From dil at BYU.EDU  Mon Apr  4 19:11:56 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 4 Apr 2011 13:11:56 -0600
Subject: Arabic-L:PEDA:AALIM extends deadline
Message-ID: <MON.4.APR.2011.131156.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Mon 04 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: AALIM extends deadline

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: Driss Cherkaoui <aalimorocco at yahoo.com>
Subject: AALIM extends deadline

AALIM EXTENDS APPLICATION DEADLINE FOR SUMMER ARABIC LANGUAGE PROGRAMS

The Arab American Language Institute in Morocco, AALIM, has decided to extend the deadline for application for intensive summer Arabic language programs to April 20, 2011. 

AALIM offers all levels of extremely high-quality, intensive Arabic language instruction, both Modern Standard Arabic and Moroccan colloquial (Darija). 

Summer 2011 programs dates are as follows:
 - May 23 through June 17 (four week program, 80 contact hours)
- May 23 through June 30 (six week program 120 contact hours)
- June 6 through July 15 (six week program 120 contact hours)
- June 6 through July 29 (eight week program 160 contact hours)
- May 23 through August 12 (240 contact hours)

All AALIM programs include lodging and 2 meals a day in addition to extensive cultural programs and outings. 
Transcripts and certificate of successful course completion.
For further information, see the AALIM website www.aalimorocco.com or email aalimorocco at yahoo.com

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From dil at BYU.EDU  Mon Apr  4 19:12:02 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 4 Apr 2011 13:12:02 -0600
Subject: Arabic-L:LING:A Python Library for Arabic Word Tagging
Message-ID: <MON.4.APR.2011.131202.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Mon 04 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: A Python Library for Arabic Word Tagging

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: <taha_zerrouki at gawab.com>
Subject: A Python Library for Arabic Word Tagging

A new project:
http://naftawayh.sf.net

Naftawayh is a python library for Arabic word tagging (word 
classification) into types (nouns, verbs, stopwords), which is useful in 
language processing, especially for text mining. Naftawayh works 
according to the Arabic word structure, and the ability to guess the 
word class, through certain signs. For example, a word which ends Teh 
Marbuta, is a noun. Hamza Below Alef, class the word as a noun. We can 
identify many kins of words, by patterns especially for verbs in present 
tense and defined words.
Who is Naftawayh
Demo
You can try a demo on Adawat by using the word classification button
Applications

    Text mining.
    Text summarizing.
    Sentences identification.
    Grammar. analysis.
    Morphological analysis acceleration.
    Extraction of ngrams..

Files

    Python library Windows
    source code zip

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From dil at BYU.EDU  Mon Apr  4 19:11:59 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 4 Apr 2011 13:11:59 -0600
Subject: Arabic-L:PEDA:Heritage Language Teacher Workshop at UCLA
Message-ID: <MON.4.APR.2011.131159.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Mon 04 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Heritage Language Teacher Workshop at UCLA

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: "Paul, Kathryn" <kathryn at humnet.ucla.edu>
Subject: Heritage Language Teacher Workshop at UCLA

National Heritage Language Resource Center

Please share this with your language instructors. We do have funds to help cover travel expenses for accepted participants. Thanks!
 
2011 Heritage Language
Teacher Workshop at UCLA
Workshop Dates: July 17-22, 2011 Application Deadline: May 1, 2011
Do you have students in your K-16 language classroom or community school who are home speakers of the language you are teaching, i.e. heritage learners? Consider applying for a one-week workshop in July that targets this population. You'll have a chance to collaborate with teachers from Los Angeles and across the country as you learn to design your own curriculum for classes with heritage students as well as those with both heritage and second language learners. The workshop will also address topics such as selecting appropriate materials and assessment tools for heritage learners. Workshop faculty are experts in both heritage language teaching and bridging the gap between theory and practice, making for a dynamic learning environment.
The workshop's goals are:
1. Understand the differences and similarities between L2 and HL teaching, including assessment
2. Set goals for HL instruction that differ from objectives for L2 programs 3. Design a curriculum that takes students' initial proficiencies into account. 4. Incorporate knowledge of the community including use of demographic tools in
curricular design and materials development 5. Incorporate National Foreign Language Standards and California Standards for
World Languages into teaching.
There is no charge for this workshop. A limited number of stipends will be available to cover travel & accommodations for out of state participants. Please visit NHLRC for more information and to apply.

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From dil at BYU.EDU  Mon Apr  4 19:11:54 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 4 Apr 2011 13:11:54 -0600
Subject: Arabic-L:TRANS:Translation Job for level 4 speaker
Message-ID: <MON.4.APR.2011.131154.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Mon 04 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Translation Job for level 4 speaker

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: reposted from LINGUIST
Subject: Translation Job for level 4 speaker

University or Organization: CLP HR Constant 
Job Rank: Translator  

Specialty Areas: Translation 

Required Language(s): Arabic, Standard (arb)
                     Pashto, Central (pst) 

Description:

Linguist positions: Arabic and Pashto

Location : Herndon, Reston, McLean, Arlington, VA ( Northern Virginia Area) 

Clearance Requirements: clearance must be issued/sponsored by only of these
three agencies:  NSA, CIA and FBI.

Testing Requirements
The customer testing requirement for linguists is that they have an average
of a 4 on the language test.  The two exceptions to this rule are military
experience and CT experience. They are willing to accept a linguist with a
3+ average if they have at least 2 years experience in one of the above
categories.  Based on past history linguists on this program need at a
minimum a 3+ translation score to succeed on this program.

Approved Testing Vendors
-CLCI -  Speaking/Listening and Translation
-LLE - Speaking/Listening and Translation
-ICA - Translation only

Description:
We are seeking a skilled Linguist who has excellent translation skills. You
will be providing support to a specific translation project working with a
team of skilled linguists. 

Mandatory requirements: 
-A HS diploma and at least 2 years of higher education in addition to 4-5
years of direct related work experience is required. 
-Must provide proof of Native proficiency (Interagency Language Roundtable
skill level 4-5) in the target language in all modalities (reading,
writing, listening, speaking), and Advanced Working proficiency (ILRT 2+)
in English. Test scores must be current (within the past 12 months). 

Education: A university degree from an accredited North American or
European university is preferred but not required.

The ideal candidate should possess the following skills: 
-Capable of providing written translations of technical and non-technical
material using correct syntax and expression from the native language to
English. 
-Capable of providing the cultural, social, and ethnic context of
translations and interpretations and be able to convey this information in
a written format. 
-Good interpersonal skills and ability to interact with personnel from
diverse cultures. 

Translation: 
-Can accurately translate reports/texts in electronic and hardcopy formats
that contain facts and some abstract language, showing an ability to
capture intended implications and nuances. 
-Able to interpret accurately. Normally consecutive interpretation only is
needed, but on rare occasions some basic simultaneous interpretation may be
requested 
-Has good understanding of one or more regional dialects. 

Transcription: 
-Reviews audio and/or video materials, transcribes with high degree of
accuracy and expression. 
-Must possess excellent English-language written communication skills for
preparing reports. 
-Has good understanding of one or more regional dialects. 

Gisting/Summarizing: 
-Is able to identify and accurately summarize factual points as well as
abstract concepts. 
-Can triage documentation to isolate pertinent and nuanced information. 
-Master use of reference materials. 
-Must possess computer skills, including MS Office, to be able to produce
written translations and products, and sufficient Internet skills that will
allow basic research on the Web. 
-Must possess excellent English-language verbal communication skills for
giving briefings


Application Deadline:  (Open until filled)
	  
Email Address for Applications: clprecruiter.osovi at gmail.com 
Contact Information:
	OmiSade Sovi 
	Email: clprecruiter.osovi at gmail.com 


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From dil at BYU.EDU  Wed Apr  6 19:28:08 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 6 Apr 2011 13:28:08 -0600
Subject: Arabic-L:PEDA:Travel Advisories and Study Abroad in the ME
Message-ID: <WED.6.APR.2011.132808.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 06 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Travel Advisories and Study Abroad in the ME

-------------------------Messages-----------------------------------
1)
Date: 06 April 2011
From: Uri Horesh <uri.horesh at fandm.edu>
Subject: Travel Advisories and Study Abroad in the ME

Dear Colleagues,

Some officials in my college have recently been questioning the practice of sending students to countries such as Lebanon and Syria, citing State Department travel advisories. I would like to convince them that it is still responsible to send students to places like Beirut and Aleppo. 

Can any of you provide some brief supporting evidence that distinguished U.S.-based institutions still allow their students to travel to such countries?

Thanks in advance,
Uri

--
Uri Horesh
Director, Arabic Language Program
Modern Languages
Franklin & Marshall College
PO Box 3003
Lancaster, PA 17604-3003 

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From dil at BYU.EDU  Wed Apr  6 19:28:10 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 6 Apr 2011 13:28:10 -0600
Subject: Arabic-L:PEDA:ACTFL Needs Scholar of Syrian Arabic for Testing
 Protocol Group
Message-ID: <WED.6.APR.2011.132810.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 06 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: ACTFL Needs Scholar of Syrian Arabic for Testing Protocol Group

-------------------------Messages-----------------------------------
1)
Date: 06 April 2011
From: Michelle Paradies <mparadies at ACTFL.ORG>
Subject: ACTFL Needs Scholar of Syrian Arabic for Testing Protocol Group

[The following announcement was preceded by this e-mail message:  The American Council on the Teaching of Foreign Languages (ACTFL) is seeking a scholar of the Syrian dialect of Levantine Arabic (must be a native speaker) to participate in a work group that will be tasked with standardizing the scoring protocol for a US Government test of listening proficiency in Levantine Arabic. The workgroup will include members with expertise in the dialects/varieties of the all the areas where Levantine Arabic is spoken. We are seeking an additional representative of the Syrian dialect. Positions for those with expertise in other dialects are already filled. A complete description of the opportunity is attached. Would you be able to post it on your list-serv?]


The American Council on the Teaching of Foreign Languages (ACTFL) is seeking Levantine Arabic scholars, educators, and linguists to participate in a three-day work group in Washington DC from April 19-21, 2011.  The work will involve helping to determine passing scores on listening tests of Levantine Arabic used within the United States Government.  

Participant Qualifications:

Ideal participants will be professionally involved in the teaching of Levantine Arabic as a foreign language in a university setting, possess a PhD or equivalent, and have some familiarity with Interagency Language Roundtable Proficiency Scale.  Participants must also be able to demonstrate Advanced Professional Proficiency in Levantine Arabic and English as defined by the Interagency Language Roundtable (ILR) Skill Level Descriptions. For more information about the ILR, see www.govtilr.org/Skills/ILRscale2.htm#4.  Evidence of this proficiency may include publication of professional papers in Levantine Arabic or official results an Oral Proficiency Interview (OPI) or other recognized proficiency tests.

We expect the meetings to be full-day sessions. Participants will need to be available between 9AM – 5PM on each day. The sessions will have strict security protocols including the surrender of all media devices such as cell phones, iPods, laptops, pagers, and the signing of nondisclosure agreements.  

Compensation:  

The consultant fee will be $400/day. Travel costs will be covered for people who do not live within a 50 mile radius of Washington, DC.  

To apply:

Please submit your resume to Michelle Paradies (mparadies at actfl.org) no later than March 31, 2011.  Resumes should include your language related experience as well as list any publications, presentations, certifications, and other significant professional achievements. It is not necessary to submit publication and presentation abstracts as separate documents.   Please include a brief cover letter if you have experience that is not included on your resume but is relevant for this opportunity.

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From dil at BYU.EDU  Wed Apr  6 19:28:14 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 6 Apr 2011 13:28:14 -0600
Subject: Arabic-L:PEDA:AMIDEAST Programs in the Arab World--New Deadline
Message-ID: <WED.6.APR.2011.132814.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 06 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: AMIDEAST Programs in the Arab World--New Deadline

-------------------------Messages-----------------------------------
1)
Date: 06 April 2011
From: Jerome Bookin-Weiner <jbookinweiner at AMIDEAST.ORG>
Subject: AMIDEAST Programs in the Arab World--New Deadline

AMIDEAST is excited to announce that the deadlines for its  academic year and fall programs in Egypt, Jordan and Morocco have been unified to match the summer program deadline of May 5, 2011.  There is a limited number of spaces still available and it is likely that one or more of the programs will be closed prior to the deadline.  Students are therefore advised to submit their applications and supporting documents as soon as possible.  Applications will be considered on a rolling basis.

AMIDEAST’s Semester and Academic Year programs include the following:

EGYPT:  Modern Standard Arabic and Egyptian Colloquial Arabic plus area studies courses in modern Middle East and North African studies and  Egyptology.  Community-Based Learning is also available as an elective course.  For full information about the Egypt programs visit http://www.amideast.org/abroad/programs/egypt-programs-abroad.

JORDAN:  Modern Standard Arabic and Jordanian Colloquial Arabic plus area studies courses in modern Middle East and North African studies.  Community-Based Learning is also available as an elective course.  For full information about the Jordan programs visit http://www.amideast.org/abroad/programs/jordan.

MOROCCO:  Modern Standard Arabic and Moroccan Colloquial Arabic plus area studies courses in modern Middle East and North African studies.  Community-Based Learning is also available as an elective course.  For full information about the Morocco programs visit http://www.amideast.org/abroad/programs/morocco.

AMIDEAST’s summer intensive Arabic programs also are available in Jordan (http://www.amideast.org/abroad/programs/jordan/summer-intensive-arabic-amman-jordan ) and Morocco (http://www.amideast.org/abroad/programs/morocco/summer-intensive-arabic-rabat).

---
Jerome B. Bookin-Weiner, PhD
Director of Study Abroad and Outreach
America-Mideast Educational and Training Services, Inc. (AMIDEAST)
1730 M Street, NW, Suite 1100
Washington, DC 20036 USA
Phone:  +1-202-776-9627
Fax:  +1-202-776-7027
Mobile: +1-410-336-0198
Email:  jbookinweiner at amideast.org
Internet:  http://www.amideast.org/abroad

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From dil at BYU.EDU  Wed Apr  6 20:06:15 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 6 Apr 2011 14:06:15 -0600
Subject: Arabic-L:PEDA:ALIN-AUC extends deadline
Message-ID: <WED.6.APR.2011.140615.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Wed 06 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: ALIN-AUC extends deadline

-------------------------Messages-----------------------------------
1)
Date: 06 April 2011
From: Laila Al Sawi <lsawi at aucegypt.edu>
Subject: ALIN-AUC extends deadline

The Arabic Language Institute Program (ALIN) of The American University in Cairo, has decided to extend the deadlines for Fall 2011 as follows:

- Deadline for submitting the application    Ò May 1

- Deadline for receiving reservation fee     Ò  June 1

- Deadline for receiving full payment         Ò  July 15

The Deadlines page can be found at the following link: http://www.aucegypt.edu/huss/ali/intensive/Pages/Deadlines.aspx

The ALIN homepage provides all details about the program at: http://www.aucegypt.edu/huss/ali/intensive/Pages/About.aspx

Thank you,

Laila Al-Sawi, M.A.
Director,
Arabic Language Intensive(ALIN) Program
Arabic Language Institute
The American University in Cairo
AUC Avenue
P.O. Box 74
New Cairo 11835, Egypt
tel: (202) 2615 2166

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From dil at BYU.EDU  Thu Apr  7 16:23:24 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Thu, 7 Apr 2011 10:23:24 -0600
Subject: Arabic-L:PEDA:Need expert in Arabic reading literacy (1st
 language)
Message-ID: <THU.7.APR.2011.102324.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 04 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Need expert in Arabic reading literacy (1st language)

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: moderator
Subject: Need expert in Arabic reading literacy (1st language)

A major research organization is pulling together a group of scholars to work on ways to improve reading literacy in third world countries, particularly Arabic speaking countries.  If you have expertise in this area and are interested in such a project, please let me (dil at byu.edu) know, and I'll get you in touch with them.
dil

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From dil at BYU.EDU  Fri Apr 15 16:04:12 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:12 -0600
Subject: Arabic-L:AD:Arab Academy Short Story Competition
Message-ID: <FRI.15.APR.2011.100412.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 15 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Arab Academy Short Story Competition

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Arab Academy <info at arabacademy.com>
Subject: Arab Academy Short Story Competition

Arab Academy announces an "International Arabic Short Story Competition" open to all those studying Arabic as a foreign language. The stories should relate to the Middle East (past or present).

