From dilworthparkinson at GMAIL.COM  Wed Apr  3 23:02:27 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Wed, 3 Apr 2013 17:02:27 -0600
Subject: Arabic-L:GEN:Farouk Mustafa
Message-ID: <WED.3.APR.2013.170227.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 03 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Farouk Mustafa

-------------------------Messages-----------------------------------
1)
Date: 03 Apr 2013
From: "Fred M. Donner" <pdqb at uchicago.edu>
Subject:Farouk Mustafa

Dear Friends and Colleagues,
I write with the very sad news that our beloved friend and colleague Dr.
Farouk Mustafa died early this morning.  He was for almost forty years the
mainstay of our Arabic teaching program at Chicago, and life here will not
be the same without his dedicated teaching and larger-than-life presence.
We offer our condolences to his wife and fellow Lecturer in Arabic, Kay
Heikkinen.

Best wishes
Fred Donner
Director, Center for Middle Eastern Studies
The University of Chicago

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:10 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:10 -0600
Subject: Arabic-l:PEDA:INLAC Study Abroad Programs, Morocco
Message-ID: <THU.4.APR.2013.095510.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:INLAC Study Abroad Programs, Morocco

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Fatima Sadiqi <sadiqi_fatima at yahoo.fr>
Subject:INLAC Study Abroad Programs, Morocco

Dear Colleague,

I am pleased to let you know that the International Institute for Languages
and Cultures (INLAC), co-founded by Fatima Sadiqi and Moha Ennaji, has now
a website: www.inlac.netthat you can visit and circulate to interested
students, scholars involved in Study Abroad programs, and intercultural
institutions. INLAC is a private institute which is accredited by the
Moroccan Ministry of Education. It welcomes students from top American and
European universities and offers a combination of courses, think
thanks, and homestay in a unique environment. INLAC is located in the
twelve centuries old Medina of Fez which boasts the oldest university in
the Islamic world. As such, the Institute combines the quality of courses
with the essence of the place. Alongside the credit courses, the Institute
brings together academics, theologians, politicians, and social activists
to discuss the urgent issues of our time. These range from new divinities,
the
 inter-religious, the inter-cultural to conflict resolutions, youth
concerns, gender, development, human rights, social justice and much more.

INLAC is proud to be a beacon of cross-cultural understanding that fits
very well with what Fez , an ancestral Islamic city, stands for. The
Institute does not only teach students but it seeks to break ignorance and
taboo through immersing them in the insights and wisdom of the great 14th
century scholars like Maimonides, Aurillac, and Ibn Khaldun who, although
coming from different horizons and religions, inhabited Fez and worked
together.

Should you need any complementary information, please don't hesitate to
contact me.

www.inlac.net

Fatima Sadiqi
Senior Professor of Linguistics and Gender Studies (MA, PhD)

Co-Founder of the International Institute for Languages and Cultures
(INLAC), Fez, Morocco  www.inlac.net
Director of the Isis Center for Women and Development
UN Gender Expert
President of the National Union of Women's Organizations www.nuwo.org
www.fatimasadiqi.on.ma

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:52 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:52 -0600
Subject: Arabic-L:LING:Needs tagged Arabic corpus
Message-ID: <THU.4.APR.2013.095552.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs tagged Arabic corpus

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:meryeme hadni meryeme.hadni86 at hotmail.com
Subject:Needs tagged Arabic corpus

[moderator's note: my French is terrible, so if my heading is wrong,
forgive me-dil]

je m'appelle Hadni meryeme, je suis doctorante. mon sujet de recherche
"l'indexation des documents arabes".
j'ai besoin d'un corpus arabe etiqueté , est ce que vous pouvez m'aidez .

Cordialement HADNI Meryeme.

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:37 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:37 -0600
Subject: Arabic-L:LING:Looking for Arabic Homophones
Message-ID: <THU.4.APR.2013.095537.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Looking for Arabic Homophones

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:sattar izwaini <sattarumist at yahoo.co.uk>
Subject:Looking for Arabic Homophones

Hello

I am looking for examples of homophones in Arabic, i.e. two words with
unrelated meanings and different spellings but same pronunciation.


Best
Sattar izwaini


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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:50 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:50 -0600
Subject: Arabic-L:LING:dialect question words thanks
Message-ID: <THU.4.APR.2013.095550.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:dialect question words thanks

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:"Rasha K." <lingrash at yahoo.co.uk>
Subject:dialect question words thanks

Dear colleagues,

Thanks to all of you (and specially to David Wilmsen) for your responses
regarding the interrogatives in the Arabic dialects. I will compile a list
of them and share with you, but in the meantime, I also found the following
website which you may find useful.  Although it has few mistakes, it's very
informative about a good variety of Arabic dialects.

http://terpconnect.umd.edu/~nlynn/AVIA/Level3/emirati/e_default.htm


All the best,
Rasha Soliman
University of Manchester

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:28 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:28 -0600
Subject: Arabic-L:LING:CEC-TAL'13 Deadline Extended
Message-ID: <THU.4.APR.2013.095528.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:CEC-TAL'13 Deadline Extended

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Wajdi Zaghouani <wajdiuqam at yahoo.com>
Subject:CEC-TAL'13 Deadline Extended

DEADLINE EXTENDED: CEC-TAL'13

International Colloquium for students Researchers in Natural Language
Processing and its Applications
September 6th, 2013, Montreal, Canada

https://www.qatar.cmu.edu/~wajdiz/cec-tal/call%20fo%20paper.htm


Important Dates

Submission Deadline : May 5th 2013  23:59 (EST Time)

Notification: 15 June 2013

Camera Ready due : 12 July 2013

Conference : September 6th 2013


Send your conference related questions to :
zaghouani.wajdi at courrier.uqam.ca

Call for papers

The first Colloquium for Students Researchers in Natural Language
Processing and its Applications (CEC-TAL'13).

The first colloquium for Students Researchers in Natural Language
Processing and its Applications (CEC-TAL'13) will be held in Montreal
on September 6th 2013.

The goal of this colloquium is to bring together researchers from related
disciplines (language resources development, analysis and generation,
natural language processing and NLP application) and experts from industry
and companies that deploy extraction methods and knowledge management to
provide quality work and to exchange and fertilize new ideas.

Types of communication

Authors are invited to submit two types of communications:

1) Articles presenting original research.

2) Articles presenting a point of view on the state of research in NLP,
based on a solid experience in the field.

3) Articles presenting a dissertation ongoing work.

Accepted papers will be presented as an oral communication.

Communication (in English or French) will be for 20 minutes, followed by 10
minute for questions.

Terms of submission

Articles should be submitted in Pdf format only without a mention of the
author (s) or its affiliate and will absolutely use the format available at:


LATEX
http://www.qatar.cmu.edu/~wajdiz/cec-tal/cectal2013-latex.rar

Microsoft Word
http://www.qatar.cmu.edu/~wajdiz/cec-tal/FormatCEC-TAL.doc

Submissions that do not exceed 4 pages will be considered as short papers.
Submissions between 4 and 8 pages will be considered as long papers.

Articles must be submitted by EasyChair :

https://www.easychair.org/conferences/?conf=cectal13
Selection criteria


Authors must be PhD student(s), Master student(s) or young doctor(s) who
defended their thesis within the last three years.

Authors are invited to submit original research that has not been published
previously. Submissions will be reviewed by at least two experts in the
field. We considered in particular:

  - The importance and originality of the contribution.
  - Correcting the scientific and technical content.
  - Critical discussion of the results, particularly in relation to other
  work in the field.
  - The status of work in the context of international research.
  - The organization and clarity of presentation.
  - The adequacy of the conference themes.

Selected papers will be published in the conference proceedings. Following
the opinion of the program, presentations will be made only in oral form.

Terms of publication

Authors of accepted papers will subsequently be invited to submit their
articles for publication in the Proceedings of CEC-TAL'13.

Authors can write their articles in both official languages of Canada
(English or French).


