
Subject:Advanced Arabic Intensive Summer Program in Oman

Dear colleagues,

Just in case there's still time for a Summer FLAS applicant (or any  
other Arabic language student) who is looking for an advanced Arabic  
program, please share with your students our media-based program this  
summer in the Sultanate of Oman.  We ran a similar program for CAORC /  
CLS last summer, but have now focused it solely on advanced students  
and functional media literacy.

Summer Arabic Language and Media *SALAM* Program in Oman:   An  
intensive six week course (with one additional week of orientation and  
evaluation) for Advanced Arabic language students who have completed  
at least two years of formal Arabic training at colleges and  
universities.

Program Focus:
Teaching Modern Standard Arabic to advanced students with the goal of  
enhancing functional usage of the language through the study and  
analysis of the media: print, broadcast, internet, film and literature.

Program Locations:
Six weeks in Salalah, one week in Muscat

Program Dates / Contact Hours:
June 20 ? August 4, 2009.  Classhours: 4 hours a day, 5 days a week,  
for 6 weeks = 120 classroom hours, not including Arabic films, topical  
lectures in Arabic and language teacher-accompanied excursions.

Application Deadline:
April 4, 2009.  All materials must be submitted to cec at du.edu.om by  
this date.  See instructions below.  Unfortunately partial  
applications will not be considered.

Program Cost:
$6,900 [Tuition = $3800; Room and partial board (breakfasts) =  
$3100].  Additional meals, personal spending money, insurance and  
international airfare are not included.

Curriculum for Advanced Arabic Students:
?     A topically-based curriculum with three main thematic subjects:  
Economic Issues & Developments; International Relations; and Omani &  
Islamic Culture.

?      Each topic would be introduced through all forms of media in  
Arabic, supported by relevant chapters from Al-Kitaab fii Ta`allum al- 
`Arabiyya: A Textbook for Arabic (Part Three) by Kristen Brustad,  
Mahmoud Al-Batal, and Abbas Al-Tonsi.

?      Pedagogy will be project-, group-, and presentation-oriented

US University Credit:
TBD.  The program plans to offer the equivalent of one year of college- 
level Arabic at the advanced level.

Program Objectives:
By the end of the third week, students will be able to demonstrate:

1)      A basic understanding of program themes as they appear in the  
media; vocabulary and context

2)      Basic Arabic media literacy

3)      Conversational skills including everyday subjects

4)      An appreciation of the cultural contexts of Salalah, Oman, and  
the Middle East

By the end of the sixth week, students will demonstrate:
1)      Functional proficiency in reading and writing, with emphasis  
on speaking and listening comprehension skills through interaction  
with all types of media, their teachers, Peer Facilitators (Omanis)  
and the citizens of Dhofar and the capital.

2)      Comfortable comprehension of  radio or television news  
broadcasts, newspapers, and Arabic films

3)      Comprehension of written text on familiar topics and ability  
to compose news stories.

4)      An ability to comment and facilitate discussions on familiar  
topics and matters of personal interest like economics, current  
events, international relations, religious celebrations and local  
culture.

5)      Interest in contemporary Arab culture with emphasis on  
Sultanate of Oman.

6)      An understanding of the differences between Modern Standard  
Arabic and colloquial Arabic.

Student Recruitment and Selection:
The program is limited to 25 students.  All undergraduates or graduate  
students who have completed two years of college-level Arabic are  
eligible to apply.  Successful candidates will have a strong interest  
in current events and have demonstrated by their essay that they are  
serious students of the language.

Program Delivery in Oman:
To be coordinated by Dhofar University in conjunction with the World  
Learning Oman Center About Dhofar University: www.du.edu.om
About World Learning: www.worldlearning.org

Cultural Components:
Two half-day excursions (East and West of Salalah); one overnight  
excursion (North of Salalah); visits to Omani cultural and historical  
sites in Salalah and Muscat; five Arabic film nights/discussion and  
classroom follow-up; three topical lectures in Arabic in the main  
subject areas; one overnight stay with an Omani family.

The Country:
The Sultanate of Oman, a land of great natural beauty on the southeast  
corner of the Arabian Peninsula, is a model of peace, stability, and  
intercultural coexistence in the region.  With a population of  
approximately 2.6 million, the country has seen rapid economic and  
social development in the past three decades.   As an entrepot along  
the Arabian Sea between South Asia and the East African Coast, Omanis  
have for centuries communicated, traded, and lived with people of  
other faiths, nationalities, languages, and ethnicities. Arabic is the  
national language, with English, Swahili and Hindi spoken widely  
throughout the country.  Reflecting its many efforts regionally and on  
the global stage, Oman is also the only country in the Middle East to  
receive a Very High ranking on the University of Sydney?s Global Peace  
Index.

Additionally, the program is based in Salalah, which enjoys pleasant  
"al-khareef" weather June through August and is a lovely language- 
learning environment, with few English speakers to speak of (or with!).

To obtain an application form, please email David Fenner at david.fenner at worldllearning.org 
.


Wishing you all the best,


Elizabeth Langston, Ph.D.
Academic Manager of Middle Eastern Studies

Phone: 968-92208715
elizabeth.langston at sit.edu
www.sit.edu

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