Who may participate?
Students of Arabic as a Foreign Language.

When is the entry deadline?
31 May 2011

What is the objective of this competition?
To encourage non-Arabs to write about the riches of the region from their own personal vantage point so that they help their readers to better understand the diverse cultures of the Middle East.

What are the requirements?
A short story in English with a maximum of 300 words. Translating it to Arabic is an advantage.  Stories should be submitted via email to (stories at arabacademy.com) with current email address, physical address and telephone numbers.  Those stories will be immediately published on the Arab Academy blog:
arabic.arabacademy.com

Who are the jury?
** The jury are your peers.  The stories that get more comments on the Arab Academy blog wins.  (Arab Academy blog is:  arabic.arabacademy.com)
 
When will the results be announced?
15 June 2011. Winners will be notified by email.

What are the prizes?
** First Prize: 1 month of free tuition at Arab Academy in Cairo, Egypt + accommodation.
** Second Prize: 1 month of free tuition at Arab Academy in Cairo, Egypt.
** Third Prize: 6 months of free online Arabic language tuition

To learn Arabic online, please visit:
http://www.arabacademy.com/en/arabic-online/register

To register for a Arab Academy Study Abroad Program, please visit:
http://www.arabacademy.com/en/arabic-egypt/register

Best regards,
Hanan Dawah
Communications and Students Support Manager
Email: info at arabacademy.com
Tel: +20 116704021

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From dil at BYU.EDU  Fri Apr 15 16:04:16 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:16 -0600
Subject: Arabic-L:LING:Egyptian Arabic 'to laugh' query
Message-ID: <FRI.15.APR.2011.100416.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 15 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Egyptian Arabic 'to laugh' query

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Farzan Zaheed <farzanzaheed at yahoo.com>
Subject: Egyptian Arabic 'to laugh' query

Interaction between Egyptian Arabic Verb meaning/pronunciation

Dear All,
I am working on a qualifying paper in Linguistics at UT Austin and writing on Egyptian Arabic verb meaning. I’ve become intrigued by the verb ‘to laugh’ (diHik/daHak) in the Egyptian dialect after a friend from Cairo told me that there is a difference beween the pronunciation of of the verb depending on if it is used with the meaning ‘to laugh at something’ or ‘to trick/fool somebody’. From what I understand, for my Cairene friend, the pronunciation in is ‘diHik’ (with kasra vowels) when it is used to mean ‘laugh’ and ‘daHak 3ala’ (with fatHa vowels) when it is used with the meaning ‘to trick or fool someone’.

I’m wondering if other native speakers on here also have the same feeling about this pronunciation difference, or if this is just my friend’s idiolect. Or has any non-native speaker noticed any difference in pronunciation along this line? I’ve seen the verb written with both kasra and fatHa vowels and have always thought that it was a sort of random variation.

I’m using capital H to mean the aspriated letter ‘Haa’ (the one that comes after ‘geem’).

If you would prefer to send me your thoughts directly to my email, I will summarize it and send it to the list.

On another note if anyone knows any work on the distinction between FiMiL versus FaMaL Form I verb templates in Egyptian Arabic or any other variety, I’d love to know about it.

Alf Shukr!
Farzan Zaheed
PhD Student
Department of Linguistics
UT Austin

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From dil at BYU.EDU  Fri Apr 15 16:04:22 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:22 -0600
Subject: Arabic-L:AD:Gerlach Books at Abu Dhabi Book Fair
Message-ID: <FRI.15.APR.2011.100422.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Fri 15 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Gerlach Books at Abu Dhabi Book Fair

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Gerlach Books - Middle Eastern & Islamic Studies <office at gerlach-books.de>
Subject: Gerlach Books at Abu Dhabi Book Fair

Up to 40% discount on Abu Dhabi Book Fair Returns

Until 26th April we offer exhibition copies from our stand at Abu Dhabi Book Fair (March 2011) with up to 40% discount. For more information please have a look at the title list which you can download from this site:

http://mysql.snafu.de/khg/gerlach_books/books_offers.php


Our offer:
- 25% discount for any single book
- 40% discount for orders of any 3 books or more
- plus shipping charges (surface or air mail delivery)
- plus European VAT (if applicable only)
- institutions and returning customers: delivery by open account
- first-time customers: pre-payment by bank transfer or credit card preferred
- this offer is valid until 26th April 2011 only


Looking forward to your orders.

Best regards from Berlin

(Ms) Dagmar Konrad

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From dil at BYU.EDU  Fri Apr 15 16:04:28 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:28 -0600
Subject: Arabic-L:PEDA:Study Abroad with Travel Advisories Responses
Message-ID: <FRI.15.APR.2011.100428.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Fri 15 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Study Abroad with Travel Advisories Response
2) Subject: Study Abroad with Travel Advisories Response

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Kala Carruthers Azar <KAzar at academic-travel.com>
Subject: Study Abroad with Travel Advisories Response

Dear Uri,

CET Academic Programs is still operating it's Intensive Arabic Language & Culture Studies program in Aleppo, Syria.  While I cannot speak to the specific policies of academic institutions, I can tell you that we still have a waitlist for our Summer 2011 program.  Also, all of our students currently in Aleppo are completing the spring program.  Our students come from a variety of schools. 

Thanks,

Kala
_____________________________________________
CET Academic Programs ~ Innovators in Study Abroad Since 1982
Kala Carruthers Azar
Syria Program Manager
1920 N Street, N.W., Suite 200, Washington, D.C. 20036
Phone: 202-349-0676, 800-225-4262, ext. 7383
Fax: 202-342-0317
E-mail: kazar at academic-travel.com
Web: www.cetacademicprograms.com

--------------------------------------------------------------------------
2)
Date: 15 April 2011
From: dil parkinson <dil at byu.edu>
Subject: Study Abroad with Travel Advisories Response

BYU's program, which was scheduled to go to Cairo in the Fall,  was 'forced' by our administration to change to Jordan because of the travel advisory.  I am sure that there are many universities that are very sensitive to sending students to places with travel advisories.  The problem is that doing so sets up the university to be sued, and one of the main reasons that university lawyers exist is to protect them from being sued.  This means that the judgement of the faculty (as to whether a place is 'really' safe or not) is not really taken into consideration in questions like these: it is simply a matter of the university protecting itself from financial disaster.
dil


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From dil at BYU.EDU  Fri Apr 15 16:04:34 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:34 -0600
Subject: Arabic-L:PEDA:More info about LIteracy Project
Message-ID: <FRI.15.APR.2011.100434.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: More info about LIteracy Project

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: moderator
Subject: More info about LIteracy Project

I got over thirty responses (I was expecting one or two) to my note about the Literacy project, many of them asking for more information.  I am sorry for being less than clear in the original note.  The research organization I referred to does not currently HAVE a literacy project, rather, they are planning on applying for a major grant to do one.  They asked me specifically to provide them names of scholars who have worked in the field and who would be familiar with the literature and with what has been done in this area in the past, to help advise them as they prepare their grant application.  Anyway, I forwarded the names and contact information of everyone who responded to the organization; it is likely, however, that most will not be contacted, since they were not looking for people to be involved in the project (which is what most of those responded expressed an interest in), but rather were looking for a small amount of expert consulting regarding their application.
In any case, I thank all who responded.
dil

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From dil at BYU.EDU  Fri Apr 15 16:04:30 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:30 -0600
Subject: Arabic-L:LING:New Book: Arabic Dialectology
Message-ID: <FRI.15.APR.2011.100430.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 15 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: New Book: Arabic Dialectology

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Maher Bahloul <mbahloul at aus.edu>
Subject: New Book: Arabic Dialectology

Modern Trends in Arabic Dialectology, M. Embarki & M.  
Ennaji (eds.), Trenton (USA): The Red Sea Press. (2011)


-------
Contents
Introduction
Mohamed Embarki and Moha Ennaji
vii
Part I: Theoretical and Historical Perspectives
and Methods in Arabic Dialectology
Chapter 1 : Arabic Dialects: A Discussion
Janet C. E. Watson p. 3
Chapter 2 : The Emergence of Western Arabic: A Likely Consequence of  
Creolization
Federrico Corriente p. 39
Chapter 3 : Acoustic Cues for the Classification of Arabic Dialects
Mohamed Embarki p. 47
Chapter 4 : Variation and Attitudes:
A Sociolinguistic Analysis of the Qaaf
Maher Bahloul p. 69

Part II : Eastern Arabic Dialects
Chapter 5 : Arabic Bedouin Dialects and their Classification
Judith Rosenhouse p. 97
Chapter 6 : Evolution of Expressive Structures in Egyptian Arabic
Amr Helmy Ibrahim p. 121
Chapter 7 : ?adram? Arabic Lexicon
Abdullah Hassan Al-Saqqaf p. 139

Part III: Western Arabic Dialects
Chapter 8 : Dialectal Variation in Moroccan Arabic
Moha Ennaji p. 171
Chapter 9 : Formation and Evolution of Andalusi Arabic and its
Imprint on Modern Northern Morocco
Ángeles Vicente p. 185
Chapter 10 : The Phonetic Implementation of Falling Pitch Accents
in Dialectal Maltese: A Preliminary Study
of the Intonation of Gozitan ?ebbu?i
Alexandra Vella p. 211
Index p. 239

Best regards,
Maher

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From dil at BYU.EDU  Fri Apr 15 16:04:32 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:32 -0600
Subject: Arabic-L:LING:Parallel Corpus query
Message-ID: <FRI.15.APR.2011.100432.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Parallel Corpus query

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Noha Attia <nohaattia at hotmail.com>
Subject: Parallel Corpus query

My name is Noha Attia. I am doing postgraduate research in Translation Studies at the University of Birmingham, UK. I am looking for an English-Arabic parallel corpus of audiovisual material to investigate how taboo words are treated in film dubbing or subtitling. I would like to ask you please if such corpus exists, and whether there is a parallel concordancer that can be used for this purpose. 

Many thanks and kind regards,

Noha Attia

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From dil at BYU.EDU  Fri Apr 15 16:04:20 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:20 -0600
Subject: Arabic-L:PEDA:Intensive Summer Arabic at Tufts
Message-ID: <FRI.15.APR.2011.100420.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Intensive Summer Arabic at Tufts

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Rana Abdul-Aziz <rana.abdulaziz at gmail.com>
Subject: Intensive Summer Arabic at Tufts

Please circulate and send to all interested parties.

Thank you in advance,
Rana Abdul-Aziz

Intensive Summer Arabic Courses at Tufts University : one-year of Arabic
in 6 weeks!

(1) Elementary Arabic: ARB 01/2A

Description:
The course begins with an introduction to Modern Standard Arabic. We
start with pronunciation, script, basic grammar, and reading skills
for the first half of the course, to later developing the four
language skills: reading, writing, listening and
speaking. A communicative approach is stressed.  No previous knowledge
of Arabic language or script is required. No prerequisite.

Material covered:
"Alif Baa" and 10-12 chapters of "Al-Kitaab Part I", plus supplementary
materials.

Offered in : First session (May 25 – July 1)
Day(s) : MTWThF
Times : 9:00 am – 2:30 pm (with 1-hr lunch break)
Instructor : Rana Abdul-Aziz
Cost:  $4690 (for credit); $3000 (auditing) 


(2) Intermediate Arabic: ARB 03/4A

Description:
A continuation of Elementary Modern Standard Arabic. Communicative
approach with particular emphasis on active control of Arabic grammar
and vocabulary, conversation, reading, translation, and discussion of
selected texts. The course includes oral presentations and short papers
in Arabic. Prerequisite: ARB 0002 or equivalent.

Material covered:
Chapters 10-20 of "Al-Kitaab Part I" and 2 chapters of "Al-Kitaab Part
II", plus supplementary materials.

Offered in : Second session (July 5-August 12)
Day(s) : MTWThF
Times : 9:00 am – 2:30 pm (with 1-hr lunch break)
Instructor : Fadi Jajji
Cost:  $4690 (for credit); $3000 (auditing) 

To register please visit: ase.tufts.edu/summer

For more information about courses contact:
Rana Abdul-Aziz (elementary Arabic): rana.abdul-aziz at tufts.edu
Fadi Jajji (intermediate Arabic): fadi.jajji at tufts.edu 


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From dil at BYU.EDU  Fri Apr 15 16:04:27 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:27 -0600
Subject: Arabic-L:LING:Relative Clause-Prepositional Phrase query
Message-ID: <FRI.15.APR.2011.100427.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Relative Clause-Prepositional Phrase query

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: om_qaswar om Qaswar <om_qaswar at yahoo.com>
Subject: Relative Clause-Prepositional Phrase query

Dear all,
My Thesis is about Arabic relative clauses. I understand that there is a kind of Arabic relative clauses that describes indefinte nouns; this is called the indefinite relative clauses. It is not considered by tradiditonal Arab linguists as relative clause because it does not have relative marker such as
"fi zyaarat-in lidimashq-a tastaghriq-u usbuu-an"
"on a visit to Damascus (which) lasts for a week" Rayding:324.
My question is whether we would consider the prepositional phrase in the following sentence as the same:
"rait-u rajul-an min ashab al-sultan fii al-souq"
I saw a man (who) from alsultan's friend in the market.
Thank you very much
Zainab

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From dil at BYU.EDU  Fri Apr 15 16:04:19 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:19 -0600
Subject: Arabic-L;PEDA:Intensive Summer Arabic at American University in DC
Message-ID: <FRI.15.APR.2011.100419.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Intensive Summer Arabic at American University in DC

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: George Berg <berg at american.edu>
Subject: Intensive Summer Arabic at American University in DC

2011 Summer Intensive Arabic Program at American University in Washington DC
 
The Department of Language and Foreign Studies at American University is offering three levels of Modern Standard Arabic during the summer 2011 session.  Students will have the opportunity to complete a year of academic study of Arabic in 12 weeks during the summer 2011 session. Elementary, Intermediate and Advanced Arabic courses will be offered three evenings per week for 12 weeks.  Classes begin May 16, 2011. For more information please contact the Department of Language and Foreign Studies at 202-885-2381 or lfs at american.edu.
 
ARAB-196 Intensive Elementary Arabic
Introduction to Modern Standard Arabic covering its phonology and script, its basic morphology
and syntax. The focus is on the development of the reading, speaking, listening, and writing
skills, while creating a basic vocabulary. This intensive course covers the material taught during
the fall and spring semesters.
10 credits
May 16-August 4, MWTH 5:30-9:15pm
 
ARAB-296 Intensive Intermediate Arabic
The goals of this course is to make students familiar with new elements of Modern Standard
Arabic grammar, to further develop their reading, speaking, listening, and writing skills, while
expanding the vocabulary. This intensive course covers the material taught during the fall and
spring semesters.
Prerequisite: ARAB-103 or equivalent
10 credits
May 16-August 4, MWTH 5:30-9:15pm
 
ARAB-396 Intensive Advanced Arabic
This course introduces students to more advanced Modern Standard Arabic grammar and
significantly expands their vocabulary. The focus is on solidification and improvement of the
reading, speaking, listening, and writing skills, while learning on Arab institutions, ideas, and
history. This intensive course covers the material taught during the fall and spring semesters.
Prerequisite: ARAB-203 or equivalent.
8 credits
May 16-August 4, MWTH 5:30-8:30pm
 
Best,
 
George Berg
Professor of Arabic
Department of Language and Foreign Studies
American University
LFS Building, Room B-7
202-885-2382


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From dil at BYU.EDU  Fri Apr 15 16:04:25 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:25 -0600
Subject: Arabic-L:LING:etymology of Zaabalawi
Message-ID: <FRI.15.APR.2011.100425.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: etymology of Zaabalawi

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: "Al-Absy, Karima A." <KarimaAl-Absy at creighton.edu>
Subject: etymology of Zaabalawi

Some of you may be aware of a short story by Naguib Mahfouz entitled "Zaabalawi," which is about a mystic of that same name. I'm particularly interested in the etymology of the name Zaabalawi for a project I am doing.

I've heard that it can be used as a nickname or a surname, but I am curious about its origins. If anyone had any insight to share, I would be extremely grateful.