Program committee

 Mona Diab (George Washington University)
 Lyne Da Sylva (University of Montreal)
 Philippe Langlais (University of Montreal)
 Guy Lapalme (University of Montreal)
 Marie Claude L'Homme (University of Montreal)
 Abdelaati Hawwari (Columbia University)
 Houda Bouamor (Carnegie Mellon University)
 Lamia Hadrich Belguith (University of Sfax-Tunisia)
 Nadi Tomeh (Columbia University)
 Bilel Gargouri (University of Sfax-Tunisia)
 Maher Jaoua (University of Sfax-Tunisia)
 Faiez Gargouri (University of Sfax-Tunisia)
 Mariem Ellouze Khemakhem (University of Sfax-Tunisia)
 Abdelmajid Ben Hamadou (University of Sfax-Tunisia)
 Ludovic Jean-Louis (University of Montreal)
 Asma Ben Abacha (CRP Henri Tudor, Luxembourg )
 Wajdi Zaghouani (Carnegie Mellon University)
 Adel Jebali (Concordia University)
 Fatiha Sadat (UQAM)
 Mohamed Mahdi Boudabous (University of Safx-Tinisia)
 Rahma Sallemi (University of Safx-Tinisia)
 Béatrice Arnulphy (IRSIA)

-- 
Wajdi Zaghouani
Research Associate
Carnegie Mellon University-Qatar, Education City
PO Box 24866, Doha, Qatar
Office: CMU-Q 1210, Phone: (+974) 4454

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:31 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:31 -0600
Subject: Arabic-L:LING:New Book: Inscriptional Evidence of Pre-Islamic
 Classical Arabic
Message-ID: <THU.4.APR.2013.095531.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:New Book: Inscriptional Evidence of Pre-Islamic Classical Arabic

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Saad Abulhab <saad at ARABETICS.COM>
Subject:New Book: Inscriptional Evidence of Pre-Islamic Classical Arabic

New book release:

Inscriptional Evidence of Pre-Islamic Classical Arabic: Selected Readings
in the Nabataean, Musnad, and Akkadian Inscriptions (ISBN: 9780984984336)

 Google link:
http://books.google.com/books?id=r3SsGB336osC&lpg=PP1&pg=PP1#v=onepage&q&f=false

 Below is a full text link from the introduction presenting a new reading
of the ʿEn ʿAvdat Nabataen inscription (1st century),  which contained the
only inscriptional evidence found of a pre-Islamic Classical Arabic poem:


http://arabetics.com/public/html/Ayn_Abdat/Ayn_Abdat_Inscription_English.pdf

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:05 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:05 -0600
Subject: Arabic-L:LING:dialect question words corrections
Message-ID: <THU.4.APR.2013.095505.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:dialect question words corrections

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Taoufiq Ben Amor <tb46 at columbia.edu>
Subject:dialect question words corrections

Dear Jonathan,

Thank you for the post. A few corrections, if I may:

آش not ش and in some dialects outside of Tunis شنهو، وشيّة، واشي, etc.
وقتاش not وقتيش and same for قدّاش
وين and فين
علاش and لواش
شكون (made up of آش يكون) has another variant منهو (clearly من هو) and also
changes pronouns.
I never heard أيّ used in any Tunisian dialect. What is used instead is آنا
with an attached pronoun to have for example آناهو، آناهي، آناهم, etc.
I have not heard هل used for a yes/no question in any Tunisian dialect. It
is used in rare expressions such as يا هل ترى, an educated version of يا
لندرى.

Best,

t ben amor

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:48 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:48 -0600
Subject: Arabic-L:GEN:thanks for Farouk Mustafa post
Message-ID: <THU.4.APR.2013.095548.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:thanks for Farouk Mustafa post

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Sane Yagi <saneyagi at gmail.com>
Subject:thanks for Farouk Mustafa post

Thanks, Dr. Fred Donner, for informing the List. May God shower Dr. Farouk
Mustafa with mercy and kindness, and may his soul rest in peace. My
condolences to his family and colleagues.

Sane Yagi

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:14 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:14 -0600
Subject: Arabic-L:LING:etymology of zalameh
Message-ID: <THU.4.APR.2013.095514.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:tymology of zalameh

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:salem aweiss <salema52 at yahoo.com>
Subject:tymology of zalameh

Greetings
As a verb the meaning carries a negative connotation "e.g., to make a
mistake" and is also used to mean "something meager or scanty, as in a gift"
It is used in several forms with the same meaning     زَلَمَة  َزلْمة
زُلْمة
with the meaning of "exterior appearance" and "looks like a slave' as well
as "man-foot passenger', and 'the one that has the status and appearance of
a slave"
in the Qur'an: the plural is used as: أزلام   meaning "idols'
إنّما الأنصاب والأزلام رجس من عمل الشيطان فاجتنبوه

In addition, it is used to mean "wattle of sheep and goats'

the form "azlam" is used to describe someone having the ear slit and
hanging (I don't know whether this has anything to do with "slaves')

As for the letter "Z" as it appears in Hebrew: the letter is the seventh
letter of the alphabet and in Syriac it means "a weapon" which this letter
resembles in form in all the more ancient alphabets (as a numeral it
denotes 7).
In Arabic there are two letters which answer to this : dh and dz. when this
letter corresponds to the former, it becomes in Aramaen "d", when to "dz"
it is retained as "dz".
also "dh" and "dz" are interchanged amongst themselves.

hope this helps

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:02 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:02 -0600
Subject: Arabic-L:GEN:more books for sale/donation
Message-ID: <THU.4.APR.2013.095502.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:more books for sale/donation

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Gary Garrison garyku44 at yahoo.com
Subject:more books for sale/donation

I'm attaching below some additional books that surfaced in yet another box.


Gratefully,
Gary

- مجلة مجمع اللغة العربية
الجزء ٤٣، ١٩٧٩
الجزء ٤٤، ١٩٧٩

محاضر الجلسات، دور ٣٧، ١٩٧٠-١٩٧١، ١٩٧٢
دور ٣٨، ١٩٧١-١٩٧٢، ١٩٧٢

البحوث و المحاضرات، دور ٣٢، ١٩٦٥-١٩٦٦، ١٩٦٦

مجموعة المصطلحات العلمية و الفنية، المجلد ٢٣، ١٩٨١

المعجم الوسيط، الجزء الثاني، الطبعة الثانية، ١٩٧٣

 (١٩٧٥ ،(كتاب في اصول اللغة، الجزء الثاني، (القرارات مندور ٣٥ الى دور ٤١

كتاب الالفاظ و الاساليب، دور ٣٥ - دور٤١، ١٩٧٧

معجم الفيزيقا النووية و الالكترونيا، ١٩٧٤

اللغة العربية بين حماتها و خصومها، انور الجندي، n.d.

تجديد العربية
بحيث تصبح وافية بمطالب العلوم و الفنون
اسماعيل مظهر، n.d.

المرجع في تعريب المصطلحات العلمية و الفنية و الهندسية، حسن حسين فهمي، ١٩٦١

الامثال العامية، احمد تيمور باشا، ١٩٧٠

L'Academie Arabe de Damas et le Probleme de la Modernisation de la Langue
Arab
Rached Hamzaoui, Brill, 1965

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:19 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:19 -0600
Subject: Arabic-L:LING:LINGUIST review of Subjunctive Mood Book
Message-ID: <THU.4.APR.2013.095519.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:LINGUIST review of Subjunctive Mood Book

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:reposted from LINGUIST
Subject:LINGUIST review of Subjunctive Mood Book

AUTHOR: Arik Sadan
TITLE: The Subjunctive Mood in Arabic Grammatical Thought
SERIES TITLE: Studies in Semitic Languages and Linguistics
PUBLISHER: Brill
YEAR: 2012

REVIEWER: Dinha Tobiya Gorgis, Defense Language Institute Foreign Language
Center (DLIFLC)

SUMMARY
This book, a revised and abbreviated English version of the author’s M.A.
and
Ph.D. dissertations, treats one of the most controversial issues in Arabic
grammar, viz. the subjunctive mood in the verbal system of Classical Arabic
(CA). The other two moods associated with the imperfective verb, the
indicative and the jussive, are treated as options or alternatives to the
subjunctive according to various opinions attributed to mainly medieval Arab
grammarians. So the whole book is an elaborate overview and critical review
of
what particles require the following imperfective verb to be assigned the
subjunctive mood or otherwise.

The author divides his work into a preface and eleven chapters, followed by
a
discussion and conclusion, a bibliography, two appendices and three indexes.
Each of the first nine chapters, all structured alike, presents one
particle,
whether bound or free morpheme. The particles, termed as either primary or
secondary, are generally believed to determine the form of the following
imperfective verb, sometimes called operators. The majority of medieval Arab
grammarians’ examples, notably those of the Basra and Kufic schools, are
taken
from spoken varieties of the Bedouins, the Qur’an, ancient Arabic poetry and
very much less on Prophet Mohammad’s speeches, i.e. ḥadīth.