Karima Al-Absy

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From dil at BYU.EDU  Mon Apr 18 18:55:22 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 12:55:22 -0600
Subject: Arabic-L:LING:Relative Clause-Prepositional Phrase responses
Message-ID: <MON.18.APR.2011.125522.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 18 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Relative Clause-Prepositional Phrase response
2) Subject: Relative Clause-Prepositional Phrase response
3) Subject: Relative Clause-Prepositional Phrase response
4) Subject: Relative Clause-Prepositional Phrase response
5) Subject: Relative Clause-Prepositional Phrase response

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: Becky Molloy <becky at molloys.net>
Subject: Relative Clause-Prepositional Phrase response

Hi,
Yes, both are considered "صفة" clauses, the nouns they describe are an اسم موصوف or simply موصوف . Hope that helps. Best, 
Dr. Rebecca B. Molloy
Arabic Linguistics, Mideast Affairs
& Counter Terrorism Research

2 Faraway Rd
Armonk, NY 10504
rebecca at molloys.net

--------------------------------------------------------------------------
2)
Date: 18 April 2011
From: Ebtesam Mohammadi <ebtesam at aucegypt.edu>
Subject: Relative Clause-Prepositional Phrase response

if you go by Arabic linguists, it is the same:
algumal wa Ashbaah algumal ba3d elma3aarif aHwaal wa ba3d alnajiraat sifaat: Sentences and prepositional phrases are considered adverbs after definite nouns and adjectives after indefinite nouns.
it is also clear that min asHaab assultaan is describing the man.
I hope this helps
Best,
Ebtissam

--------------------------------------------------------------------------
3)
Date: 18 April 2011
From: <hwa2 at georgetown.edu>
Subject: Relative Clause-Prepositional Phrase response

Dear Zainab
Each sentences you wrote has a clause functioning as  an adjective modifying the indefinite  noun preceding it.  following the rule: " الجمل بعد النكرات صفات "
Huda Al Mufti

--------------------------------------------------------------------------
4)
Date: 18 April 2011
From: <rns747 at aol.com>
Subject: Relative Clause-Prepositional Phrase response

Dear Zainab,
I wouldn't consider a prepositional phrase as a clause. The concept of "clause" used in linguistics is compatible with "jumla" or sentence in Arabic grammar. In Arabic a sentence and hence a clause is either a verbal sentence or a nominal sentence (with a subject and predicate).A prepositional phrase, even though it may function as a noun modifier, is not considered a sentence/ clause. So your example has a PP that has a similar function to a relative or adjectival clause but we can not call it so.

I hope this helps.

Best,
Reem Faraj

--------------------------------------------------------------------------
4)
Date: 18 April 2011
From: <mcredi at cloud9.net>
Subject: Relative Clause-Prepositional Phrase response

[moderator's note: unfortunately, the Arabic of Mr. Credi's message did not come through.  sorry about that.  dil]

Nowhere in the Arab grammarians study of Arabic grammar is there a  
recognition of the relative clause. The notion of relative clause as  
it is understood in other languages is unknown to the Arab  
grammarians. The technical term itself of "relative clause" does not  
exist in Arabic. The way the Arab grammarians explain this phenomenon  
is as follows: ????? ??? ??????? ???? ???? ??????? ?????. This means  
that a relative clause whose antecedent is indefinite and consequently  
does not have a relative pronoun is considered a ??? and the  
grammarians call it ???? ?????; a relative clause whose antecedent is  
definite and consequently has a relative pronoun is ??? and the  
grammarians call it ??? ???????.

Medhat Credi

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From dil at BYU.EDU  Mon Apr 18 18:55:25 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 12:55:25 -0600
Subject: Arabic-L:PEDA:Georgetown Summer Institute
Message-ID: <MON.18.APR.2011.125525.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Georgetown Summer Institute

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: Meriem Tikue <mmt43 at georgetown.edu>
Subject: Georgetown Summer Institute

Summer Arabic & Persian Language Institute 
at Georgetown University!

 http://scs.georgetown.edu/departments/29/summer-school/format/language-institutes/arabic-and-persian

2011 SUMMER SESSION DATES
1ST SESSION: JUNE 6 - JULY 8
2ND SESSION: JULY 11 - AUGUST 12

The Language Institute offers students the opportunity to acquire or master skills in reading, writing, listening, and speaking in Arabic and Persian. Language instruction is proficiency-oriented and imparts cultural experiences and knowledge. The materials used are broad-based and help students develop skills for communication. Students learn how to accomplish language tasks in formal and informal situations. Assessments reflect the model of an educated native speaker as well as proficiency (American Council for the Teaching of Foreign Language: ACTFL) guidelines.

Classes are small and students benefit from individual attention inside and outside the classroom. Experienced, dedicated, and diverse faculty use current techniques and incorporate technology-based instruction. The summer program provides real-time and on demand access to current media resources and the latest in classroom language learning technology. The Language Institute offers its students a gateway to an exceptional academic community at Georgetown University, a range of summer activities in the Summer School, and state-of-the-art language opportunities.

Arabic: A comprehensive undergraduate program of intensive and non-intensive learning in Modern Standard Arabic will last ten weeks, with courses in Basic, Intermediate and Advanced Arabic.  

Colloquial Arabic: Undergraduate course in spoken Levantine Arabic will be offered with continuation in the Second Session. This course is not open to native speakers of Arabic, heritage speakers of Arabic, or students who have completed three years or more of Arabic at Georgetown.

Persian: In cooperation with the Division of Eastern Mediterranean Languages, two Persian courses are offered at the undergraduate level. Intensive First Level Persian and Intensive Second Level Persian will be offered both sessions.

 Highlights of the program:

An intensive ten-week summer program equivalent to one full academic year of study
Intensive courses award 6 credits and Non-Intensive courses award 3 credit hours
Weekly conversation hour with free coffee and refreshments
Weekly Arabic and Persian movie screenings
Weekly calendar of cultural and other activities in Georgetown and around DC
Language lab equipped with latest classroom language learning technology
Partial Tuition Scholarships
Non-Georgetown students accepted into this Language Institute are eligible to apply for a partial tuition scholarship offered by Georgetown University (Please see http://scs.georgetown.edu/departments/29/summer-school/admissions-and-tuition.cfm). For further information and special application forms, please contact the Scholarship Coordinator, Summer School Georgetown University, 3307 M. Street, N.W., Suite #202, Washington, D.C. 20007. Tel: (202) 687-8700.

Institute Director: Dr. Belkacem Baccouche
Assistant Director: Ms. Meriem Tikue

For questions, please contact Ms. Meriem Tikue at mmt43 at georgetown.edu or 202-687-2735.
-- 
Department of Arabic and Islamic Studies
Georgetown University, 200 Poulton Hall
Washington, DC 20007
p: 202.687.5743
f: 202.687.7971
http://arabic.georgetown.edu

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From dil at BYU.EDU  Mon Apr 18 18:55:26 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 12:55:26 -0600
Subject: Arabic-L:PEDA:Study Abroad Programs in Places with State
 Department Warnings
Message-ID: <MON.18.APR.2011.125526.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Study Abroad Programs in Places with State Department Warnings

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: nagwa hedayet <nhedayet at yahoo.com>
Subject: Study Abroad Programs in Places with State Department Warnings

Thank you Dil for your message on this issue. I hope that some of our colleagues in the USA had listened to AUC president, Dr. L. Anderson, on CNN interview yesterday about the situation in Egypt now and her view about it in the recent future. Then it will be as we say : "shahida shaahidonn min ahliha".
Some US universities are courageous and hence support their students in their zeal to understand the world better and live history by joining it but can one understands what you said as well.
 
We at Hedayet Institute for Arabic Studies have few students now studying for the Spring since Mar.( some of them are through FLAS) but we have received many applictions for the two summer short terms starting on June 12th and Jul 24th seven wks each. Many parents called us to enquire for their children and most of them let their kids apply. I praise highly parents who support their children to live their global era and forget about some of their own personl experience:) not in a place that will transfer them into a number in their records of course.
It is definitely the time to share and enjoy with the revolutionary young Egyptians -who have become wiser now by being patient to watch their demands being achieved- the moment of victory over corruption and fear.
 
Cheers from om ed doniya. Hope to welcome you soon:)
 
Nagwa
 
Nagwa Hedayet, PhD.
Director
Hedayet Institute for Arabic Studies
34, Rd. no. 106, Hadaayeq el Maadi
Cairo-Egypt
www.hedayetinstitute.com

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From dil at BYU.EDU  Mon Apr 18 18:55:31 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 12:55:31 -0600
Subject: Arabic-L:LING:'to laugh' responses
Message-ID: <MON.18.APR.2011.125531.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 18 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: 'to laugh' response
2) Subject: 'to laugh' response
3) Subject: 'to laugh' response
4) Subject: 'to laugh' response

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: Rabih Zbib <rabih at alum.mit.edu>
Subject: 'to laugh' response

Farzan,

In Levantine Arabic, 'diHik' is typically used for 'laugh', and 'tdaHHak 3ala' for trick/fool someone. 

Rabih Zbib

--------------------------------------------------------------------------
2)
Date: 18 April 2011
From: Mona Hegazy <mona.hegazy at gmail.com>
Subject: 'to laugh' response

Hello Frazan, 

I think this FatHa/ Kasra depends on the region in Egypt and does not give a different meaning to the verb.

Kind regards,
Mona Hegazy 

--------------------------------------------------------------------------
3)
Date: 18 April 2011
From: Nesrine Basheer <n.basheer at gmail.com>
Subject: 'to laugh' response

Hi Farzan,
 
As a Cairene Arabic native speaker, I use diHik (kasra) for both:
diHikna keteer (we laughed a lot)
diHik 3aleeh (tricked him)
I've also heard daHak with tricking and not with laughing. However, I'd say that not everyone does this. For me, certain classed use the fatHa distinction. In soap operas, for instance, a factory worker or a cafe owner would say 'daHak 3aleeh'.
 
Best,
 
Nesrine 

--------------------------------------------------------------------------
4)
Date: 18 April 2011
From: Yaser Al-Onaizan <onaizan2000 at yahoo.com>
Subject: 'to laugh' response

'm a native speaker of Arabic (central region of Saudi Arabia). we do have many senses of dhaHak including:

1. To laugh at something or someone.

2. To trick someone.

3. To joke with someone ( dhaHak ma').

They are all pronounced the same way. You just have to figure it out from the context.

Yaser


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From dil at BYU.EDU  Mon Apr 18 19:06:17 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 13:06:17 -0600
Subject: Arabic-L:PEDA:Faculty Research Assistant Job U of Maryland
Message-ID: <MON.18.APR.2011.130617.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 18 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Faculty Research Assistant Job U of Maryland

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: reposted from LINGUIST
Subject: Faculty Research Assistant Job U of Maryland

University or Organization: University of Maryland 
Department: National Foreign Language Center
Job Location: Maryland, USA 
Web Address: http://www.nflc.org
Job Rank: Faculty Research Assistant  

Specialty Areas: Language Acquisition 

Required Language(s): Arabic, Standard (arb)
                     Chinese, Mandarin (cmn) 
                     Korean (kor) 
                     Russian (rus) 
                     Swahili (swh) 
                     Turkish (tur) 

Description:

Title:  Faculty Research Assistant
Functional Title:  Assistant Director - Second Language Acquisition
Position Number:  113957
Category Status:  03-Faculty-Non-Tenured, Term Contract

Position Summary/Purpose of Position: 
This position's primary role will be to work on project-related assignments
as do all other faculty but with the additional responsibility of
overseeing SLA resource allocation across projects and ensuring the quality
of each FRA's work.

Position Responsibilities:
-  Work on funded projects as a senior Subject Matter Expert (SME) in SLA.
-  Help manage NFLC FRAs by efficiently allocating resources to projects,
anticipating future/upcoming SLA resource requirements, tracking levels of
effort across projects, and approving all timesheets, leave forms, and
other administrative requirements.
-  Identify areas of research central to NFLC mission and contact external
resources as necessary to support NFLC research goals.
-  Attend conferences, workshops, seminars, etc to learn more about the use
of technology in L2 learning and teaching.
-  Support the NFLC's new business development team in the identification
of potential sources of funding and in the writing of business & grant
proposals.

Minimum Qualifications: 

Education:
-  Required Master's in SLA, Linguistics, TESOL, Educational Technology, or
related field

Experience:
-  Web-based/online foreign language (or EF/SL) materials development
-  Foreign language (or EF/SL) teaching online and/or in a classroom setting
-  2+ years experience leading or managing a project or unit

Preferences: 

Education: 
-  PhD in SLA, Linguistics, TESOL, Educational Technology, or related field 

Experience: 
-  translation and/or interpretation foreign language (or EF/SL) assessment 

KSAs: 
-  Best practices in distance & blended learning 
-  Use of Web 2.0 tools 
-  Proficiency in a foreign language, preferably a less commonly taught
language (e.g., Arabic, Chinese,Korean, Dari, Pashto, Russian, Turkish,
Swahili, etc)   

To Apply: 
Visit the application URL below

The University of Maryland is an equal opportunity/affirmative action
employer. Women and minorities are especially encouraged to apply.


Application Deadline: 15-May-2011 
Mailing Address for Applications:
	Business Services Specialist Teri Schuler 
	University of Maryland/National Foreign Language Center 
	5700 Rivertech Ct., Ste. 250 
	Riverdale, MD 20737 
	USA  
Web Address for Applications: http://jobs.umd.edu/applicants/Central?quickFind=54089 
Contact Information:
	Teri Schuler 
	Email: tschuler at nflc.org 
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From dil at BYU.EDU  Mon Apr 25 18:08:00 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:00 -0600
Subject: Arabic-L:LING:to laugh
Message-ID: <MON.25.APR.2011.120800.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: to laugh
2) Subject: to laugh
3) Subject: to laugh

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Nizar Habash <habash at ccls.columbia.edu>
Subject: to laugh

Hi -- just wanted to put my 2 cents in:

I think the source of the question is about the possible similarity between DiHik/DaHak and 
xirib/xarab fall_apart/destroy (unaccusative/causitive which is also intransitive/transitive). 
Unlike xirib/xarab, DiHik/DaHak are (sub)dialectal phonological variants. Both are intransitive.
The  "to fool" sense is expressed with a different sub-categorization frame requiring a second argument 
expressed as object of preposition EalaY.  

Nizar Habash

--------------------------------------------------------------------------
2)
Date: 25 April 2011
From:  rehab eldeeb <r_eldeeb at aucegypt.edu>
Subject: to laugh

Dear Farzan ,
that's Rehab  El Deeb !!! hope you are fine .
About the verb diHik versus daHak , this is only the difference in pronunciation between Cairo and Alexandria and some northern cities ; it doesn't change the meaning . I say : diHik  to mean to laugh and when I add the preposition 3ala to be diHik 3ala   someone as an expression then it will mean to fool someone . the short voweling of the verb itself is a variation only .
About the other verb you asked about , I actually did not understand what you mean with it  . pleased to be of any help.

--------------------------------------------------------------------------
3)
Date: 25 April 2011
From:  Farzan Zaheed <farzanzaheed at yahoo.com>
Subject: to laugh

Thanks you all for responding to my query about the variation in pronunciation of diHik/daHak. From the responses it seem that the verb is pronounced mostly with a kasrah. Sometimes it is pronounced with a fatHa by certain speakers from Alexandria. However, speakers report being consistent in their pronunciation whether the meaning is 'to laugh' or 'to trick.'

Shukran
Farzan Zaheed.

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From dil at BYU.EDU  Mon Apr 25 18:08:06 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:06 -0600
Subject: Arabic-L:LIT:Colloquium at Georgetown: Tents in the Desert,
 April 28-29
Message-ID: <MON.25.APR.2011.120806.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Colloquium at Georgetown: Tents in the Desert, April 28-29

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Meriem Tikue <mmt43 at georgetown.edu>
Subject: Colloquium at Georgetown: Tents in the Desert, April 28-29

The Department of Arabic & Islamic Studies at Georgetown University has the pleasure to invite you to its inaugural colloquium on modern Arabic literature, to be held on April 28-29, 2011. The colloquium will focus on the literary production of contemporary Libyan author Ibrahim al-Koni. 

In addition to the author himself, a number of international scholars and translators will present their expertise during panel presentations as well as public readings of the author's work. All events are free and open to the public; the program can be found on the following website:
http://arabic.georgetown.edu/colloquium/home/

We look forward to welcoming you at our event!
Sincerely,

Elliott Colla 

Chair, Department of Arabic and Islamic Studies

Georgetown University

Poulton Hall 200
1437 37th St., NW
Washington, DC 20057


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From dil at BYU.EDU  Mon Apr 25 18:07:58 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:07:58 -0600
Subject: Arabic-L:LING:needs corpus of syntactically ambiguous Arabic
 sentences
Message-ID: <MON.25.APR.2011.120758.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: needs corpus of syntactically ambiguous Arabic sentences

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: alsabba1 at ILLINOIS.EDU
Subject: needs corpus of syntactically ambiguous Arabic sentences

Dear All, 

I'm a grad student at the UIUC especially interested in the phonological processing of 
syntactically ambiguous standard Arabic sentences. I wonder whether there is a 
corpus of syntactically ambiguous Standard Arabic Sentences that I can work on; 
that is, a corpus which focuses on attachment and dependency syntactic 
ambiguities.

Whether the corpus is available through corpus resources such as LDC and ELRA or 
it is compiled by a research for the purposes of a relevant earlier study, it will be 
helpful. Documentation is guaranteed in both cases. 

I look forward to hearing from you.

Sincerely,

Rania Al-Sabbagh
Graduate Student

4080 Foreign Language Building 
707 S Mathews Avenue, 
Urbana, IL 61801
(217) 398-0488

Beckman Institute of Science and Technology, UIUC
405 North Mathews Avenue
Urbana, IL 61801
(217) 244-1176

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From dil at BYU.EDU  Mon Apr 25 18:08:12 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:12 -0600
Subject: Arabic-L:LING:Relative Clause-Prepositional Phrase responses
Message-ID: <MON.25.APR.2011.120812.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Relative Clause-Prepositional Phrase responses

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: <mcredi at cloud9.net>
Subject: Relative Clause-Prepositional Phrase responses

[the Arabic script was wrecked on his previous post, so he has reposted with transliteration--dil]

For the benefit of the reader, let me transliterate the Arabic text

Nowhere in the Arab grammarians study of Arabic grammar is there a  
recognition of the relative clause. The notion of relative clause as  
it is understood in other languages is unknown to the Arab  
grammarians. The technical term itself of "relative clause" does not  
exist in Arabic. The way the Arab grammarians explain this phenomenon  
is as follows: "al-jumal bacda al-nakiraat sifaat wa-bacda al-macaarif  
ahwaal". This means that a relative clause whose antecedent is  
indefinite and consequently does not have a relative pronoun is  
considered "a sifa" and the grammarians call it "jumlat al-sifa"; a  
relative clause whose antecedent is definite and consequently has a  
relative pronoun is "haal" and the grammarians call it "silat  
al-mawsuul".

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From dil at BYU.EDU  Mon Apr 25 18:08:08 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:08 -0600
Subject: Arabic-L:LING:History of Arabic Language book or syllabus for
 course query
Message-ID: <MON.25.APR.2011.120808.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: History of Arabic Language book or syllabus for course query

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Maher Bahloul <mbahloul at aus.edu>
Subject: History of Arabic Language book or syllabus for course query

I am wondering if you know of a textbook or a syllabus of a course related to the history of the Arabic language? Very much appreciated!
Maher

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From dil at BYU.EDU  Mon Apr 25 18:08:15 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:15 -0600
Subject: Arabic-L:LING:New Book:Global English and Arabic
Message-ID: <MON.25.APR.2011.120815.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: New Book:Global English and Arabic

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: reposted from LINGUIST
Subject: New Book:Global English and Arabic

Title: Global English and Arabic
Subtitle: Issues of Language, Culture, and Identity
Series Title: Contemporary Studies in Descriptive Linguistics - Vol. 31

Publication Year: 2011
Publisher: Peter Lang AG
          http://www.peterlang.com

Editor: Ahmad Al-Issa
Editor: Laila S. Dahan

Paperback: ISBN:  9783034302937 Pages: 379 Price: U.S. $ 79.95
Paperback: ISBN:  9783034302937 Pages: 379 Price: U.K. £ 46.00
Paperback: ISBN:  9783034302937 Pages: 379 Price: Europe EURO 51.10 Comment: for Germany EURO 54.70, for Austria EURO 56.20 (incl. VAT)


Abstract:

This volume contains selected chapters from researchers and scholars
concerning global English in the Arab world. It brings a new perspective to
the phenomenon of global English as today's lingua franca by focusing on an
area of the world that is troubled by the spread of English. The book goes
to the heart of a linguistic dilemma: the impact of global English on the
Arabic language, Arab culture, and identity. New empirical evidence and
insights into this problem are presented by a variety of researchers. The
majority raise concerns about the long-term viability of Modern Standard
Arabic in the face of global English. In light of the ever-expanding growth
of global English, this book gives voice to the worries of people in the
Arab world about maintaining their language, culture, and identity.

Contents: Ahmad Al-Issa/Laila S. Dahan: Global English and Endangered
Arabic in the United Arab Emirates - Salah Troudi/Adel Jendli: Emirati
Students' Experiences of English as a Medium of Instruction - Lynne Ronesi:
Who Am I as an Arab English Speaker? Perspectives from Female University
Students in the United Arab Emirates - Fatima Badry: Appropriating English:
Languages in Identity Construction in the United Arab Emirates - Hassan R.
Abdel-Jawad/Adel S. Abu Radwan: The Status of English in Institutions of
Higher Education in Oman: Sultan Qaboos University as a Model - Silvia
Pessoa/Mohanalakshmi Rajakumar: The Impact of English-medium Higher
Education: The Case of Qatar - Fatma Faisal Saad Said: «Ahyaanan I text in
English 'ashaan it's ashal »: Language Crisis or Linguistic Development?
The Case of How Gulf Arabs Perceive the Future of their Language, Culture,
and Identity - Elizabeth S. Buckner: The Growth of English Language
Learning in Morocco: Culture, Class, and Status Competition - Raghda El
Essawi: Arabic in Latin Script in Egypt: Who Uses It and Why? - Anissa
Daoudi: Computer-mediated Communication: The Emergence of e-Arabic in the
Arab World - John Andrew Morrow/Barbara Castleton: The Impact of Global
English on the Arabic Language: The Loss of the Allah Lexicon - Nadine
Sinno: Navigating Linguistic Imperialism, Cultural Hybridity, and Language
Pedagogy.

Ahmad Al-Issa is an Associate Professor of English and Linguistics in the
Department of English at the American University of Sharjah in the United
Arab Emirates. His areas of research include intercultural communication,
language and culture, global English, pragmatics, classroom research, and
curriculum design. He earned his PhD in Rhetoric and Linguistics from
Indiana University of Pennsylvania in 1998. He is currently a visiting
professor at Al-Imam Muhammad ibn Saud Islamic University in Riyadh, Saudi
Arabia.

Laila S. Dahan is an instructor in the Department of Writing Studies at the
American University of Sharjah in the United Arab Emirates. Her research
interests include global English, language and identity, cross-cultural
communication, and academic writing. She is currently writing her PhD
dissertation through the University of Exeter, UK, on the topic of language
education and identity construction among Arab university students.



Linguistic Field(s): Applied Linguistics
                    Sociolinguistics

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

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From dil at BYU.EDU  Mon Apr 25 18:08:04 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:04 -0600
Subject: Arabic-L:LING:needs feedback on Moroccan Arabic sentences
Message-ID: <MON.25.APR.2011.120804.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: needs feedback on Moroccan Arabic sentences

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Sara Phillips <saracphillips at gmail.com>
Subject: needs feedback on Moroccan Arabic sentences

Hello all,
   I'm preparing a study on focus marking in Moroccan Arabic (Darija), and I need some help from native speakers to check my stimuli.  I've composed some sentences, written in Moroccan with Latin orthography, and want to see if they are grammatical.  Many of them are strange because I am trying to use mostly words with voiced consonants that will make it easy to see the pitch movements in my recordings.  I'm aware that they are strange, but that really doesn't matter to me as long as they are something you could say in the context of a linguistic experiment.  I'd really appreciate any feedback on:

1. the grammaticality of the sentences
2. the accuracy of the translations
3. if anything is so strange that you wouldn't be able to produce the sentence fluently
4. the spellings that I'm using - I want them to be easily understandable and not reflect any marked regionalisms

  Just for context, I will be eliciting these sentences using pictures.  Participants will be trained on the names of pictures ahead of time, and then they will see a sequence of pictures with the appropriate verb and be asked a question such as "Chkon jab l3oud?" ("Who brought the lute?").  They will then answer the question based on the pictures in the display.  I'll be doing the experiment primarily in Fez, and maybe with some speakers from Casablanca, so I want to avoid any regionalisms that would be unfamiliar to those speakers. 

Here they are:

1. lweld jab l3oud
    'the boy brought the lute'
2. rrajl lkbir jab lmous jjdid f lbazar
    'the old man brought the new knife in the bazaar'
3. rrajl ssghir jab l3oud
    'the young man brought the lute'
4. lweld jab lmous lqdim
    'the boy brought the old knife'
5. lgzzar drab zzarbiya
    'the butcher hit the rug'
6. nnjjar lmaghrebi drab rrwida lkbira f zzenqa
    'the Moroccan carpenter hit the big wheel in the street'
7. nnjjar lmasri drab zzarbiya
    'the Egyptian carpenter hit the rug'
8. lgzzar drab rrwida ssghira
    'the butcher hit the little wheel'
9. lmohendis wzen lbaliza
    'the engineer weighed the suitcase'
10. lmotarjim lghlid wzen lmakina lghalia f lmatar
    'the fat translator weighed the expensive machine in the airport'
11. lmotarjim rrqiq wzen lbaliza
    'the thin translator weighed the suitcase'
12. lmohendis wzen lmakina rrkhisa
    'the engineer weighed the cheap machine'
13. jjmel 3awn ddib
    'the camel helped the wolf'
14. lbghel ddaki 3awn lfil rrmadi f jjerda
     'the smart mule helped the gray elephant in the garden'
15. lbghel lmkllkh 3awn ddib
     'the stupid mule helped the wolf'
16. jjmel 3awn lfil zreq
     'the camel helped the blue elephant'
17. l3awd jber ddrraja
     'the horse found the bicycle'
18. lkelb lbyad jber jjarida lfaziga f lwad
     'the white dog found the wet newspaper in the river bed'
19. lkelb lqehwi jber ddrraja
     'the brown dog found the bicycle'
20. l3awd jber jjarida nnachifa
     'the horses found the dry newspaper'
21. l2amir 3rd lmo3llem
     'the prince invited the teacher'
22. l3amid lmqllaq 3rd lmoghnni zz3er f l mihrajan
     'the worried dean invited the blond singer at the festival'
23. l3amid lfr7an 3rd lmo3llem
      'the happy dean invited the teacher'
24. l2amir 3rd lmoghnni ssmer
      'the prince invited the dark-skinned singer' (not sure how to translate smer appropriately in English - swarthy??)
25. ttbiba wjjedat lloz
      'the doctor prepared the almonds'
26. ttaliba lghaniya wjjedat rroz lldid f l2ardiya
      'the rich student prepared the delicious rice in the first floor'
27. ttaliba lmskina wjjedat lloz
      'the poor student prepared the almonds'
28. ttbiba wjjedat rroz lmsous
      'the doctor prepared the bland rice'
29. jjaara ba3t lbanan
      'the neighbor sold the bananas'
30. jjedda ttwila ba3t ddnjan ttayib f lmat3am
      'the tall grandmother sold the cooked aubergine in the restaurant'
31. jjedda lqsira ba3t lbanan
     'the short grandmother sold the bananas'
32. jjaara ba3t ddnjan lkhder
     'the neighbor sold the raw aubergine'
33. sserbay hezz lmagana
     'the server lifted the clock'
34. lbombi jjamil hezz lmraya ttqila f l3imara
     'the handsome fireman lifted the heavy mirror in the building'
35. lbombi lkhayb hezz lmagana
     'the ugly firefighter lifted the clock'
36. sserbay hezz lmraya lkhfifa
     'the server lifted the light mirror'
37. nnemla 3ammarat lmqraj
     'the ant filled the kettle'
38. ddjaja lbeldiya 3ammarat lbrrad lkhawi f ddar
     'the country chicken filled the empty teapot in the house'
39. ddjaja rrumiya 3ammarat lmqraj
     'the european chicken filled the kettle'  (not sure how to translate rumi versus beldi - beldi ones are brown and from the countryside, and rumi ones are white and more like the kind you'd get from industrial farms, is that right?)
40. nnemla 3ammarat lbrrad l3amr
     'the ant filled the full teapot'  (I know it doesn't make sense to fill a teapot that's already full, but that's ok as long as the grammar is correct)


Thank you very much for your help!!  Chokran bzzaf,
   Sara

Sara Phillips
saracphillips at gmail.com
Graduate Student
Department of Linguistics
The Ohio State University

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From dil at BYU.EDU  Mon Apr 25 18:08:11 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:11 -0600
Subject: Arabic-L:PEDA:Arabic Teacher Training STARTALK workshop
Message-ID: <MON.25.APR.2011.120811.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Arabic Teacher Training STARTALK workshop

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Anup Mahajan <anup.mahajan at nclrc.org>
Subject: Arabic Teacher Training STARTALK workshop

The National Capital Language Resource Center 
STARTALK 2011 teacher training workshop

Language for Language Teachers: 
Raising Awareness and Refreshing Knowledge

June 27 – July 1, 2011
The George Washington University, Washington, D.C.

Scholarships and stipends are available
Deadline for scholarship application forms: Friday April 29, 2011

DESCRIPTION
Led by Muhammad Eissa, Ph.D., University of Chicago. 
The purpose of this one-week, 40-hour, intensive summer institute is to raise the awareness of K-16 teachers of Arabic as a foreign/second language about the challenges of using the target language in the classroom and refreshing their own knowledge of structural/grammatical rules of Arabic language.  Participants will have the opportunity to reflect on their own language knowledge and the delivery styles they apply in classroom instruction.  They will examine the degree of suitability to the levels they teach and raise their own awareness of adjusting the target language use to meet the strategies of making their input comprehensible.  

By the end of the institute, teachers will have a refreshed, explicit understanding of the intricacies of the simple, yet most important, linguistic features of Arabic. They will gain an understanding of how to contextualize structure in standards-based, communication-oriented classroom instruction. 

ELIGIBILITY & ADMISSION
The program will admit a total of 24 participants and it is open to K-12 and university teachers of Arabic as a foreign/second language of all grades and levels. It is open to native and non-native speakers as well as teachers with more and less formal education in the Arabic language. 
This institute will especially be valuable to teachers of Arabic who have not had the opportunity to study Arabic language as a subject in college, or who have limited experience using Arabic as the target language in their classrooms.

Applicants will need to submit a C.V. and an application form.  The stipends will be awarded on a competitive basis.

PROGRAM AGENDA
The intensive, five-day workshop is a residential program and will be held from Monday, June 27 through Friday, July 1. It will run daily from approximately 8:00 AM to 5:00 PM. More hours will be spent in the evenings to prepare homework assignments and research. 

FEES
The tuition fee for attending the workshop is $250.  Free tuition is available, and will be handled on a case-by-case basis.

LOCATION
The institute will be held on the main campus of The George Washington University, in downtown Washington, D.C.  Out-of-town participants in need of accommodation may reside at area hotels within the vicinity of the campus.  On-campus housing may be an option.  Instructional materials, breakfast, and coffee will be provided daily.

For more information, please contact the NCLRC (attn: Mr. Anup P. Mahajan, Executive Director):
E-mail: 	        info at nclrc.org
Telephone:  	(202) 973-1086 
Web: 		http://www.nclrc.org/

There are more NCLRC teacher training summer institutes you may be interested in. For more information or to register, please contact our office or visit this link: http://nclrc.org/profdev/nclrc_inst_pres/summer_inst.html

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From dil at BYU.EDU  Mon Apr  4 19:11:56 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 4 Apr 2011 13:11:56 -0600
Subject: Arabic-L:PEDA:AALIM extends deadline
Message-ID: <MON.4.APR.2011.131156.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: AALIM extends deadline

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: Driss Cherkaoui <aalimorocco at yahoo.com>
Subject: AALIM extends deadline

AALIM EXTENDS APPLICATION DEADLINE FOR SUMMER ARABIC LANGUAGE PROGRAMS

The Arab American Language Institute in Morocco, AALIM, has decided to extend the deadline for application for intensive summer Arabic language programs to April 20, 2011. 