Chapter One, ‘AN (pp. 1-35), is devoted to the primary particle ‘an, which
syntactically Sībawayhi and a host of grammarians consider al-aamil
(operator)
that induces the following imperfective verb to take the subjunctive mood,
e.g. qarrara ‘an yaktuba risaalatan li’ummihi ‘He decided to write a letter
to
his mother’, where the final a (a diacritic called fatHa) in the verb
yaktuba
is this mood marker. Such use expresses futurity. However, most grammarians
argue that ‘an following verbs denoting fear and desire is followed by a
verb
in the subjunctive mood (this ‘an being referred to as ‘an al-xafeefa),
whereas ‘an after verbs denoting certain knowledge is followed by a verb in
the indicative mood (this ‘an being referred to as ‘an al-muxaffafa). As for
‘an after verbs denoting doubt, it can be followed by a verb in the
subjunctive or indicative mood (see pp. 29, 34-35). Still, “numerous
examples,
many of which are introduced by the grammarians themselves, in which the
mood
of the verb following ‘an is not as expected according to the grammarians’
own
rules” (p. 35) are attested as deviations.

Chapter Two, LAN (pp. 37-58), introduces the second primary particle, namely
lan. This is also called an operator with some functions similar to ‘an. But
unlike ‘an, which I regard as a complementizer in generative terms, lan is a
negator of the following imperfective verb with a future meaning, e.g. lan
‘adxula l-maktabata ‘I won’t enter the library’, where the final fatHa in
the
verb is the subjunctive mood marker. The jussive mood is possible, but it is
believed to be “due to poetic license” (p. 57).  Except for its disputable
etymology, this particle “has not been widely discussed by either
grammarians
or modern scholars. One of the reasons seems to be that the common way of
speech requires the following verb in [the subjunctive]” (p. 57).

Chapter Three, KAY (pp. 59-77), discusses another important particle
(operator), viz. kay and its free variant likay (generally meaning ‘in order
to’) and their two corresponding negative forms, kaylaa and likaylaa, e.g.
saafara kay/likay yukmila diraasatahu ‘He traveled in order to continue his
studies’. The general rule dictates that we should assign a fatHa, the
subjunctive mood marker, to the imperfective verb word-finally.

Chapter Four, ‘ḎAN (pp. 79-109), presents conflicting opinions about the
identity of the particle ‘iḏan, also spelt with tanween (nunation).
Disagreements concern not only its two spellings, but also “its definition,
the necessary conditions for its influence on the following verb, [and] its
etymology” (p. 107), among other things. Although the author proposes that
this particle “was originally used as an adverb meaning ‘therefore’ or
‘well’
with no syntactic effect” (p. 107), he admits that it can fulfill two
different roles: that of adverb and operator.

Chapter Five, ‘AW (pp. 112-125), is devoted to the particle ‘aw, basically a
conjunction meaning ‘or’. Sadan, however, states that “[all] grammarians
emphasize that in most sentence types in which ‘aw is followed by a verb in
[the subjunctive], it denotes a meaning other than ‘or’” (p.111). In certain
syntactic configurations, and with semantic similarities/dissimilarities,
‘aw
may have meanings such as ‘unless’ and ‘in order to’; lines of poetry and
Qur’anic verses are offered to support the argument. In the author’s words:
“in most examples in this chapter the meaning of ‘aw followed by [an
imperfective verb in the subjunctive mood] is indeed [‘illaa ‘an] (p.117).

Chapter Six, FA- (pp.127-171), which Sadan admits is “quite lengthy and
involved” (pp.127-171), is devoted to another conjunct, viz. fa- , because
“[the] mood of the imperfect verb following  fa- is one of the most complex
subjects in Arabic syntax” (p. 170). A number of semantic and syntactic
reasons, including modality (a term which the author does not mention
explicitly), are documented, especially those offered by Sībawayhi and
al-Farrā’, where the former’s presentation is described as “more systematic”
than the latter’s and hence more widely circulated and accepted by later
grammarians.

Chapter Seven,WA- (pp. 173-195), handles the question of wa- when “it
denotes
a meaning other than ‘and’” (p. 174) and thus functioning as an operator
which
induces the following imperfective verb to take the subjunctive mood in a
similar fashion to the preceding conjuncts. And as before, Sadan explores
the
ideas of Sībawayhi, al-Farrā’, other grammarians and those found in
secondary
sources (kept in that order) for the sake of comparison. Although it is said
that “[the] mood of the imperfect verb following wa- has received
considerably
less attention than the mood of the verb following fa-'' (p. 194), yet it
remains to say that both conjuncts can function as operators “in the same
syntactic environments” (p. 195).

Chapter Eight, ῌATTᾹ (pp. 197-248), is concerned with the subjunctive mood
of
the imperfective verb following the particle ḥattā, bearing in mind that it
can be followed by a verb in the indicative mood as well, in addition to
being
used as a preposition followed by a noun or an adverb meaning ‘finally’ (see
p. 248) and as a conjunction meaning ‘and’ or an adverb meaning ‘even’. One
may also add to this list the fact that it can be a discourse marker
functioning as an empty category in sentence-initial position. Other
meanings,
such as ‘so…that’ and ‘such…that’, are additionally reported in the
literature
(see p. 217). Due to its multifunctional nature, arguments and
counter-arguments are expected among grammarians, whether medieval or later,
especially between Sībawayhi and al-Farrā’ and their supporters. And this is
what the author tries to demonstrate using ample examples from various
sources.

Chapter Nine, LI- (pp. 249-270), is the final chapter that deals with
another
particle, namely lī- and its four variants, which most grammarians reduce to
two while only three are said to be dealt with by Sībawayhi (see p. 249).
Apart from the two variations in pronunciation, all analyses are generally
semantically-oriented. Sībawayhi, however, “maintains that the verb
following
lī- is [in the subjunctive mood] not due to its direct effect but to [a
suppressed] ‘an” (p. 266). This is the claim made by the Basrians, whereas
the
Kufic school believes lī- to be an operator; that is, it has a direct effect
on the following imperfective verb and hence assigning the subjunctive mood
to
it (p. 267).

Chapter Ten, FREE NAṢB (pp. 271-282), traces the tradition of assigning the
subjunctive mood to an imperfective verb in the absence of an operator and
hence the word “FREE” in the title of the chapter. Sadan refers to some rare
instances whereby the mood of the associated verb is accounted for in terms
of
a suppressed ‘an residing in the speaker’s mind, perhaps due to poetic
license
as justified by Sībawayhi, for example, in two places in his work (see p.
271). The majority of grammarians, past and present, are of the view that
the
mood of the verb must be the indicative, not the subjunctive; rarity cannot
be
the rule (p. 282).

Chapter Eleven, THE POSSIBLE INTERCHANGEABILITY OF RAF’ AND NAṢB (pp.
283-290), covers the possibility of assigning the subjunctive or indicative
mood interchangeably to the verb following the conjuncts ‘aw, fa- and wa-
and
their pertinent meanings. The Kufic school maintains that meaning remains
stable irrespective of mood; their evidence comes from Qur’anic verses. The
Basrians, on the other hand, defend their position in saying that each mood
conveys a different meaning (see p. 290).

The last six pages (291-296) which round out the book’s whole argument under
the title “DISCUSSION AND CONCLUSION” (pp. 291-296). These pages summarize
the
differences in approach between early grammarians, especially Sībawayhi and
al-Farrā’, and later ones. Dialectal differences and historical developments
in CA are reiterated; the Old Iraqi School, mainly represented by Kufic
thought, is once more brought up. In the end, the speaker’s intention cannot
be ignored in any grammatical analysis.

EVALUATION
Let me start from the bottom line: the book is without any doubt an
excellent
piece of work that took the author a decade to complete. This book, like
Saliha’s (2010) dissertation, which is written in Arabic, is a worm’s eye
view
of the “subjunctive” mood overview/review of the verb in CA.

As any book is far from perfection, a number of remarks ought to be made
here.
First of all, I am not happy with the title of the book; it is intriguing. I
wish the generic word Arabic was converted into CA so that an average reader
would be aware of what variety of Arabic is intended right from the start.
Alternatively, the author could have included discussions related to Modern
Standard Arabic (MSA) in order to give a more comprehensive picture. For
example, textbook writers introducing MSA to non-native speakers do not
distinguish between case such as ‘accusative’, assigned to nouns, and the
corresponding mood, e.g. subjunctive, assigned to verbs. Like all Arab
grammarians, ancient and modern, only one grammatical term is given for both
case and mood, viz. manṣūb, and this is what instructors erroneously teach
at
the American DLIFLC (Defense Language Institute Foreign Language Center),
for
example, right now, whereas Sadan does make the correct distinction but
without a comment about such confusion. He is, however, to be thanked for
clarification.

Secondly, footnoting as well as cross-referencing is overused; the reader is
disrupted now and then, especially with the overused “See”, to the extent
that
one loses focus and interest to go on reading smoothly. An average reader in
particular is likely to get bored; s/he will have to leave out what might be
called ‘redundancies’.

Four more issues are worth noting: (1) some explanations are not supported
by
examples (see, for example, pp. 156-157); (2) examples in Arabic script are
so
rare (but see chapter 4); (3) transcription that is intended as phonetic
representation that should not start with Roman capital letters as if we
were
starting an English sentence; and (4) the inclusion of tribal variations in
pronunciation is unnecessary for the purpose of generalizations; a few
instances do not count that much in accounting for any grammatical system.

Last but not least, the only lexical mistake which I found is the word
“literary” (p. 316 line 10), which ought to be ‘literally’; otherwise, the
production quality is an amazing.

REFERENCES
Saliha, Amal Mahmood. 2010. Operators inducing the subjunctive mood in the
imperfective verb as documented in the book of Saḥīḥ al-Bukhāri (in Arabic):
An applied syntactic study. Unpublished M.A. dissertation. Ghazza Strip:
Islamic University. Retrieved on 4 Feb. 2013:
http://library.iugaza.edu.ps/thesis/93709.pdf

ABOUT THE REVIEWER
Dinha Gorgis is a former professor of linguistics who has taught at a number
of Arab universities since 1973 and is currently an Assistant Professor of
Arabic at DLIFLC in Monterey, California. He is also ex-editor-in-chief of
Sayyab Translation Journal, published in London, and a reviewer on the
editorial board of linguistik, The Linguistic Journal, and Glossa. He has
reviewed for the LINGUIST List and for eLanguage. His most recent
contribution
is: “Academies of the Arabic Language and the Standardization of Arabic.
Encyclopedia of Applied Linguistics, ed. Chapelle, C. A. Oxford, UK:
Wiley-Blackwell, 2012.

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:45 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:45 -0600
Subject: Arabic-L:GEN:Christian Contribution to Arab Renaissance
 Conference Program
Message-ID: <THU.4.APR.2013.095545.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:Christian Contribution to Arab Renaissance Conference Program

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Aram Society for Syro-Mesopotamian Studies aram at orinst.ox.ac.uk
Subject:Christian Contribution to Arab Renaissance Conference Program

ARAM Society for Syro-Mesopotamian Studies:
Thirty Seventh International Conference

Christian Contribution to Arab Renaissance


Programme



MONDAY, JULY 15, 2013

(Venue: The Oriental Institute, Pusey Lane)


Chairperson: ????????????????????????????????????????????????????????????

09:00-09:50
??????????????????????????????????????????????????????????????????
09:50-10:40 Dr. Paola Pizzo (University G. d’Annunzio, Chieti, Italy)
“Nāṡīf al-Yāzijī: his fortune in East and West at the beginning of the
Arab Renaissance.”

10:30-11:00 Tea/Coffee

11:00-11:50 Ms. Rana Issa (PhD candidate at UIO, Norway)
“Bible translation and modernization of the Arabic language in the 19th
century.”
11:50-12:40 Dr. David Grafton (Lutheran Theological Seminary in
Philadelphia): “The 1865 so-called Van Dyck Arab translation of the Bible:
Contribution to 19th century textual criticism of the New Testament.”

12:40-13:00 Lunch
15:00-15:30 Tea/coffee

Chairperson:
??????????????????????????????????????????????????????????????????

15:30-16:20 Dr. Marco Demichelis (University of Turin)
“Kalām viewpoints in F. Anṭūn vs. M. ‘Abduh’s debate on Secularization.
God’s absolutism and Islām irrationality as cornerstones of the Orientalist
Arab-Christian thought during the Nahḍa.”
16:20-17:10 Dr. Samir Khalil (St Joseph University - Beirut)
“La contribution de Germanos Farhat à la Renaissance Arabe.”
17:10-18:00 Dr. Shafiq Abouzayd (University of Oxford)
“The Maronite contribution to the preservation of Arabic language during
the Ottoman period.”


TUESDAY, JULY 16, 2013

(Venue: The Oriental Institute, Pusey Lane)


Chairperson: ??????????????????????????????????????????????????????????

09:00-09:50 Dr. Abjar Bakhou (Baylor University)
 “Subject to be defined.”
09:50-10:40 Rev. Željko Paša, SJ (Pontificium Istitutum Orientale, Roma)
“The Concept of God’s Trinity in the ‘Kitāb farāᵓid al-fawāᵓid fī uṣūl
ad-dīn wa-l-ᶜaqāᵓid” of ᶜAḇdīšūᶜ bar Brīḳā’.”

10:30-11:00 Tea/Coffee

11:00-11:50 Dr. Paolo Maggiolini (Luspio University, Rome)
“Tradition and Modernity. The Melkite Catholic Church from the late Ottoman
Empire until the Mandate system in the Middle East.”
11:50-12:40 Dr. Ioana Feodorov (Rumanian Academy, Bucharest)
“Beginnings of Arabic Printing in Ottoman Syria (1706-1711): the Romanians’
part in Patriarch Athanasios Dabbās’s achievements.”

12:40-13:00 Lunch

Chairperson:
???????????????????????????????????????????????????????????????????

15:00-15:30 Tea/coffee

15:30-16:20 Dr. Anas Soufan (Geneva University)
“Syrian architectural Modernity between Ottomanism and Arabism?”
16:20-17:10 Dr. Carsten Walbiner (Birzeit University, Palestine)
“Ilyas Basil Faraj – a Lebanese protagonist of the Nahda in Jerusalem.”
17:10-18:00 Dr. Geoffrey Roper (London)
“The Arabic press in Malta, 1825-1842: its influence on the 19th century
Arab renaissance.”
19:00-22:00 Banquet

WEDNESDAY, JULY 17, 2013

(Venue: The Oriental Institute, Pusey Lane)


Chairperson: Dr. Carsten Walbiner (Birzeit University, Palestine)

09:00-09:50 Dr. Mahmoud O. Haddad (University of Balamand)
 “The role of the Christian clergy in the 19th century: religious and
scientific.”
09:50-10:40 Dr. Hilary Kilpatrick (Lausanne - Switzerland)
“What were the aims of Christian writers of the 17th and early 18th
century?”

10:30-11:00 Tea/Coffee

11:00-11:50 Dr. Hayat Bualuan (American University of Beirut)
“Contribution of 18th Century Christian Historians of Bilad al Sham to the
Arab Renaissance.”
11:50-12:40 Dr. Souad Slim (Balamand University - Lebanon)
“The role of the Greek Orthodox in the starting of the civil society in
Bilad al-Sham and in confirming Arab identity.”
12:40-13:00 Lunch

Chairperson:
?????????????????????????????????????????????????????????????????

15:00-15:30 Tea/coffee

15:30-16:20 Dr. Abjar Bahkou (Baylor University, Waco, Texas)
 “Jurji Zaydan: Activist and reformer of the Arabic language and
literature.”
16:20-17:10
???????????????????????????????????????????????????????????????????????
17:10-18:00
??????????????????????????????????????????????????????????????????????


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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:21 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:21 -0600
Subject: Arabic-L:TRANS:Wikipedia on 'spam'
Message-ID: <THU.4.APR.2013.095521.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:Wikipedia on 'spam'

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Saqer Almarri <saqer.almarri at gmail.com>
Subject:Wikipedia on 'spam'

I'd like to point out that the Arabic Wikipedia is often a great source for
recent computing terminology, not only the Wikipedia articles but also the
MediaWiki interface which is available in Arabic.

The Arabic Wikipedia article for "spam" is سخام:
https://ar.wikipedia.org/wiki/%D8%B3%D8%AE%D8%A7%D9%85_(%D8%A5%D9%86%D8%AA%D8%B1%D9%86%D8%AA)

The Wikiproject that aims to report and get rid of spam from the Wikipedia
has a page in Arabic too:
https://ar.wikipedia.org/wiki/%D9%88%D9%8A%D9%83%D9%8A%D8%A8%D9%8A%D8%AF%D9%8A%D8%A7:%D8%B3%D8%AE%D8%A7%D9%85

The Arabeyes Technical Dictionary (freely downloadable btw) gives سخام for
spam: http://wiki.arabeyes.org/techdict:Spam

Might I also point that the term seems fantastic, although not immediately
intuitive ("spam" isn't either): the metaphor works well. Soot being an
unwanted substance, just like "bad/annoying email" is an unwanted email.