AALIM offers all levels of extremely high-quality, intensive Arabic language instruction, both Modern Standard Arabic and Moroccan colloquial (Darija). 

Summer 2011 programs dates are as follows:
 - May 23 through June 17 (four week program, 80 contact hours)
- May 23 through June 30 (six week program 120 contact hours)
- June 6 through July 15 (six week program 120 contact hours)
- June 6 through July 29 (eight week program 160 contact hours)
- May 23 through August 12 (240 contact hours)

All AALIM programs include lodging and 2 meals a day in addition to extensive cultural programs and outings. 
Transcripts and certificate of successful course completion.
For further information, see the AALIM website www.aalimorocco.com or email aalimorocco at yahoo.com

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From dil at BYU.EDU  Mon Apr  4 19:12:02 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 4 Apr 2011 13:12:02 -0600
Subject: Arabic-L:LING:A Python Library for Arabic Word Tagging
Message-ID: <MON.4.APR.2011.131202.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: A Python Library for Arabic Word Tagging

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: <taha_zerrouki at gawab.com>
Subject: A Python Library for Arabic Word Tagging

A new project:
http://naftawayh.sf.net

Naftawayh is a python library for Arabic word tagging (word 
classification) into types (nouns, verbs, stopwords), which is useful in 
language processing, especially for text mining. Naftawayh works 
according to the Arabic word structure, and the ability to guess the 
word class, through certain signs. For example, a word which ends Teh 
Marbuta, is a noun. Hamza Below Alef, class the word as a noun. We can 
identify many kins of words, by patterns especially for verbs in present 
tense and defined words.
Who is Naftawayh
Demo
You can try a demo on Adawat by using the word classification button
Applications

    Text mining.
    Text summarizing.
    Sentences identification.
    Grammar. analysis.
    Morphological analysis acceleration.
    Extraction of ngrams..

Files

    Python library Windows
    source code zip

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From dil at BYU.EDU  Mon Apr  4 19:11:59 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 4 Apr 2011 13:11:59 -0600
Subject: Arabic-L:PEDA:Heritage Language Teacher Workshop at UCLA
Message-ID: <MON.4.APR.2011.131159.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Heritage Language Teacher Workshop at UCLA

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: "Paul, Kathryn" <kathryn at humnet.ucla.edu>
Subject: Heritage Language Teacher Workshop at UCLA

National Heritage Language Resource Center

Please share this with your language instructors. We do have funds to help cover travel expenses for accepted participants. Thanks!
 
2011 Heritage Language
Teacher Workshop at UCLA
Workshop Dates: July 17-22, 2011 Application Deadline: May 1, 2011
Do you have students in your K-16 language classroom or community school who are home speakers of the language you are teaching, i.e. heritage learners? Consider applying for a one-week workshop in July that targets this population. You'll have a chance to collaborate with teachers from Los Angeles and across the country as you learn to design your own curriculum for classes with heritage students as well as those with both heritage and second language learners. The workshop will also address topics such as selecting appropriate materials and assessment tools for heritage learners. Workshop faculty are experts in both heritage language teaching and bridging the gap between theory and practice, making for a dynamic learning environment.
The workshop's goals are:
1. Understand the differences and similarities between L2 and HL teaching, including assessment
2. Set goals for HL instruction that differ from objectives for L2 programs 3. Design a curriculum that takes students' initial proficiencies into account. 4. Incorporate knowledge of the community including use of demographic tools in
curricular design and materials development 5. Incorporate National Foreign Language Standards and California Standards for
World Languages into teaching.
There is no charge for this workshop. A limited number of stipends will be available to cover travel & accommodations for out of state participants. Please visit NHLRC for more information and to apply.

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From dil at BYU.EDU  Mon Apr  4 19:11:54 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 4 Apr 2011 13:11:54 -0600
Subject: Arabic-L:TRANS:Translation Job for level 4 speaker
Message-ID: <MON.4.APR.2011.131154.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Translation Job for level 4 speaker

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: reposted from LINGUIST
Subject: Translation Job for level 4 speaker

University or Organization: CLP HR Constant 
Job Rank: Translator  

Specialty Areas: Translation 

Required Language(s): Arabic, Standard (arb)
                     Pashto, Central (pst) 

Description:

Linguist positions: Arabic and Pashto

Location : Herndon, Reston, McLean, Arlington, VA ( Northern Virginia Area) 

Clearance Requirements: clearance must be issued/sponsored by only of these
three agencies:  NSA, CIA and FBI.

Testing Requirements
The customer testing requirement for linguists is that they have an average
of a 4 on the language test.  The two exceptions to this rule are military
experience and CT experience. They are willing to accept a linguist with a
3+ average if they have at least 2 years experience in one of the above
categories.  Based on past history linguists on this program need at a
minimum a 3+ translation score to succeed on this program.

Approved Testing Vendors
-CLCI -  Speaking/Listening and Translation
-LLE - Speaking/Listening and Translation
-ICA - Translation only

Description:
We are seeking a skilled Linguist who has excellent translation skills. You
will be providing support to a specific translation project working with a
team of skilled linguists. 

Mandatory requirements: 
-A HS diploma and at least 2 years of higher education in addition to 4-5
years of direct related work experience is required. 
-Must provide proof of Native proficiency (Interagency Language Roundtable
skill level 4-5) in the target language in all modalities (reading,
writing, listening, speaking), and Advanced Working proficiency (ILRT 2+)
in English. Test scores must be current (within the past 12 months). 

Education: A university degree from an accredited North American or
European university is preferred but not required.

The ideal candidate should possess the following skills: 
-Capable of providing written translations of technical and non-technical
material using correct syntax and expression from the native language to
English. 
-Capable of providing the cultural, social, and ethnic context of
translations and interpretations and be able to convey this information in
a written format. 
-Good interpersonal skills and ability to interact with personnel from
diverse cultures. 

Translation: 
-Can accurately translate reports/texts in electronic and hardcopy formats
that contain facts and some abstract language, showing an ability to
capture intended implications and nuances. 
-Able to interpret accurately. Normally consecutive interpretation only is
needed, but on rare occasions some basic simultaneous interpretation may be
requested 
-Has good understanding of one or more regional dialects. 

Transcription: 
-Reviews audio and/or video materials, transcribes with high degree of
accuracy and expression. 
-Must possess excellent English-language written communication skills for
preparing reports. 
-Has good understanding of one or more regional dialects. 

Gisting/Summarizing: 
-Is able to identify and accurately summarize factual points as well as
abstract concepts. 
-Can triage documentation to isolate pertinent and nuanced information. 
-Master use of reference materials. 
-Must possess computer skills, including MS Office, to be able to produce
written translations and products, and sufficient Internet skills that will
allow basic research on the Web. 
-Must possess excellent English-language verbal communication skills for
giving briefings


Application Deadline:  (Open until filled)
	  
Email Address for Applications: clprecruiter.osovi at gmail.com 
Contact Information:
	OmiSade Sovi 
	Email: clprecruiter.osovi at gmail.com 


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From dil at BYU.EDU  Wed Apr  6 19:28:08 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 6 Apr 2011 13:28:08 -0600
Subject: Arabic-L:PEDA:Travel Advisories and Study Abroad in the ME
Message-ID: <WED.6.APR.2011.132808.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Travel Advisories and Study Abroad in the ME

-------------------------Messages-----------------------------------
1)
Date: 06 April 2011
From: Uri Horesh <uri.horesh at fandm.edu>
Subject: Travel Advisories and Study Abroad in the ME

Dear Colleagues,

Some officials in my college have recently been questioning the practice of sending students to countries such as Lebanon and Syria, citing State Department travel advisories. I would like to convince them that it is still responsible to send students to places like Beirut and Aleppo. 

Can any of you provide some brief supporting evidence that distinguished U.S.-based institutions still allow their students to travel to such countries?

Thanks in advance,
Uri

--
Uri Horesh
Director, Arabic Language Program
Modern Languages
Franklin & Marshall College
PO Box 3003
Lancaster, PA 17604-3003 

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From dil at BYU.EDU  Wed Apr  6 19:28:10 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 6 Apr 2011 13:28:10 -0600
Subject: Arabic-L:PEDA:ACTFL Needs Scholar of Syrian Arabic for Testing
 Protocol Group
Message-ID: <WED.6.APR.2011.132810.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: ACTFL Needs Scholar of Syrian Arabic for Testing Protocol Group

-------------------------Messages-----------------------------------
1)
Date: 06 April 2011
From: Michelle Paradies <mparadies at ACTFL.ORG>
Subject: ACTFL Needs Scholar of Syrian Arabic for Testing Protocol Group

[The following announcement was preceded by this e-mail message:  The American Council on the Teaching of Foreign Languages (ACTFL) is seeking a scholar of the Syrian dialect of Levantine Arabic (must be a native speaker) to participate in a work group that will be tasked with standardizing the scoring protocol for a US Government test of listening proficiency in Levantine Arabic. The workgroup will include members with expertise in the dialects/varieties of the all the areas where Levantine Arabic is spoken. We are seeking an additional representative of the Syrian dialect. Positions for those with expertise in other dialects are already filled. A complete description of the opportunity is attached. Would you be able to post it on your list-serv?]


The American Council on the Teaching of Foreign Languages (ACTFL) is seeking Levantine Arabic scholars, educators, and linguists to participate in a three-day work group in Washington DC from April 19-21, 2011.  The work will involve helping to determine passing scores on listening tests of Levantine Arabic used within the United States Government.  

Participant Qualifications:

Ideal participants will be professionally involved in the teaching of Levantine Arabic as a foreign language in a university setting, possess a PhD or equivalent, and have some familiarity with Interagency Language Roundtable Proficiency Scale.  Participants must also be able to demonstrate Advanced Professional Proficiency in Levantine Arabic and English as defined by the Interagency Language Roundtable (ILR) Skill Level Descriptions. For more information about the ILR, see www.govtilr.org/Skills/ILRscale2.htm#4.  Evidence of this proficiency may include publication of professional papers in Levantine Arabic or official results an Oral Proficiency Interview (OPI) or other recognized proficiency tests.

We expect the meetings to be full-day sessions. Participants will need to be available between 9AM ? 5PM on each day. The sessions will have strict security protocols including the surrender of all media devices such as cell phones, iPods, laptops, pagers, and the signing of nondisclosure agreements.  

Compensation:  

The consultant fee will be $400/day. Travel costs will be covered for people who do not live within a 50 mile radius of Washington, DC.  

To apply:

Please submit your resume to Michelle Paradies (mparadies at actfl.org) no later than March 31, 2011.  Resumes should include your language related experience as well as list any publications, presentations, certifications, and other significant professional achievements. It is not necessary to submit publication and presentation abstracts as separate documents.   Please include a brief cover letter if you have experience that is not included on your resume but is relevant for this opportunity.

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From dil at BYU.EDU  Wed Apr  6 19:28:14 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 6 Apr 2011 13:28:14 -0600
Subject: Arabic-L:PEDA:AMIDEAST Programs in the Arab World--New Deadline
Message-ID: <WED.6.APR.2011.132814.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: AMIDEAST Programs in the Arab World--New Deadline

-------------------------Messages-----------------------------------
1)
Date: 06 April 2011
From: Jerome Bookin-Weiner <jbookinweiner at AMIDEAST.ORG>
Subject: AMIDEAST Programs in the Arab World--New Deadline

AMIDEAST is excited to announce that the deadlines for its  academic year and fall programs in Egypt, Jordan and Morocco have been unified to match the summer program deadline of May 5, 2011.  There is a limited number of spaces still available and it is likely that one or more of the programs will be closed prior to the deadline.  Students are therefore advised to submit their applications and supporting documents as soon as possible.  Applications will be considered on a rolling basis.

AMIDEAST?s Semester and Academic Year programs include the following:

EGYPT:  Modern Standard Arabic and Egyptian Colloquial Arabic plus area studies courses in modern Middle East and North African studies and  Egyptology.  Community-Based Learning is also available as an elective course.  For full information about the Egypt programs visit http://www.amideast.org/abroad/programs/egypt-programs-abroad.

JORDAN:  Modern Standard Arabic and Jordanian Colloquial Arabic plus area studies courses in modern Middle East and North African studies.  Community-Based Learning is also available as an elective course.  For full information about the Jordan programs visit http://www.amideast.org/abroad/programs/jordan.

MOROCCO:  Modern Standard Arabic and Moroccan Colloquial Arabic plus area studies courses in modern Middle East and North African studies.  Community-Based Learning is also available as an elective course.  For full information about the Morocco programs visit http://www.amideast.org/abroad/programs/morocco.

AMIDEAST?s summer intensive Arabic programs also are available in Jordan (http://www.amideast.org/abroad/programs/jordan/summer-intensive-arabic-amman-jordan ) and Morocco (http://www.amideast.org/abroad/programs/morocco/summer-intensive-arabic-rabat).

---
Jerome B. Bookin-Weiner, PhD
Director of Study Abroad and Outreach
America-Mideast Educational and Training Services, Inc. (AMIDEAST)
1730 M Street, NW, Suite 1100
Washington, DC 20036 USA
Phone:  +1-202-776-9627
Fax:  +1-202-776-7027
Mobile: +1-410-336-0198
Email:  jbookinweiner at amideast.org
Internet:  http://www.amideast.org/abroad

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From dil at BYU.EDU  Wed Apr  6 20:06:15 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Wed, 6 Apr 2011 14:06:15 -0600
Subject: Arabic-L:PEDA:ALIN-AUC extends deadline
Message-ID: <WED.6.APR.2011.140615.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: ALIN-AUC extends deadline

-------------------------Messages-----------------------------------
1)
Date: 06 April 2011
From: Laila Al Sawi <lsawi at aucegypt.edu>
Subject: ALIN-AUC extends deadline

The Arabic Language Institute Program (ALIN) of The American University in Cairo, has decided to extend the deadlines for Fall 2011 as follows:

- Deadline for submitting the application    ? May 1

- Deadline for receiving reservation fee     ?  June 1

- Deadline for receiving full payment         ?  July 15

The Deadlines page can be found at the following link: http://www.aucegypt.edu/huss/ali/intensive/Pages/Deadlines.aspx

The ALIN homepage provides all details about the program at: http://www.aucegypt.edu/huss/ali/intensive/Pages/About.aspx

Thank you,

Laila Al-Sawi, M.A.
Director,
Arabic Language Intensive(ALIN) Program
Arabic Language Institute
The American University in Cairo
AUC Avenue
P.O. Box 74
New Cairo 11835, Egypt
tel: (202) 2615 2166

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From dil at BYU.EDU  Thu Apr  7 16:23:24 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Thu, 7 Apr 2011 10:23:24 -0600
Subject: Arabic-L:PEDA:Need expert in Arabic reading literacy (1st
 language)
Message-ID: <THU.7.APR.2011.102324.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Need expert in Arabic reading literacy (1st language)

-------------------------Messages-----------------------------------
1)
Date: 04 April 2011
From: moderator
Subject: Need expert in Arabic reading literacy (1st language)

A major research organization is pulling together a group of scholars to work on ways to improve reading literacy in third world countries, particularly Arabic speaking countries.  If you have expertise in this area and are interested in such a project, please let me (dil at byu.edu) know, and I'll get you in touch with them.
dil

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From dil at BYU.EDU  Fri Apr 15 16:04:12 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:12 -0600
Subject: Arabic-L:AD:Arab Academy Short Story Competition
Message-ID: <FRI.15.APR.2011.100412.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Arab Academy Short Story Competition

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Arab Academy <info at arabacademy.com>
Subject: Arab Academy Short Story Competition

Arab Academy announces an "International Arabic Short Story Competition" open to all those studying Arabic as a foreign language. The stories should relate to the Middle East (past or present).

Who may participate?
Students of Arabic as a Foreign Language.

When is the entry deadline?
31 May 2011

What is the objective of this competition?
To encourage non-Arabs to write about the riches of the region from their own personal vantage point so that they help their readers to better understand the diverse cultures of the Middle East.