Saqer

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:40 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:40 -0600
Subject: Arabic-L:PEDA:Needs studies relating vocab to proficiency levels
Message-ID: <THU.4.APR.2013.095540.0600.ARABICL@LISTSERV.BYU.EDU>

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Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:Needs studies relating vocab to proficiency levels

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:"Familiar, Laila H" <laila at austin.utexas.edu>
Subject:Needs studies relating vocab to proficiency levels

Dear colleagues,

I am looking for studies that have researched the Arabic proficiency levels
(ACTFL or CEFR) from the standpoint of vocabulary frequency and type of
lexical forms expected to be known by learners of AFL at each proficiency
level.

Whether the statistical research is based on Parkinson's corpus, other
Arabic corpora, or the frequency dictionary published by Buckwalter &
Parkinson, I would like to know if there is an estimated number of lexical
forms and/or a vocabulary frequency list expected to be known by learners
of AFL at each proficiency level.

You help is much appreciated.

Laila Familiar
Lecturer of Arabic
The University of Texas at Austin

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:17 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:17 -0600
Subject: Arabic-L:PEDA:Assessment of Learning Objectives
Message-ID: <THU.4.APR.2013.095517.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
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Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:Assessment of Learning Objectives

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Sohaib Sandhu <sohaibsandhu at hotmail.com>
Subject:Assessment of Learning Objectives

Hi Meriem,
There are quite a few points in your original question:
1) I would like to know how you assess the extent to which each
studentreaches the Intended Learning Objectives of each of your courses.
My question in return would be which skill or aspects of knowledge are you
referring to?
I'll assume you are talking about the language skills, e.g. reading,
writing, listening and speaking.
The next level below is the detail (or learning objective).
If you want to monitor, assess, or have the students self-assess the
learning objectives, you need some basis. Let's call it a Framework or set
of rating scales.
A useful tool worth looking at may be the Common European Framework (CEFR).
My understanding is that it has been used for Arabic language assessment.
I found a few useful links which may be worth looking into:
http://www.fhss.uaeu.ac.ae/linguistics/docs/Mari_Mar_CEFR.pdf
http://www.live-language.com/Arabic/common-european-framework-of-levels.htmlMost
of
us if not all use different methods to assess their students:quizzes,
homework, presentations, exams, essays, etc etc. but how do weknow whether
or not each individual student has reached the objectives wehave stated in
the syllabi or not?
The way you can help yourself ascertain whether an objective has been
reached, is to create descriptors or narratives linked to the objective.
You also need a test that is linked to the objective. Identify what you
want to test, then create a way of testing/assessing for this. You can then
ascertain how close or far the student is from the objective you were
testing for.
 How can assessing ILO's be done?
I've partly answered this above.
Before you create a test, or wish to assess a student, ask yourself what
objective you are testing. Then decide on a task that tests that objective.
You then need to decide on descriptors which describe how well someone has
done.
A common measure of language ability:
The CEFR could potentially be used to compare Arabic courses across the
world. It's worth taking a closer look at, as work has already been carried
out on this.
The CEFR has already been adapted to assess Arabic. I would suggest you get
your university to invite the CEFR people to come and give you a workshop.
In fact it could benefit the whole Arabic teaching, learning and assessment
community.
Here's a link you through which you could possibly get some help and
contacts:
http://www.eaquals.org/cefr/
Hope this helps
best regards,
Sohaib
Sohaib Sandhu (London/Madinah)Affiliation: University of BristolEFL
Lecturer and Assessment SpecialistLanguage Proficiency ExaminerTaibah
UniversityMadinahSaudi ArabiaMobile: 050 497 2035www.sohaibsandhu.com

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:54:54 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:54:54 -0600
Subject: Arabic-L:LING:International Conference on Linguistics (ICL):
 Petra, Jordan
Message-ID: <THU.4.APR.2013.095454.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:International Conference on Linguistics (ICL): Petra, Jordan

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:reposted from LINGUIST
Subject:International Conference on Linguistics (ICL): Petra, Jordan

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

Call Deadline: 21-Jul-2013

Meeting Description:

International Conference on Linguistics (ICL): Petra I
19-21 November, 2013, Petra - Ma’an - Jordan
Organized by: Al- Hussein Bin Talal University (Ma’an - Jordan)

Keynote Speakers:

Hamida Demirdache (University of Nantes - France)
Abbas Benmamoun (University of Illinois Urbana-Champagne, USA)
Basil Hatim (AUS - United Arab Emirates)

Conference Registration Fees:

Early registration: 100$ (covering transportation from airport to Petra
hotels (230km))
Late registration: 130$
Participants from Jordan: 50$

Call for Papers:

We invite abstract submissions for oral or poster presentations devoted to
English, French and Arabic languages. We aim to bring together researchers
working on these or related languages from various theoretical approaches
and to provide an open forum in order to explore current linguistic issues
and linguistic methodologies. The major research areas that the conference
seeks to cover include the following:

- Phonology
- Morphology
- Syntax
- Semantics
- Pragmatics
- Language variation
- Language acquisition
- Text Linguistics
- Psycholinguistics

We encourage contributions explicitly addressing interdisciplinary issues -
e.g. syntax-semantics, semantics-pragmatics, morpho-syntax,
phonology-syntax/semantics and theoretical-psycholinguistics.

Abstract Submission Guidelines:

- Only electronic submissions are considered.
- All abstracts must be in (MS Word) or (PDF) format and an abstract should
be no more than one page in length. Examples and references can be given on
a second page.
- Two copies of the abstract must be sent as email attachment. One copy
should be anonymous.
- The main body of the text of the abstract should be followed by three to
five keywords.
- The subject line of the email message to which the two copies of the
abstract are attached should contain: Surname. ICL abstract. The body of
the message should contain the following information: title of the
abstract, full name, affiliation, contact telephone number, and the email
address (if different from the address in the email header).
- Selected papers will be published in a special issue of AHU Journal.

Languages of the conference for both oral presentations (30 (20+10)
minutes) and poster presentations are English, Arabic and French.

Abstract Formatting Guidelines:

- Line spacing: 1
- All margins: 2.5 cm
- Text alignment: Justified
- Title, name and affiliation: Times New Roman, 14 pt, bold, and centered
- Body text: Times New Roman, 12 pt.
- Paragraphs: should be indented

Important Dates:

Deadline for abstract submission: 21 July 2013
Notification of acceptance: 20 August 2013
Conference dates: 19-21 November 2013

Abstracts for oral presentation must be sent to: ical.petra1 at gmail.com
Abstracts for poster presentation must be sent to: iclposters at gmail.com

For enquiries, please contact:

malkawi1 at gmail.com
renad_a at yahoo.com
mamdouh_ahu at yahoo.co.uk

Scientific Committee:

Ur Shlonsky, Hagit Borer, Alain Rouveret, Usama Soltan, Orin Percus,
Nicolas Guilliot, Ali Tifriti, Basil Hatim, Hamida Demirdache, Edit Doron,
Ali Idrissi, Martin Salzmann, Sabrina Bendjaballah, Lina Choueiri, Alain
Kihm, Jean Lowenstamm, Elabbas Benmamoun, Jean Pierre Angoujard. Chris
Reintges, Hamid Ouali, Laurie Tuller, Bilal Al-Adaileh, Olivier Crouzet,
Anwar Abu-Swalem

Organizing Committee:

Mohammed Nawafleh (vice president), Ghalib Al-Shawish, Naser Athamneh,
Anwar Abu-Swalem, Nouman Malkawi, Renad Abaddi, Mamdouh Ayed Alenazy, Ahmad
Al-Saidat, Shehada Suleiman, Bilal Abu Rakhyah, Hmoud Al-Rahawi, Mansour
Al-kfaween and Khaled Masa’feh

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:13:59 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:13:59 -0600
Subject: Arabic-L:NYU STARTALK Teacher Training
Message-ID: <TUE.9.APR.2013.101359.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:NYU STARTALK Teacher Training

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Milena V Savova milena.savova at nyu.edu
Subject:NYU STARTALK Teacher Training

NEW YORK UNIVERSITY

STARTALK Teacher Training Program in Arabic

June 10-21, 2013

NYU has received a grant from the National Foreign Language Center for the
5th year in a row to conduct this intensive teacher-training workshop.

Where:  NYU campus in the heart of Manhattan.

Who can apply:  all current and prospective teachers at any level, from
community to college; graduate students are also welcome.