What are the requirements?
A short story in English with a maximum of 300 words. Translating it to Arabic is an advantage.  Stories should be submitted via email to (stories at arabacademy.com) with current email address, physical address and telephone numbers.  Those stories will be immediately published on the Arab Academy blog:
arabic.arabacademy.com

Who are the jury?
** The jury are your peers.  The stories that get more comments on the Arab Academy blog wins.  (Arab Academy blog is:  arabic.arabacademy.com)
 
When will the results be announced?
15 June 2011. Winners will be notified by email.

What are the prizes?
** First Prize: 1 month of free tuition at Arab Academy in Cairo, Egypt + accommodation.
** Second Prize: 1 month of free tuition at Arab Academy in Cairo, Egypt.
** Third Prize: 6 months of free online Arabic language tuition

To learn Arabic online, please visit:
http://www.arabacademy.com/en/arabic-online/register

To register for a Arab Academy Study Abroad Program, please visit:
http://www.arabacademy.com/en/arabic-egypt/register

Best regards,
Hanan Dawah
Communications and Students Support Manager
Email: info at arabacademy.com
Tel: +20 116704021

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From dil at BYU.EDU  Fri Apr 15 16:04:16 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:16 -0600
Subject: Arabic-L:LING:Egyptian Arabic 'to laugh' query
Message-ID: <FRI.15.APR.2011.100416.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Fri 15 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Egyptian Arabic 'to laugh' query

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Farzan Zaheed <farzanzaheed at yahoo.com>
Subject: Egyptian Arabic 'to laugh' query

Interaction between Egyptian Arabic Verb meaning/pronunciation

Dear All,
I am working on a qualifying paper in Linguistics at UT Austin and writing on Egyptian Arabic verb meaning. I?ve become intrigued by the verb ?to laugh? (diHik/daHak) in the Egyptian dialect after a friend from Cairo told me that there is a difference beween the pronunciation of of the verb depending on if it is used with the meaning ?to laugh at something? or ?to trick/fool somebody?. From what I understand, for my Cairene friend, the pronunciation in is ?diHik? (with kasra vowels) when it is used to mean ?laugh? and ?daHak 3ala? (with fatHa vowels) when it is used with the meaning ?to trick or fool someone?.

I?m wondering if other native speakers on here also have the same feeling about this pronunciation difference, or if this is just my friend?s idiolect. Or has any non-native speaker noticed any difference in pronunciation along this line? I?ve seen the verb written with both kasra and fatHa vowels and have always thought that it was a sort of random variation.

I?m using capital H to mean the aspriated letter ?Haa? (the one that comes after ?geem?).

If you would prefer to send me your thoughts directly to my email, I will summarize it and send it to the list.

On another note if anyone knows any work on the distinction between FiMiL versus FaMaL Form I verb templates in Egyptian Arabic or any other variety, I?d love to know about it.

Alf Shukr!
Farzan Zaheed
PhD Student
Department of Linguistics
UT Austin

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From dil at BYU.EDU  Fri Apr 15 16:04:22 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:22 -0600
Subject: Arabic-L:AD:Gerlach Books at Abu Dhabi Book Fair
Message-ID: <FRI.15.APR.2011.100422.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Gerlach Books at Abu Dhabi Book Fair

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Gerlach Books - Middle Eastern & Islamic Studies <office at gerlach-books.de>
Subject: Gerlach Books at Abu Dhabi Book Fair

Up to 40% discount on Abu Dhabi Book Fair Returns

Until 26th April we offer exhibition copies from our stand at Abu Dhabi Book Fair (March 2011) with up to 40% discount. For more information please have a look at the title list which you can download from this site:

http://mysql.snafu.de/khg/gerlach_books/books_offers.php


Our offer:
- 25% discount for any single book
- 40% discount for orders of any 3 books or more
- plus shipping charges (surface or air mail delivery)
- plus European VAT (if applicable only)
- institutions and returning customers: delivery by open account
- first-time customers: pre-payment by bank transfer or credit card preferred
- this offer is valid until 26th April 2011 only


Looking forward to your orders.

Best regards from Berlin

(Ms) Dagmar Konrad

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From dil at BYU.EDU  Fri Apr 15 16:04:28 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:28 -0600
Subject: Arabic-L:PEDA:Study Abroad with Travel Advisories Responses
Message-ID: <FRI.15.APR.2011.100428.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Study Abroad with Travel Advisories Response
2) Subject: Study Abroad with Travel Advisories Response

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Kala Carruthers Azar <KAzar at academic-travel.com>
Subject: Study Abroad with Travel Advisories Response

Dear Uri,

CET Academic Programs is still operating it's Intensive Arabic Language & Culture Studies program in Aleppo, Syria.  While I cannot speak to the specific policies of academic institutions, I can tell you that we still have a waitlist for our Summer 2011 program.  Also, all of our students currently in Aleppo are completing the spring program.  Our students come from a variety of schools. 

Thanks,

Kala
_____________________________________________
CET Academic Programs ~ Innovators in Study Abroad Since 1982
Kala Carruthers Azar
Syria Program Manager
1920 N Street, N.W., Suite 200, Washington, D.C. 20036
Phone: 202-349-0676, 800-225-4262, ext. 7383
Fax: 202-342-0317
E-mail: kazar at academic-travel.com
Web: www.cetacademicprograms.com

--------------------------------------------------------------------------
2)
Date: 15 April 2011
From: dil parkinson <dil at byu.edu>
Subject: Study Abroad with Travel Advisories Response

BYU's program, which was scheduled to go to Cairo in the Fall,  was 'forced' by our administration to change to Jordan because of the travel advisory.  I am sure that there are many universities that are very sensitive to sending students to places with travel advisories.  The problem is that doing so sets up the university to be sued, and one of the main reasons that university lawyers exist is to protect them from being sued.  This means that the judgement of the faculty (as to whether a place is 'really' safe or not) is not really taken into consideration in questions like these: it is simply a matter of the university protecting itself from financial disaster.
dil


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From dil at BYU.EDU  Fri Apr 15 16:04:34 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:34 -0600
Subject: Arabic-L:PEDA:More info about LIteracy Project
Message-ID: <FRI.15.APR.2011.100434.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Fri 15 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: More info about LIteracy Project

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: moderator
Subject: More info about LIteracy Project

I got over thirty responses (I was expecting one or two) to my note about the Literacy project, many of them asking for more information.  I am sorry for being less than clear in the original note.  The research organization I referred to does not currently HAVE a literacy project, rather, they are planning on applying for a major grant to do one.  They asked me specifically to provide them names of scholars who have worked in the field and who would be familiar with the literature and with what has been done in this area in the past, to help advise them as they prepare their grant application.  Anyway, I forwarded the names and contact information of everyone who responded to the organization; it is likely, however, that most will not be contacted, since they were not looking for people to be involved in the project (which is what most of those responded expressed an interest in), but rather were looking for a small amount of expert consulting regarding their application.
In any case, I thank all who responded.
dil

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From dil at BYU.EDU  Fri Apr 15 16:04:30 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:30 -0600
Subject: Arabic-L:LING:New Book: Arabic Dialectology
Message-ID: <FRI.15.APR.2011.100430.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 15 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: New Book: Arabic Dialectology

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Maher Bahloul <mbahloul at aus.edu>
Subject: New Book: Arabic Dialectology

Modern Trends in Arabic Dialectology, M. Embarki & M.  
Ennaji (eds.), Trenton (USA): The Red Sea Press. (2011)


-------
Contents
Introduction
Mohamed Embarki and Moha Ennaji
vii
Part I: Theoretical and Historical Perspectives
and Methods in Arabic Dialectology
Chapter 1 : Arabic Dialects: A Discussion
Janet C. E. Watson p. 3
Chapter 2 : The Emergence of Western Arabic: A Likely Consequence of  
Creolization
Federrico Corriente p. 39
Chapter 3 : Acoustic Cues for the Classification of Arabic Dialects
Mohamed Embarki p. 47
Chapter 4 : Variation and Attitudes:
A Sociolinguistic Analysis of the Qaaf
Maher Bahloul p. 69

Part II : Eastern Arabic Dialects
Chapter 5 : Arabic Bedouin Dialects and their Classification
Judith Rosenhouse p. 97
Chapter 6 : Evolution of Expressive Structures in Egyptian Arabic
Amr Helmy Ibrahim p. 121
Chapter 7 : ?adram? Arabic Lexicon
Abdullah Hassan Al-Saqqaf p. 139

Part III: Western Arabic Dialects
Chapter 8 : Dialectal Variation in Moroccan Arabic
Moha Ennaji p. 171
Chapter 9 : Formation and Evolution of Andalusi Arabic and its
Imprint on Modern Northern Morocco
?ngeles Vicente p. 185
Chapter 10 : The Phonetic Implementation of Falling Pitch Accents
in Dialectal Maltese: A Preliminary Study
of the Intonation of Gozitan ?ebbu?i
Alexandra Vella p. 211
Index p. 239

Best regards,
Maher

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From dil at BYU.EDU  Fri Apr 15 16:04:32 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:32 -0600
Subject: Arabic-L:LING:Parallel Corpus query
Message-ID: <FRI.15.APR.2011.100432.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Parallel Corpus query

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Noha Attia <nohaattia at hotmail.com>
Subject: Parallel Corpus query

My name is Noha Attia. I am doing postgraduate research in Translation Studies at the University of Birmingham, UK. I am looking for an English-Arabic parallel corpus of audiovisual material to investigate how taboo words are treated in film dubbing or subtitling. I would like to ask you please if such corpus exists, and whether there is a parallel concordancer that can be used for this purpose. 

Many thanks and kind regards,

Noha Attia

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From dil at BYU.EDU  Fri Apr 15 16:04:20 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:20 -0600
Subject: Arabic-L:PEDA:Intensive Summer Arabic at Tufts
Message-ID: <FRI.15.APR.2011.100420.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Intensive Summer Arabic at Tufts

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: Rana Abdul-Aziz <rana.abdulaziz at gmail.com>
Subject: Intensive Summer Arabic at Tufts

Please circulate and send to all interested parties.

Thank you in advance,
Rana Abdul-Aziz

Intensive Summer Arabic Courses at Tufts University : one-year of Arabic
in 6 weeks!

(1) Elementary Arabic: ARB 01/2A

Description:
The course begins with an introduction to Modern Standard Arabic. We
start with pronunciation, script, basic grammar, and reading skills
for the first half of the course, to later developing the four
language skills: reading, writing, listening and
speaking. A communicative approach is stressed.  No previous knowledge
of Arabic language or script is required. No prerequisite.

Material covered:
"Alif Baa" and 10-12 chapters of "Al-Kitaab Part I", plus supplementary
materials.

Offered in : First session (May 25 ? July 1)
Day(s) : MTWThF
Times : 9:00 am ? 2:30 pm (with 1-hr lunch break)
Instructor : Rana Abdul-Aziz
Cost:  $4690 (for credit); $3000 (auditing) 


(2) Intermediate Arabic: ARB 03/4A

Description:
A continuation of Elementary Modern Standard Arabic. Communicative
approach with particular emphasis on active control of Arabic grammar
and vocabulary, conversation, reading, translation, and discussion of
selected texts. The course includes oral presentations and short papers
in Arabic. Prerequisite: ARB 0002 or equivalent.

Material covered:
Chapters 10-20 of "Al-Kitaab Part I" and 2 chapters of "Al-Kitaab Part
II", plus supplementary materials.

Offered in : Second session (July 5-August 12)
Day(s) : MTWThF
Times : 9:00 am ? 2:30 pm (with 1-hr lunch break)
Instructor : Fadi Jajji
Cost:  $4690 (for credit); $3000 (auditing) 

To register please visit: ase.tufts.edu/summer

For more information about courses contact:
Rana Abdul-Aziz (elementary Arabic): rana.abdul-aziz at tufts.edu
Fadi Jajji (intermediate Arabic): fadi.jajji at tufts.edu 


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From dil at BYU.EDU  Fri Apr 15 16:04:27 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:27 -0600
Subject: Arabic-L:LING:Relative Clause-Prepositional Phrase query
Message-ID: <FRI.15.APR.2011.100427.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Relative Clause-Prepositional Phrase query

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: om_qaswar om Qaswar <om_qaswar at yahoo.com>
Subject: Relative Clause-Prepositional Phrase query

Dear all,
My Thesis is about Arabic relative clauses. I understand that there is a kind of Arabic relative clauses that describes indefinte nouns; this is called the indefinite relative clauses. It is not considered by tradiditonal Arab linguists as relative clause because it does not have relative marker such as
"fi zyaarat-in lidimashq-a tastaghriq-u usbuu-an"
"on a visit to Damascus (which) lasts for a week" Rayding:324.
My question is whether we would consider the prepositional phrase in the following sentence as the same:
"rait-u rajul-an min ashab al-sultan fii al-souq"
I saw a man (who) from alsultan's friend in the market.
Thank you very much
Zainab

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From dil at BYU.EDU  Fri Apr 15 16:04:19 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:19 -0600
Subject: Arabic-L;PEDA:Intensive Summer Arabic at American University in DC
Message-ID: <FRI.15.APR.2011.100419.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Intensive Summer Arabic at American University in DC

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: George Berg <berg at american.edu>
Subject: Intensive Summer Arabic at American University in DC

2011 Summer Intensive Arabic Program at American University in Washington DC
 
The Department of Language and Foreign Studies at American University is offering three levels of Modern Standard Arabic during the summer 2011 session.  Students will have the opportunity to complete a year of academic study of Arabic in 12 weeks during the summer 2011 session. Elementary, Intermediate and Advanced Arabic courses will be offered three evenings per week for 12 weeks.  Classes begin May 16, 2011. For more information please contact the Department of Language and Foreign Studies at 202-885-2381 or lfs at american.edu.
 
ARAB-196 Intensive Elementary Arabic
Introduction to Modern Standard Arabic covering its phonology and script, its basic morphology
and syntax. The focus is on the development of the reading, speaking, listening, and writing
skills, while creating a basic vocabulary. This intensive course covers the material taught during
the fall and spring semesters.
10 credits
May 16-August 4, MWTH 5:30-9:15pm
 
ARAB-296 Intensive Intermediate Arabic
The goals of this course is to make students familiar with new elements of Modern Standard
Arabic grammar, to further develop their reading, speaking, listening, and writing skills, while
expanding the vocabulary. This intensive course covers the material taught during the fall and
spring semesters.
Prerequisite: ARAB-103 or equivalent
10 credits
May 16-August 4, MWTH 5:30-9:15pm
 
ARAB-396 Intensive Advanced Arabic
This course introduces students to more advanced Modern Standard Arabic grammar and
significantly expands their vocabulary. The focus is on solidification and improvement of the
reading, speaking, listening, and writing skills, while learning on Arab institutions, ideas, and
history. This intensive course covers the material taught during the fall and spring semesters.
Prerequisite: ARAB-203 or equivalent.
8 credits
May 16-August 4, MWTH 5:30-8:30pm
 
Best,
 
George Berg
Professor of Arabic
Department of Language and Foreign Studies
American University
LFS Building, Room B-7
202-885-2382


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From dil at BYU.EDU  Fri Apr 15 16:04:25 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Fri, 15 Apr 2011 10:04:25 -0600
Subject: Arabic-L:LING:etymology of Zaabalawi
Message-ID: <FRI.15.APR.2011.100425.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: etymology of Zaabalawi

-------------------------Messages-----------------------------------
1)
Date: 15 April 2011
From: "Al-Absy, Karima A." <KarimaAl-Absy at creighton.edu>
Subject: etymology of Zaabalawi

Some of you may be aware of a short story by Naguib Mahfouz entitled "Zaabalawi," which is about a mystic of that same name. I'm particularly interested in the etymology of the name Zaabalawi for a project I am doing.

I've heard that it can be used as a nickname or a surname, but I am curious about its origins. If anyone had any insight to share, I would be extremely grateful.

Karima Al-Absy

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From dil at BYU.EDU  Mon Apr 18 18:55:22 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 12:55:22 -0600
Subject: Arabic-L:LING:Relative Clause-Prepositional Phrase responses
Message-ID: <MON.18.APR.2011.125522.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Relative Clause-Prepositional Phrase response
2) Subject: Relative Clause-Prepositional Phrase response
3) Subject: Relative Clause-Prepositional Phrase response
4) Subject: Relative Clause-Prepositional Phrase response
5) Subject: Relative Clause-Prepositional Phrase response

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: Becky Molloy <becky at molloys.net>
Subject: Relative Clause-Prepositional Phrase response

Hi,
Yes, both are considered "???" clauses, the nouns they describe are an ??? ????? or simply ????? . Hope that helps. Best, 
Dr. Rebecca B. Molloy
Arabic Linguistics, Mideast Affairs
& Counter Terrorism Research

2 Faraway Rd
Armonk, NY 10504
rebecca at molloys.net

--------------------------------------------------------------------------
2)
Date: 18 April 2011
From: Ebtesam Mohammadi <ebtesam at aucegypt.edu>
Subject: Relative Clause-Prepositional Phrase response

if you go by Arabic linguists, it is the same:
algumal wa Ashbaah algumal ba3d elma3aarif aHwaal wa ba3d alnajiraat sifaat: Sentences and prepositional phrases are considered adverbs after definite nouns and adjectives after indefinite nouns.
it is also clear that min asHaab assultaan is describing the man.
I hope this helps
Best,
Ebtissam

--------------------------------------------------------------------------
3)
Date: 18 April 2011
From: <hwa2 at georgetown.edu>
Subject: Relative Clause-Prepositional Phrase response

Dear Zainab
Each sentences you wrote has a clause functioning as  an adjective modifying the indefinite  noun preceding it.  following the rule: " ????? ??? ??????? ???? "
Huda Al Mufti

--------------------------------------------------------------------------
4)
Date: 18 April 2011
From: <rns747 at aol.com>
Subject: Relative Clause-Prepositional Phrase response

Dear Zainab,
I wouldn't consider a prepositional phrase as a clause. The concept of "clause" used in linguistics is compatible with "jumla" or sentence in Arabic grammar. In Arabic a sentence and hence a clause is either a verbal sentence or a nominal sentence (with a subject and predicate).A prepositional phrase, even though it may function as a noun modifier, is not considered a sentence/ clause. So your example has a PP that has a similar function to a relative or adjectival clause but we can not call it so.

I hope this helps.

Best,
Reem Faraj

--------------------------------------------------------------------------
4)
Date: 18 April 2011
From: <mcredi at cloud9.net>
Subject: Relative Clause-Prepositional Phrase response

[moderator's note: unfortunately, the Arabic of Mr. Credi's message did not come through.  sorry about that.  dil]

Nowhere in the Arab grammarians study of Arabic grammar is there a  
recognition of the relative clause. The notion of relative clause as  
it is understood in other languages is unknown to the Arab  
grammarians. The technical term itself of "relative clause" does not  
exist in Arabic. The way the Arab grammarians explain this phenomenon  
is as follows: ????? ??? ??????? ???? ???? ??????? ?????. This means  
that a relative clause whose antecedent is indefinite and consequently  
does not have a relative pronoun is considered a ??? and the  
grammarians call it ???? ?????; a relative clause whose antecedent is  
definite and consequently has a relative pronoun is ??? and the  
grammarians call it ??? ???????.

Medhat Credi

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From dil at BYU.EDU  Mon Apr 18 18:55:25 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 12:55:25 -0600
Subject: Arabic-L:PEDA:Georgetown Summer Institute
Message-ID: <MON.18.APR.2011.125525.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Georgetown Summer Institute

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: Meriem Tikue <mmt43 at georgetown.edu>
Subject: Georgetown Summer Institute

Summer Arabic & Persian Language Institute 
at Georgetown University!

 http://scs.georgetown.edu/departments/29/summer-school/format/language-institutes/arabic-and-persian

2011 SUMMER SESSION DATES
1ST SESSION: JUNE 6 - JULY 8
2ND SESSION: JULY 11 - AUGUST 12

The Language Institute offers students the opportunity to acquire or master skills in reading, writing, listening, and speaking in Arabic and Persian. Language instruction is proficiency-oriented and imparts cultural experiences and knowledge. The materials used are broad-based and help students develop skills for communication. Students learn how to accomplish language tasks in formal and informal situations. Assessments reflect the model of an educated native speaker as well as proficiency (American Council for the Teaching of Foreign Language: ACTFL) guidelines.

Classes are small and students benefit from individual attention inside and outside the classroom. Experienced, dedicated, and diverse faculty use current techniques and incorporate technology-based instruction. The summer program provides real-time and on demand access to current media resources and the latest in classroom language learning technology. The Language Institute offers its students a gateway to an exceptional academic community at Georgetown University, a range of summer activities in the Summer School, and state-of-the-art language opportunities.

Arabic: A comprehensive undergraduate program of intensive and non-intensive learning in Modern Standard Arabic will last ten weeks, with courses in Basic, Intermediate and Advanced Arabic.  

Colloquial Arabic: Undergraduate course in spoken Levantine Arabic will be offered with continuation in the Second Session. This course is not open to native speakers of Arabic, heritage speakers of Arabic, or students who have completed three years or more of Arabic at Georgetown.

Persian: In cooperation with the Division of Eastern Mediterranean Languages, two Persian courses are offered at the undergraduate level. Intensive First Level Persian and Intensive Second Level Persian will be offered both sessions.

 Highlights of the program:

An intensive ten-week summer program equivalent to one full academic year of study
Intensive courses award 6 credits and Non-Intensive courses award 3 credit hours
Weekly conversation hour with free coffee and refreshments
Weekly Arabic and Persian movie screenings
Weekly calendar of cultural and other activities in Georgetown and around DC
Language lab equipped with latest classroom language learning technology
Partial Tuition Scholarships
Non-Georgetown students accepted into this Language Institute are eligible to apply for a partial tuition scholarship offered by Georgetown University (Please see http://scs.georgetown.edu/departments/29/summer-school/admissions-and-tuition.cfm). For further information and special application forms, please contact the Scholarship Coordinator, Summer School Georgetown University, 3307 M. Street, N.W., Suite #202, Washington, D.C. 20007. Tel: (202) 687-8700.

Institute Director: Dr. Belkacem Baccouche
Assistant Director: Ms. Meriem Tikue

For questions, please contact Ms. Meriem Tikue at mmt43 at georgetown.edu or 202-687-2735.
-- 
Department of Arabic and Islamic Studies
Georgetown University, 200 Poulton Hall
Washington, DC 20007
p: 202.687.5743
f: 202.687.7971
http://arabic.georgetown.edu

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From dil at BYU.EDU  Mon Apr 18 18:55:26 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 12:55:26 -0600
Subject: Arabic-L:PEDA:Study Abroad Programs in Places with State
 Department Warnings
Message-ID: <MON.18.APR.2011.125526.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 18 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Study Abroad Programs in Places with State Department Warnings

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: nagwa hedayet <nhedayet at yahoo.com>
Subject: Study Abroad Programs in Places with State Department Warnings

Thank you Dil for your message on this issue. I hope that some of our colleagues in the USA had listened to AUC president, Dr. L. Anderson, on CNN interview yesterday about the situation in Egypt now and her view about it in the recent future. Then it will be as we say : "shahida shaahidonn min ahliha".
Some US universities are courageous and hence support their students in their zeal to understand the world better and live history by joining it but can one understands what you said as well.
 
We at Hedayet Institute for Arabic Studies have few students now studying for the Spring since Mar.( some of them are through FLAS) but we have received many applictions for the two summer short terms starting on June 12th and Jul 24th seven wks each. Many parents called us to enquire for their children and most of them let their kids apply. I praise highly parents who support their children to live their global era and forget about some of their own personl experience:) not in a place that will transfer them into a number in their records of course.
It is definitely the time to share and enjoy with the revolutionary young Egyptians -who have become wiser now by being patient to watch their demands being achieved- the moment of victory over corruption and fear.
 
Cheers from om ed doniya. Hope to welcome you soon:)
 
Nagwa
 
Nagwa Hedayet, PhD.
Director
Hedayet Institute for Arabic Studies
34, Rd. no. 106, Hadaayeq el Maadi
Cairo-Egypt
www.hedayetinstitute.com

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From dil at BYU.EDU  Mon Apr 18 18:55:31 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 12:55:31 -0600
Subject: Arabic-L:LING:'to laugh' responses
Message-ID: <MON.18.APR.2011.125531.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 18 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: 'to laugh' response
2) Subject: 'to laugh' response
3) Subject: 'to laugh' response
4) Subject: 'to laugh' response

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: Rabih Zbib <rabih at alum.mit.edu>
Subject: 'to laugh' response

Farzan,

In Levantine Arabic, 'diHik' is typically used for 'laugh', and 'tdaHHak 3ala' for trick/fool someone. 

Rabih Zbib

--------------------------------------------------------------------------
2)
Date: 18 April 2011
From: Mona Hegazy <mona.hegazy at gmail.com>
Subject: 'to laugh' response

Hello Frazan, 

I think this FatHa/ Kasra depends on the region in Egypt and does not give a different meaning to the verb.

Kind regards,
Mona Hegazy 

--------------------------------------------------------------------------
3)
Date: 18 April 2011
From: Nesrine Basheer <n.basheer at gmail.com>
Subject: 'to laugh' response

Hi Farzan,
 
As a Cairene Arabic native speaker, I use diHik (kasra) for both:
diHikna keteer (we laughed a lot)
diHik 3aleeh (tricked him)
I've also heard daHak with tricking and not with laughing. However, I'd say that not everyone does this. For me, certain classed use the fatHa distinction. In soap operas, for instance, a factory worker or a cafe owner would say 'daHak 3aleeh'.
 
Best,
 
Nesrine 

--------------------------------------------------------------------------
4)
Date: 18 April 2011
From: Yaser Al-Onaizan <onaizan2000 at yahoo.com>
Subject: 'to laugh' response

'm a native speaker of Arabic (central region of Saudi Arabia). we do have many senses of dhaHak including:

1. To laugh at something or someone.

2. To trick someone.

3. To joke with someone ( dhaHak ma').

They are all pronounced the same way. You just have to figure it out from the context.

Yaser


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From dil at BYU.EDU  Mon Apr 18 19:06:17 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 18 Apr 2011 13:06:17 -0600
Subject: Arabic-L:PEDA:Faculty Research Assistant Job U of Maryland
Message-ID: <MON.18.APR.2011.130617.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 18 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Faculty Research Assistant Job U of Maryland

-------------------------Messages-----------------------------------
1)
Date: 18 April 2011
From: reposted from LINGUIST
Subject: Faculty Research Assistant Job U of Maryland

University or Organization: University of Maryland 
Department: National Foreign Language Center
Job Location: Maryland, USA 
Web Address: http://www.nflc.org
Job Rank: Faculty Research Assistant  

Specialty Areas: Language Acquisition 

Required Language(s): Arabic, Standard (arb)
                     Chinese, Mandarin (cmn) 
                     Korean (kor) 
                     Russian (rus) 
                     Swahili (swh) 
                     Turkish (tur) 

Description:

Title:  Faculty Research Assistant
Functional Title:  Assistant Director - Second Language Acquisition
Position Number:  113957
Category Status:  03-Faculty-Non-Tenured, Term Contract

Position Summary/Purpose of Position: 
This position's primary role will be to work on project-related assignments
as do all other faculty but with the additional responsibility of
overseeing SLA resource allocation across projects and ensuring the quality
of each FRA's work.

Position Responsibilities:
-  Work on funded projects as a senior Subject Matter Expert (SME) in SLA.
-  Help manage NFLC FRAs by efficiently allocating resources to projects,
anticipating future/upcoming SLA resource requirements, tracking levels of
effort across projects, and approving all timesheets, leave forms, and
other administrative requirements.
-  Identify areas of research central to NFLC mission and contact external
resources as necessary to support NFLC research goals.
-  Attend conferences, workshops, seminars, etc to learn more about the use
of technology in L2 learning and teaching.
-  Support the NFLC's new business development team in the identification
of potential sources of funding and in the writing of business & grant
proposals.

Minimum Qualifications: 

Education:
-  Required Master's in SLA, Linguistics, TESOL, Educational Technology, or
related field

Experience:
-  Web-based/online foreign language (or EF/SL) materials development
-  Foreign language (or EF/SL) teaching online and/or in a classroom setting
-  2+ years experience leading or managing a project or unit

Preferences: 

Education: 
-  PhD in SLA, Linguistics, TESOL, Educational Technology, or related field 

Experience: 
-  translation and/or interpretation foreign language (or EF/SL) assessment 

KSAs: 
-  Best practices in distance & blended learning 
-  Use of Web 2.0 tools 
-  Proficiency in a foreign language, preferably a less commonly taught
language (e.g., Arabic, Chinese,Korean, Dari, Pashto, Russian, Turkish,
Swahili, etc)   

To Apply: 
Visit the application URL below

The University of Maryland is an equal opportunity/affirmative action
employer. Women and minorities are especially encouraged to apply.


Application Deadline: 15-May-2011 
Mailing Address for Applications:
	Business Services Specialist Teri Schuler 
	University of Maryland/National Foreign Language Center 
	5700 Rivertech Ct., Ste. 250 
	Riverdale, MD 20737 
	USA  
Web Address for Applications: http://jobs.umd.edu/applicants/Central?quickFind=54089 
Contact Information:
	Teri Schuler 
	Email: tschuler at nflc.org 
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From dil at BYU.EDU  Mon Apr 25 18:08:00 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:00 -0600
Subject: Arabic-L:LING:to laugh
Message-ID: <MON.25.APR.2011.120800.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: to laugh
2) Subject: to laugh
3) Subject: to laugh

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Nizar Habash <habash at ccls.columbia.edu>
Subject: to laugh

Hi -- just wanted to put my 2 cents in:

I think the source of the question is about the possible similarity between DiHik/DaHak and 
xirib/xarab fall_apart/destroy (unaccusative/causitive which is also intransitive/transitive). 
Unlike xirib/xarab, DiHik/DaHak are (sub)dialectal phonological variants. Both are intransitive.
The  "to fool" sense is expressed with a different sub-categorization frame requiring a second argument 
expressed as object of preposition EalaY.  

Nizar Habash

--------------------------------------------------------------------------
2)
Date: 25 April 2011
From:  rehab eldeeb <r_eldeeb at aucegypt.edu>
Subject: to laugh

Dear Farzan ,
that's Rehab  El Deeb !!! hope you are fine .
About the verb diHik versus daHak , this is only the difference in pronunciation between Cairo and Alexandria and some northern cities ; it doesn't change the meaning . I say : diHik  to mean to laugh and when I add the preposition 3ala to be diHik 3ala   someone as an expression then it will mean to fool someone . the short voweling of the verb itself is a variation only .
About the other verb you asked about , I actually did not understand what you mean with it  . pleased to be of any help.

--------------------------------------------------------------------------
3)
Date: 25 April 2011
From:  Farzan Zaheed <farzanzaheed at yahoo.com>
Subject: to laugh

Thanks you all for responding to my query about the variation in pronunciation of diHik/daHak. From the responses it seem that the verb is pronounced mostly with a kasrah. Sometimes it is pronounced with a fatHa by certain speakers from Alexandria. However, speakers report being consistent in their pronunciation whether the meaning is 'to laugh' or 'to trick.'

Shukran
Farzan Zaheed.

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From dil at BYU.EDU  Mon Apr 25 18:08:06 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:06 -0600
Subject: Arabic-L:LIT:Colloquium at Georgetown: Tents in the Desert,
 April 28-29
Message-ID: <MON.25.APR.2011.120806.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: Colloquium at Georgetown: Tents in the Desert, April 28-29

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Meriem Tikue <mmt43 at georgetown.edu>
Subject: Colloquium at Georgetown: Tents in the Desert, April 28-29

The Department of Arabic & Islamic Studies at Georgetown University has the pleasure to invite you to its inaugural colloquium on modern Arabic literature, to be held on April 28-29, 2011. The colloquium will focus on the literary production of contemporary Libyan author Ibrahim al-Koni. 