Housing available on campus and covered by grant.

Credit:  Everyone receives a transcript from NYU.  1 scholarship for 2
graduate credits through the Steinhardt School of Education is available on
a competitive basis.

Travel assistance available on a needs basis.

Review of applications begins May 5.
For an application please go to www.scps.nyu.edu/startalk.
For more information please email startalk.nyu at nyu.edu

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:09 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:09 -0600
Subject: Arabic-L:PEDA:George Washington U Intensive Summer Program
Message-ID: <TUE.9.APR.2013.101409.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:George Washington U Intensive Summer Program

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Mohssen Esseesy <esseesym at gwu.edu>
Subject:George Washington U Intensive Summer Program

*Intensive Summer Arabic Courses at the George Washington University*

The Arabic Program at the George Washington University offers two intensive
summer sessions to non-GW students that include beginning, intermediate,
advanced, and media Arabic. Courses begin late afternoon so as to allow
students the time to engage in professional pursuits, such as internships,
in the nation’s capital while taking Arabic courses. All courses, except
for media Arabic are four-credit courses. Media Arabic is a 3-credit
course.  For more information contact Mohssen Esseesy, Director of the GW
Arabic program at esseesym at gwu.edu. Additional information about GW summer
Arabic courses can be found on the GW website
http://my.gwu.edu/mod/pws/courses.cfm?campId=1&termId=201302&subjId=ARAB


*First Summer Session 05/20/13-06/29/13*

Beginning Arabic I: 4:00-6:30 PM Monday-Thursday

Intermediate Arabic I: 4:00-6:30 PM Monday-Thursday

Advanced Arabic: 4:00-6:00 PM Monday-Thursday

*Second Summer Session 07/08-08/17/13*

Beginning Arabic II: 4:00-6:30 PM Monday-Thursday

Intermediate Arabic II: 4:00-6:30 PM Monday-Thursday

Media Arabic: 4:30-6:00 PM Monday-Thursday

--
Mohssen Esseesy, Ph.D.
Associate Professor of Arabic and
International Affairs, Director of the
Arabic and Turkish Programs, & Deputy Chair
Department of Classical and Near Eastern
Languages & Civilizations
Phillips 341
The George Washington University
801 22nd Street, NW, Washington, DC 20052
(202) 994-6179
http://www.gwu.edu/~csll/CNELC_arabicprogram.htm

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:18 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:18 -0600
Subject: Arabic-L:LING:Needs Test Corpus with Phrase Breaks
Message-ID: <TUE.9.APR.2013.101418.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Needs Test Corpus with Phrase Breaks

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Eric Atwell <E.S.Atwell at leeds.ac.uk>
Subject:Needs Test Corpus with Phrase Breaks

Researchers at the Universities of Leeds and Jordan are looking for a
small test corpus (5000+ words) of transcribed Modern Standard Arabic (MSA)
annotated with PHRASE BREAKS. The latter should delineate well-formed,
meaningful chunks and should not represent disfluencies. To illustrate the
kind of thing we are looking for, here is
a single MSA sentence of 48 words:
http://www.comp.leeds.ac.uk/**claireb/msaSentence.pdf<http://www.comp.leeds.ac.uk/claireb/msaSentence.pdf>

In this example, only two words are followed by punctuation - and we
have identified these as breaks. In addition, we have also tagged a few
other words as likely boundary locations. If you know of or have such a
resource, we would love to hear from you.

Thanks,

Claire Brierley C.Brierley at leeds.ac.uk Senior Research Fellow
School of Computing, University of Leeds, UK

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:04 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:04 -0600
Subject: Arabic-L:LING:Tagged corpus response
Message-ID: <TUE.9.APR.2013.101404.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Tagged corpus response

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Wajdi Zaghouani <wajdiuqam at yahoo.com>
Subject:Tagged corpus response

[moderator's note: I am posting this message as a reminder to list
subscribers that I often post messages from people not on the list
(someone, a professor, colleague, etc. tells them they might find the
answer there).  However, since they are not on the list, they may or may
not get your answer if you only respond to the list.  When the issue is a
personal request for some kind of help or information, my suggestion would
be to reply to the person directly (I always post the email address at the
beginning of the message), and copy the list.  thanks -dil]

Hi Mariem,

There are many existing tagged corpora for Arabic. What kind of Tagging you
are looking for ? I can help you once you specify exactly your needs.

Regards,

Wajdi

-- 
Wajdi Zaghouani
Research Associate
Carnegie Mellon University-Qatar, Education City
PO Box 24866, Doha, Qatar
Office: CMU-Q 1210, Phone: (+974) 4454-8646
Email: wajdiz at qatar.cmu.edu

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:11 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:11 -0600
Subject: Arabic-L:LING:Homophones
Message-ID: <TUE.9.APR.2013.101411.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Homophones

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Muhammad Alzaidi <mohd.zaidi2007 at gmail.com>
Subject:Homophones

Hi Sattar izwaini,

See this, you may find it helpful

http://www.uobabylon.edu.iq/uobcoleges/fileshare/articles/Homonymy.pdf

I think the clearest example comes to mind is the word pen `Qalam' in
Egyptian Arabic (EA). Egyptian people pronounce it as  "?alam". "?alam"
means either pen, or pain. However, these two words are different in
writing قلم  , ألم

Also the two different words: Permit (جواز ) , and Marriage ( زواج), it is
written differently in EA, but they are pronounced the same, I think, as
`jawaaz'.

There is also a book titled "A dictionary of Arabic Homonyms" By AbdulHalim
Qunbus. It is here on USA amazon:
http://www.amazon.com/A-Dictionary-Arabic-Homonyms/dp/0866858318   You may
find it useful


Regards,
Muhammad

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:06 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:06 -0600
Subject: Arabic-L:LING:response to dialect question word corrections
Message-ID: <TUE.9.APR.2013.101406.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Jonathan Lange <jonathanlange at yahoo.com>
Subject:response to dialect question word corrections

Dear t, and list members,

I believe this is a problem of using Arabic letters for dialect. What folks
here (I am in Tunis and have been for three years) say generally has an
extra 'y' sound (linguists on the list help me, is this a 'glide'?) between
the 'a' and 'sh'.  Thus it becomes 'waqtaysh' rather than 'waqtaash',
although the latter exists too.  There is a range of pronunciation
depending upon the region and person along this dipthong (same with
'qadaysh' and ''alaysh').

There is 'shqawlak' ('what do you think?'), 'shtahibb?', 'sha'amalt?' as
well ('what do you want', 'what did you/I do?') - I never hear these with
an 'alif' sound before them, but am told that some people do pronounce them
that way.

I have heard 'fayn', but also have been told by some Tunisians that 'this
is Egyptian' (a remark which seems to be belied by the usage), however
'wayn' is far, far more common (at least in Tunis).

The point about 'ay' is valid, as in 'sh'amalt lil-qatous?' - 'anahua'
('what did you do to the cat?' - 'which one?'), but 'ay' does exist.  Ex.
'Ay haaja najim na'amilha?' ('which thing can I do?').

'Hal' usage is rare, but definitely exists, primarily in the south of
Tunisia.  Ex.:

North - "Yakhi jaat al-fatuura wala la?" - "Did the bill come or not?"
South (rarely) - "Hal hatha saheeha wala la?" - "Is this true or not?"

I did not invent these, but passed everything by a native Tunisian
informant/fiancee before posting :) .

-Jonathan

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:24 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:24 -0600
Subject: Arabic-L:PEDA:Relating Vocab with Proficiency Levels
Message-ID: <TUE.9.APR.2013.101424.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:Relating Vocab with Proficiency Levels

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Robert Ricks <rsricks at gmail.com>
Subject:Relating Vocab with Proficiency Levels

As far as I know, there are no empirical answers to your question—only
impressions and anecdotes. Mahmoud al-Batal has written that general
studies on vocabulary size as well as anecdotal reports from Arabic
teachers suggest that "we can estimate that for a learner of Arabic to
reach the Advanced level of proficiency, a vocabulary in the range of 3000
to 3500 high-frequency words is needed" ("Playing with Words", 333)*.

In addition, the intro to Al-Kitaab (at least the previous edition)
suggests that a student could reach an intermediate high level of
proficiency by reaching the end of Book Two. There are around 2000 words in
the first two books of Al-Kitaab (as counted in the glossary), although the
count by root or word family would, of course, be lower.

My dissertation research (forthcoming) will show to what extent Arabic
learner vocabulary size correlates with self-rated proficiency. If the
instruments I've developed prove valid, they might be useful for a future
study that uses official proficiency ratings.

Robert

*the Al-Batal article is from Wahba et al.'s 2006 *Handbook for Arabic
Language Teaching Professionals in the 21st Century.*

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:02 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:02 -0600
Subject: Arabic-L:PEDA:QFI student scholarships for Middlebury-Monterey
 Academy
Message-ID: <TUE.9.APR.2013.101402.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:QFI student scholarships for Middlebury-Monterey Academy

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Middlebury Interactive Languages <marketing at middleburyinteractive.com>
Subject:QFI student scholarships for Middlebury-Monterey Academy

The Middlebury-Monterey Language Academy recently received a grant from the
Qatar Foundation International to provide student scholarships for this
summer’s Arabic Academy at Pomona College in Claremont, California.  The
four-week immersion program provides high school students the unique
opportunity to accelerate Arabic language learning and cultural
understanding through Middlebury College’s renowned world language
curriculum.

The grand provides 15 full scholarships for deserving students interested
in studying Arabic. To read more about the grant, click
here<http://mmla.middlebury.edu/news-and-events/qatar_foundation_2013.php>.


We encourage you to share this opportunity with all students interested in
studying Arabic.  For students interested, they can learn more about the
program and apply
here<
http://mmla.middlebury.edu/academy-life/experience-the-culture/arabic.php>
.

--
The Middlebury-Monterey Language Academy Team
23 Pond Lane
Middlebury, VT 05753
<http://www.facebook.com/middleburymontereylanguageacademy>
<http://twitter.com/MiddInteractive>

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:22 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:22 -0600
Subject: Arabic-L:AD:Gerlach
Message-ID: <TUE.9.APR.2013.101422.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:Gerlach

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Gerlach Islamic Studies office at gerlach-books.de
Subject:Gerlach

Up to 25% discount on antiquarian books on

ORIENTAL LANGUAGES

Please have a look at the title list which can be downloaded from this site:
http://www.gerlach-books.de/books_offers.php

Some of these single antiquarian books bear light traces of wear
(signature, ex libris). The overall condition of the books is mostly very
good or at least good.

Our offer:
- purchase of single antiquarian copies (first come, first served)
- 10% discount for any single book
- 25% discount when ordering 5 or more books
- plus shipping charges (surface or air mail delivery)
- plus European VAT (if applicable only)
- our institutional and regular customers can order on open account
- first-time customers: credit card or pre-payment by bank transfer
preferred
- this offer is valid until 23 April 2013 only


Looking forward to your orders.

Best regards from Berlin

(Ms) Dagmar Konrad


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

To order please send us an email or a fax.

Our order form and title list can be downloaded from here:
http://www.gerlach-books.de/books_offers.php


GERLACH BOOKS & ONLINE  -  MIDDLE EAST & ISLAMIC STUDIES   <
www.gerlach-books.de>
Heilbronner Strasse 10    D-10711 Berlin (Halensee), Germany     TEL +49 30
3249441     FAX +49 30 3235667     MAIL <khg at gerlach-books.de>

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:20 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:20 -0600
Subject: Arabic-L:PEDA:CLEAR Summer Professional Development Workshops
Message-ID: <TUE.9.APR.2013.101420.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:CLEAR Summer Professional Development Workshops

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Joy Campbell <joyclear at msu.edu>
Subject:CLEAR Summer Professional Development Workshops

The Center for Language Education and Research (CLEAR), a US Department of
Education Language Resource Center, invites you to take advantage of our
summer professional development workshops in July/August. These workshops
offer hands-on experience and concrete ideas for language teachers.

CLEAR has been offering workshops since 1997, and teachers from all over
the country have come to Michigan State University's campus to attend them.
The workshops offered this year cover a wide range of topics, appropriate
as "refreshers" for experienced teachers or as reinforcement on topics in
language teaching for newer and pre-service teachers.

Summer Workshops for 2013

Visit http://clear.msu.edu/clear/**professionaldev/**summerworkshops.php<http://clear.msu.edu/clear/professionaldev/summerworkshops.php>
to
learn more about these summer professional development opportunities. You
can apply online!

Writing in the Foreign Language Classroom
July 22-24

Revisiting the Learning and Teaching of Vocabulary
July 25-27

Rich Internet Applications for Language Learning: Introductory Techniques
July 29-31

Assessing Speaking: For Placement Testing, Classroom-based Assessment, and
Proficiency Exams
August 1-3

To learn more about all of our workshops, please visit <
http://clear.msu.edu/clear/**professionaldev/**summerworkshops.php<http://clear.msu.edu/clear/professionaldev/summerworkshops.php>
>http://**clear.msu.edu/clear/**professionaldev/**summerworkshops.php<http://clear.msu.edu/clear/professionaldev/summerworkshops.php>
 .

The early bird deadline is May 17, but applications will be accepted
through June 3.  Please feel free to contact me at the number or email
below if you have any questions!  We hope to see you this summer.

Regards,

Joy Campbell

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * *
Joy Campbell
     Executive Associate Director
     Center for Language Education and Research (CLEAR)

     Associate Director
     Center for Language Teaching Advancement (CeLTA)

Michigan State University
Wells Hall, Suite B-135
619 Red Cedar Road
East Lansing, MI 48824-1027

Direct phone: 517.432.0470
CLEAR phone: 517.432.2286
CeLTA phone: 517.884.4310

<joyclear at msu.edu>

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:13 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:13 -0600
Subject: Arabic-L:PEDA:Launch of e-Arabic Learners Portal
Message-ID: <TUE.9.APR.2013.101413.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Launch of e-Arabic Learners Portal

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Mourad Diouri mourad.diouri at e-arabic.com
Subject:Launch of e-Arabic Learners Portal


Launch of the "e-Arabic Learners Portal" Project
 إطلاق مشروع البوابة الإلكترونية لدارسي اللغة العربية
20th April, London


The Centre for the Advanced Study of the Arab World (CASAW), University of
Edinburgh is pleased to invite you to an open workshop about the launch of
a major project to initiate an online educational portal which will be of
great benefit to learners, teachers and anyone involved in Arabic language
education.

The project is led by a growing team of ambitious and energetic teachers
and education professionals with the vision to create the largest
searchable portal of the best resources, information and opportunities
related to learning/teaching Arabic worldwide.


Why do you need to attend?

The event will provide you and anyone involved in and passionate about
teaching/learning the Arabic language with an opportunity to express your
needs, aspirations and ideas to make the portal fit for purpose
The event will be an ideal networking opportunity to meet with other like
minded members of the same field
Meet major Arabic language publishers whilst you browse through their
bookstalls
Be in for a chance to win prizes awarded to the most active participants at
the close of the event

In a nutshell the event is as follows:

Event: Launch of the "e-Arabic Learners Portal" Project: Open Meeting and
Workshop
When: 20th April 2013
Time: 11:00-16:30
Where: Goldsmiths College, Dpt. of Educational Studies, U. of London,
London SE14 6NW
Type of event: Workshop and group discussions (see programme below)
Catering: Middle-Eastern lunch and refreshments
Who can attend? Teachers and students of Arabic language/culture
Organiser: CASAW, University of Edinburgh
Contact: Mourad Diouri (m.diouri at ed.ac.uk)
Booking: Attendance to the workshop is free, however to reserve your place,
you must book via: arabicportal.eventbrite.co.uk
Further information: Go to:
http://bit.ly/16EiQ1X
Facebook Event Page: http://on.fb.me/XvS9fB

Event Programme
1045            Registration & Refreshment
1100-1130        Introduction
                        Project Overview
1130-1330        Morning Workshop: Project Overview & Group Discussions
1330-1430        Lunch
                         Networking & Bookstalls
1430-1630        Afternoon Workshop: Feedback & Group Discussions
1630               Distribution of prizes
                       Close






إطلاق مشروع البوابة الإلكترونية لدارسي اللغة العربية

يتشرف مركز الدراسات المتقدمة للعالم العربي (كاسو) في جامعة ادنبرة بدعوتكم
لحضور ورشة العمل ولقاء مفتوح حول إطلاق مشروع البوابة الإلكترونية التعليمية
التي ستعود بالنفع الكبير على الدارسين والمدرسين في مجال تعليم اللغة العربية.
يعمل على المشروع فريق من المتخصصين المتحمسين في مجال تعليم اللغة العربية
بهدف خلق أضخم بوابة إلكترونية على شبكة الإنترنت، تجمع أفضل المصادر والمراجع
والمعلومات المتعلقة بتعلم اللغة العربية وتعليمها على مستوى العالم.