In addition to the author himself, a number of international scholars and translators will present their expertise during panel presentations as well as public readings of the author's work. All events are free and open to the public; the program can be found on the following website:
http://arabic.georgetown.edu/colloquium/home/

We look forward to welcoming you at our event!
Sincerely,

Elliott Colla 

Chair, Department of Arabic and Islamic Studies

Georgetown University

Poulton Hall 200
1437 37th St., NW
Washington, DC 20057


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From dil at BYU.EDU  Mon Apr 25 18:07:58 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:07:58 -0600
Subject: Arabic-L:LING:needs corpus of syntactically ambiguous Arabic
 sentences
Message-ID: <MON.25.APR.2011.120758.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: needs corpus of syntactically ambiguous Arabic sentences

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: alsabba1 at ILLINOIS.EDU
Subject: needs corpus of syntactically ambiguous Arabic sentences

Dear All, 

I'm a grad student at the UIUC especially interested in the phonological processing of 
syntactically ambiguous standard Arabic sentences. I wonder whether there is a 
corpus of syntactically ambiguous Standard Arabic Sentences that I can work on; 
that is, a corpus which focuses on attachment and dependency syntactic 
ambiguities.

Whether the corpus is available through corpus resources such as LDC and ELRA or 
it is compiled by a research for the purposes of a relevant earlier study, it will be 
helpful. Documentation is guaranteed in both cases. 

I look forward to hearing from you.

Sincerely,

Rania Al-Sabbagh
Graduate Student

4080 Foreign Language Building 
707 S Mathews Avenue, 
Urbana, IL 61801
(217) 398-0488

Beckman Institute of Science and Technology, UIUC
405 North Mathews Avenue
Urbana, IL 61801
(217) 244-1176

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From dil at BYU.EDU  Mon Apr 25 18:08:12 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:12 -0600
Subject: Arabic-L:LING:Relative Clause-Prepositional Phrase responses
Message-ID: <MON.25.APR.2011.120812.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject: Relative Clause-Prepositional Phrase responses

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: <mcredi at cloud9.net>
Subject: Relative Clause-Prepositional Phrase responses

[the Arabic script was wrecked on his previous post, so he has reposted with transliteration--dil]

For the benefit of the reader, let me transliterate the Arabic text

Nowhere in the Arab grammarians study of Arabic grammar is there a  
recognition of the relative clause. The notion of relative clause as  
it is understood in other languages is unknown to the Arab  
grammarians. The technical term itself of "relative clause" does not  
exist in Arabic. The way the Arab grammarians explain this phenomenon  
is as follows: "al-jumal bacda al-nakiraat sifaat wa-bacda al-macaarif  
ahwaal". This means that a relative clause whose antecedent is  
indefinite and consequently does not have a relative pronoun is  
considered "a sifa" and the grammarians call it "jumlat al-sifa"; a  
relative clause whose antecedent is definite and consequently has a  
relative pronoun is "haal" and the grammarians call it "silat  
al-mawsuul".

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From dil at BYU.EDU  Mon Apr 25 18:08:08 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:08 -0600
Subject: Arabic-L:LING:History of Arabic Language book or syllabus for
 course query
Message-ID: <MON.25.APR.2011.120808.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: History of Arabic Language book or syllabus for course query

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Maher Bahloul <mbahloul at aus.edu>
Subject: History of Arabic Language book or syllabus for course query

I am wondering if you know of a textbook or a syllabus of a course related to the history of the Arabic language? Very much appreciated!
Maher

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From dil at BYU.EDU  Mon Apr 25 18:08:15 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:15 -0600
Subject: Arabic-L:LING:New Book:Global English and Arabic
Message-ID: <MON.25.APR.2011.120815.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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-------------------------Directory------------------------------------

1) Subject: New Book:Global English and Arabic

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: reposted from LINGUIST
Subject: New Book:Global English and Arabic

Title: Global English and Arabic
Subtitle: Issues of Language, Culture, and Identity
Series Title: Contemporary Studies in Descriptive Linguistics - Vol. 31

Publication Year: 2011
Publisher: Peter Lang AG
          http://www.peterlang.com

Editor: Ahmad Al-Issa
Editor: Laila S. Dahan

Paperback: ISBN:  9783034302937 Pages: 379 Price: U.S. $ 79.95
Paperback: ISBN:  9783034302937 Pages: 379 Price: U.K. ? 46.00
Paperback: ISBN:  9783034302937 Pages: 379 Price: Europe EURO 51.10 Comment: for Germany EURO 54.70, for Austria EURO 56.20 (incl. VAT)


Abstract:

This volume contains selected chapters from researchers and scholars
concerning global English in the Arab world. It brings a new perspective to
the phenomenon of global English as today's lingua franca by focusing on an
area of the world that is troubled by the spread of English. The book goes
to the heart of a linguistic dilemma: the impact of global English on the
Arabic language, Arab culture, and identity. New empirical evidence and
insights into this problem are presented by a variety of researchers. The
majority raise concerns about the long-term viability of Modern Standard
Arabic in the face of global English. In light of the ever-expanding growth
of global English, this book gives voice to the worries of people in the
Arab world about maintaining their language, culture, and identity.

Contents: Ahmad Al-Issa/Laila S. Dahan: Global English and Endangered
Arabic in the United Arab Emirates - Salah Troudi/Adel Jendli: Emirati
Students' Experiences of English as a Medium of Instruction - Lynne Ronesi:
Who Am I as an Arab English Speaker? Perspectives from Female University
Students in the United Arab Emirates - Fatima Badry: Appropriating English:
Languages in Identity Construction in the United Arab Emirates - Hassan R.
Abdel-Jawad/Adel S. Abu Radwan: The Status of English in Institutions of
Higher Education in Oman: Sultan Qaboos University as a Model - Silvia
Pessoa/Mohanalakshmi Rajakumar: The Impact of English-medium Higher
Education: The Case of Qatar - Fatma Faisal Saad Said: ?Ahyaanan I text in
English 'ashaan it's ashal ?: Language Crisis or Linguistic Development?
The Case of How Gulf Arabs Perceive the Future of their Language, Culture,
and Identity - Elizabeth S. Buckner: The Growth of English Language
Learning in Morocco: Culture, Class, and Status Competition - Raghda El
Essawi: Arabic in Latin Script in Egypt: Who Uses It and Why? - Anissa
Daoudi: Computer-mediated Communication: The Emergence of e-Arabic in the
Arab World - John Andrew Morrow/Barbara Castleton: The Impact of Global
English on the Arabic Language: The Loss of the Allah Lexicon - Nadine
Sinno: Navigating Linguistic Imperialism, Cultural Hybridity, and Language
Pedagogy.

Ahmad Al-Issa is an Associate Professor of English and Linguistics in the
Department of English at the American University of Sharjah in the United
Arab Emirates. His areas of research include intercultural communication,
language and culture, global English, pragmatics, classroom research, and
curriculum design. He earned his PhD in Rhetoric and Linguistics from
Indiana University of Pennsylvania in 1998. He is currently a visiting
professor at Al-Imam Muhammad ibn Saud Islamic University in Riyadh, Saudi
Arabia.

Laila S. Dahan is an instructor in the Department of Writing Studies at the
American University of Sharjah in the United Arab Emirates. Her research
interests include global English, language and identity, cross-cultural
communication, and academic writing. She is currently writing her PhD
dissertation through the University of Exeter, UK, on the topic of language
education and identity construction among Arab university students.



Linguistic Field(s): Applied Linguistics
                    Sociolinguistics

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

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From dil at BYU.EDU  Mon Apr 25 18:08:04 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:04 -0600
Subject: Arabic-L:LING:needs feedback on Moroccan Arabic sentences
Message-ID: <MON.25.APR.2011.120804.0600.ARABICL@LISTSERV.BYU.EDU>

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1) Subject: needs feedback on Moroccan Arabic sentences

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Sara Phillips <saracphillips at gmail.com>
Subject: needs feedback on Moroccan Arabic sentences

Hello all,
   I'm preparing a study on focus marking in Moroccan Arabic (Darija), and I need some help from native speakers to check my stimuli.  I've composed some sentences, written in Moroccan with Latin orthography, and want to see if they are grammatical.  Many of them are strange because I am trying to use mostly words with voiced consonants that will make it easy to see the pitch movements in my recordings.  I'm aware that they are strange, but that really doesn't matter to me as long as they are something you could say in the context of a linguistic experiment.  I'd really appreciate any feedback on:

1. the grammaticality of the sentences
2. the accuracy of the translations
3. if anything is so strange that you wouldn't be able to produce the sentence fluently
4. the spellings that I'm using - I want them to be easily understandable and not reflect any marked regionalisms

  Just for context, I will be eliciting these sentences using pictures.  Participants will be trained on the names of pictures ahead of time, and then they will see a sequence of pictures with the appropriate verb and be asked a question such as "Chkon jab l3oud?" ("Who brought the lute?").  They will then answer the question based on the pictures in the display.  I'll be doing the experiment primarily in Fez, and maybe with some speakers from Casablanca, so I want to avoid any regionalisms that would be unfamiliar to those speakers. 

Here they are:

1. lweld jab l3oud
    'the boy brought the lute'
2. rrajl lkbir jab lmous jjdid f lbazar
    'the old man brought the new knife in the bazaar'
3. rrajl ssghir jab l3oud
    'the young man brought the lute'
4. lweld jab lmous lqdim
    'the boy brought the old knife'
5. lgzzar drab zzarbiya
    'the butcher hit the rug'
6. nnjjar lmaghrebi drab rrwida lkbira f zzenqa
    'the Moroccan carpenter hit the big wheel in the street'
7. nnjjar lmasri drab zzarbiya
    'the Egyptian carpenter hit the rug'
8. lgzzar drab rrwida ssghira
    'the butcher hit the little wheel'
9. lmohendis wzen lbaliza
    'the engineer weighed the suitcase'
10. lmotarjim lghlid wzen lmakina lghalia f lmatar
    'the fat translator weighed the expensive machine in the airport'
11. lmotarjim rrqiq wzen lbaliza
    'the thin translator weighed the suitcase'
12. lmohendis wzen lmakina rrkhisa
    'the engineer weighed the cheap machine'
13. jjmel 3awn ddib
    'the camel helped the wolf'
14. lbghel ddaki 3awn lfil rrmadi f jjerda
     'the smart mule helped the gray elephant in the garden'
15. lbghel lmkllkh 3awn ddib
     'the stupid mule helped the wolf'
16. jjmel 3awn lfil zreq
     'the camel helped the blue elephant'
17. l3awd jber ddrraja
     'the horse found the bicycle'
18. lkelb lbyad jber jjarida lfaziga f lwad
     'the white dog found the wet newspaper in the river bed'
19. lkelb lqehwi jber ddrraja
     'the brown dog found the bicycle'
20. l3awd jber jjarida nnachifa
     'the horses found the dry newspaper'
21. l2amir 3rd lmo3llem
     'the prince invited the teacher'
22. l3amid lmqllaq 3rd lmoghnni zz3er f l mihrajan
     'the worried dean invited the blond singer at the festival'
23. l3amid lfr7an 3rd lmo3llem
      'the happy dean invited the teacher'
24. l2amir 3rd lmoghnni ssmer
      'the prince invited the dark-skinned singer' (not sure how to translate smer appropriately in English - swarthy??)
25. ttbiba wjjedat lloz
      'the doctor prepared the almonds'
26. ttaliba lghaniya wjjedat rroz lldid f l2ardiya
      'the rich student prepared the delicious rice in the first floor'
27. ttaliba lmskina wjjedat lloz
      'the poor student prepared the almonds'
28. ttbiba wjjedat rroz lmsous
      'the doctor prepared the bland rice'
29. jjaara ba3t lbanan
      'the neighbor sold the bananas'
30. jjedda ttwila ba3t ddnjan ttayib f lmat3am
      'the tall grandmother sold the cooked aubergine in the restaurant'
31. jjedda lqsira ba3t lbanan
     'the short grandmother sold the bananas'
32. jjaara ba3t ddnjan lkhder
     'the neighbor sold the raw aubergine'
33. sserbay hezz lmagana
     'the server lifted the clock'
34. lbombi jjamil hezz lmraya ttqila f l3imara
     'the handsome fireman lifted the heavy mirror in the building'
35. lbombi lkhayb hezz lmagana
     'the ugly firefighter lifted the clock'
36. sserbay hezz lmraya lkhfifa
     'the server lifted the light mirror'
37. nnemla 3ammarat lmqraj
     'the ant filled the kettle'
38. ddjaja lbeldiya 3ammarat lbrrad lkhawi f ddar
     'the country chicken filled the empty teapot in the house'
39. ddjaja rrumiya 3ammarat lmqraj
     'the european chicken filled the kettle'  (not sure how to translate rumi versus beldi - beldi ones are brown and from the countryside, and rumi ones are white and more like the kind you'd get from industrial farms, is that right?)
40. nnemla 3ammarat lbrrad l3amr
     'the ant filled the full teapot'  (I know it doesn't make sense to fill a teapot that's already full, but that's ok as long as the grammar is correct)


Thank you very much for your help!!  Chokran bzzaf,
   Sara

Sara Phillips
saracphillips at gmail.com
Graduate Student
Department of Linguistics
The Ohio State University

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From dil at BYU.EDU  Mon Apr 25 18:08:11 2011
From: dil at BYU.EDU (Dilworth Parkinson)
Date: Mon, 25 Apr 2011 12:08:11 -0600
Subject: Arabic-L:PEDA:Arabic Teacher Training STARTALK workshop
Message-ID: <MON.25.APR.2011.120811.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Mon 25 April 2011
Moderator: Dilworth Parkinson <dil at byu.edu>
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1) Subject: Arabic Teacher Training STARTALK workshop

-------------------------Messages-----------------------------------
1)
Date: 25 April 2011
From: Anup Mahajan <anup.mahajan at nclrc.org>
Subject: Arabic Teacher Training STARTALK workshop

The National Capital Language Resource Center 
STARTALK 2011 teacher training workshop

Language for Language Teachers: 
Raising Awareness and Refreshing Knowledge

June 27 ? July 1, 2011
The George Washington University, Washington, D.C.

Scholarships and stipends are available
Deadline for scholarship application forms: Friday April 29, 2011

DESCRIPTION
Led by Muhammad Eissa, Ph.D., University of Chicago. 
The purpose of this one-week, 40-hour, intensive summer institute is to raise the awareness of K-16 teachers of Arabic as a foreign/second language about the challenges of using the target language in the classroom and refreshing their own knowledge of structural/grammatical rules of Arabic language.  Participants will have the opportunity to reflect on their own language knowledge and the delivery styles they apply in classroom instruction.  They will examine the degree of suitability to the levels they teach and raise their own awareness of adjusting the target language use to meet the strategies of making their input comprehensible.  

By the end of the institute, teachers will have a refreshed, explicit understanding of the intricacies of the simple, yet most important, linguistic features of Arabic. They will gain an understanding of how to contextualize structure in standards-based, communication-oriented classroom instruction. 

ELIGIBILITY & ADMISSION
The program will admit a total of 24 participants and it is open to K-12 and university teachers of Arabic as a foreign/second language of all grades and levels. It is open to native and non-native speakers as well as teachers with more and less formal education in the Arabic language. 
This institute will especially be valuable to teachers of Arabic who have not had the opportunity to study Arabic language as a subject in college, or who have limited experience using Arabic as the target language in their classrooms.

Applicants will need to submit a C.V. and an application form.  The stipends will be awarded on a competitive basis.

PROGRAM AGENDA
The intensive, five-day workshop is a residential program and will be held from Monday, June 27 through Friday, July 1. It will run daily from approximately 8:00 AM to 5:00 PM. More hours will be spent in the evenings to prepare homework assignments and research. 

FEES
The tuition fee for attending the workshop is $250.  Free tuition is available, and will be handled on a case-by-case basis.

LOCATION
The institute will be held on the main campus of The George Washington University, in downtown Washington, D.C.  Out-of-town participants in need of accommodation may reside at area hotels within the vicinity of the campus.  On-campus housing may be an option.  Instructional materials, breakfast, and coffee will be provided daily.

For more information, please contact the NCLRC (attn: Mr. Anup P. Mahajan, Executive Director):
E-mail: 	        info at nclrc.org
Telephone:  	(202) 973-1086 
Web: 		http://www.nclrc.org/

There are more NCLRC teacher training summer institutes you may be interested in. For more information or to register, please contact our office or visit this link: http://nclrc.org/profdev/nclrc_inst_pres/summer_inst.html

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