نأمل في حضوركم لأن:

الفعالية ستتيح لكم فرصة التعبير عن حاجاتكم وتطلعاتكم واقتراحاتكم فيما يتعلق
بالمصادر والمعلومات التي ترغبون في وجودها بالبوابة.
الفعالية فرصة مثالية للقاء عدد من الزملاء العاملين في مجال تدريس اللغة
العربية، والتواصل مع المختصين في هذا المجال.
سيلتقي المشاركون في وجبة الغداء حول مجموعة من ألوان الطعام والشراب من منطقة
الشرق الأوسط.
سيشارك عدد من الناشرين العرب والمكتبات المعنية باللغة العربية في عرض
منشوراتهم أثناء الفعالية.
سيتم توزيع بعض الجوائز على أنشط المشاركين في الورشة في نهاية الفعالية.

الإطار العام للفعالية:

الفعالية: إطلاق مشروع البوابة الإلكترونية لدارسي اللغة العربية 20 إبريل
 2013
الزمان: 11:30-16:30
المكان: كلية غولدسميث قسم الدراسات التربوية، جامعة لندن
طبيعة الفعالية: ورشة عمل مفتوحة ونقاش
الضيافة: غداء مجاني ومشروبات
الحضور: المهتمون باللغة العربية وثقافتها من الدارسين والمدرسين
المنظمون: مركز الدراسات المتقدمة للعالم العربي(كاسو)، جامعة أدنبرة
لتوصل: مراد الديوري  m.diouri at ed.ac.uk
للحجز: حضور الفعالية مجاني ولكن يرجى حجز الأماكن سابقا نظرا لمحدودية
المقاعد على الرابط التالي arabicportal.eventbrite.co.uk
للمزيد من المعلومات:
http://bit.ly/16EiQ1X
http://on.fb.me/XvS9fB



برنامج الفعالية:
10:45 التسجيل والمرطبات
11:00-11:30 تقديم المشروع
11:30-13:30الورشة الصباحية: مناقشات مفتوحة
13:30-14:30 الغداء – عرض للكتب
14:30-16:30 الورشة المسائية: تقييم ونقاش مفتوح
16:30 انتهاء الفعالية وتسليم الجوائز



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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:50 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:50 -0600
Subject: Arabic-L:PEDA:Relating Vocab with Proficiency Levels
Message-ID: <MON.15.APR.2013.091650.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Relating Vocab with Proficiency Levels

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Manuel Feria <mferia at gmail.com>
Subject:Relating Vocab with Proficiency Levels

Dear Robert,
Your answer is very interesting. May we have further details about your
dissertation research? You can email me privately if you prefer that (
mferia at gmail.com).
Thanks a lot!
Best,
Manuel.

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:18 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:18 -0600
Subject: Arabic-L:PEDA:CET Fall Tunisia Program
Message-ID: <MON.15.APR.2013.091618.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:CET Fall Tunisia Program

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:"Allegra O'Donoghue" <AO'Donoghue at academic-travel.com>
Subject:CET Fall Tunisia Program

Dear Colleagues,

CET Academic Programs is accepting applications for its fall semester study
abroad program in Tunis, Tunisia. Arabic language learners of all
levels--beginning to advanced--take intensive Arabic language courses and
Middle Eastern Studies electives, offered in English and in Arabic.
Students share living space with Tunisian peers. Application deadline is
May 1, 2013.

For more information, please visit the CET website:

http://cetacademicprograms.com/programs/tunisia/arabic-language-tunisia/

And read this CET Tunisia blog post:
http://cetacademicprograms.com/2013/02/12/a-day-in-the-northern-suburb-of-tunis/

Best wishes,
Allegra

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:52 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:52 -0600
Subject: Arabic-L:PEDA:Summer Program at Al Akhawayn U in Ifrane, Morocco
Message-ID: <MON.15.APR.2013.091652.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Abdellah CHEKAYRI <A.Chekayri at aui.ma>
Subject:

Summer Arabic and North African Studies at Al Akhawayn University in
Ifrane, Morocco

A full year of Arabic in 8 weeks: June 3 – July 27, 2013
A full semester in 4 weeks: Session 1: June 3 – June 29, 2013; Session 2:
July 1 – July 27, 2013

Program Components
·       Cultural and linguistic immersion
·       Community service-learning program
·       Contemporary issues and culture seminars
·       Field trips
·       Family homestay weekend

Application Deadline April 28, 2013

For more information about facilities, course listings, costs, etc., and
to see our live webcam, please visit www.aui.ma/arabic or contact us at:
arabic at aui.ma

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:33 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:33 -0600
Subject: Arabic-L:PEDA:US Naval Academy Jobs
Message-ID: <MON.15.APR.2013.091633.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:US Naval Academy Jobs

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Jocelyne Owens <owensj at usna.edu>
Subject:US Naval Academy Jobs

United States Naval Academy, Annapolis, MD

The Languages and Cultures Department of the United States Naval Academy
invites applications for multiple full-time, tenure-track positions, to
begin August 2013..  Positions are available in Chinese and Arabic and
appointments at all ranks will be considered, but the preference is for
junior faculty at the rank of Assistant Professor. Candidates must have a
Ph.D. in Chinese or Arabic, native or near-native fluency, and a strong
commitment to teaching all levels of undergraduate courses in language and
culture. The area of research specialization is open, but applicants must
demonstrate strong research potential as well as effective teaching.

Applications in the form of a cover letter, curriculum vitae, statement of
teaching philosophy and research interests, and three letters of
recommendation should be mailed to: Chair, Chinese Search Committee /or/
Arabic Search Committee, Languages and Cultures Department, United States
Naval Academy, 589 McNair Road, MS 10C, Annapolis, MD 21402 by 01 May 2013.
Campus interviews may be scheduled for May, pending budgetary approval.

The United States Naval Academy does not discriminate in employment on the
basis of race, color, religion, sex (including pregnancy and gender
identity), national origin, political affiliation, sexual orientation,
marital status, disability, genetic information, age, membership in an
employee organization, retaliation, parental status, military service, or
other non-merit factor. U.S. citizenship required.

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:44 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:44 -0600
Subject: Arabic-L:PEDA:FL Teaching in 21st Century Workshop at Colgate
Message-ID: <MON.15.APR.2013.091644.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:FL Teaching in 21st Century Workshop at Colgate

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From: "Muhammad Eissa" <eissa at comcast.net>
Subject:FL Teaching in 21st Century Workshop at Colgate

Colgate University

The Central New York Humanities Corridor

The New York Six Liberal Arts Consortium

invite you to a workshop on

Foreign Language Teaching in the 21st. Century: Standards, Guidelines and
Technology

April 20th and 21st 2013.



This workshop is designed to engage teachers of foreign languages at college
and high school levels in addressing multiple issues influencing classroom
instruction and students' performance & proficiency.  Over a period of a day
and a half, participants will be working with four experts who will each
address a specific issue in FLT and will lead a hands-on demonstration.

Topics of the Workshop

.        Goals and Standards of Foreign Language Learning in the 21st
Century: Curricula and Teaching Materials

.        ACTFL Guidelines and How Proficiency Levels are Determined

.        Technology integration in Foreign Language Teaching and Learning

.        Best Practices and Strategies in Foreign Language Classrooms

Please contact Nady Abdal-Ghaffar for further information and registration @

 <mailto:nabdalghaffar at colgate.edu> nabdalghaffar at colgate.edu  or call
315-228-6593.

* There is a subsidy available to offset some travel costs for attendees
from more than a 90 minute drive away. Please inform Prof. Abdal-ghaffar if
you will be needing it.

Presenters:

Dr. Catherine Bauman, University of Chicago

          Dr. Catherine Bauman is the Director of the German language
program at the University of Chicago and the Director of Assessment for
language-related issues in the College.  She received her Ph.D. in Second
Languages and Cultures Education at the University of Minnesota,
specializing in reading comprehension and language testing.  She is a
certified ACTFL tester and trainer.

Dr. Mohamed Esa, McDaniel College

          Dr. Mohamed Esa is a professor in the Foreign Language department
at McDaniel College in Westminster, Maryland.   His doctorate is in German
Studies from the University of Heidelberg.  He is also the lead Arabic
consultant for the NOVA STARTALK institute.  Dr. Esa has lead workshops and
seminars all over the United States and Europe on the use of music and
technology in foreign language classrooms.

Dr. Wafa Hassan, Michigan State University

Dr. Wafa Hassan's doctorate is from George Washington University with a
specialty in Bilingual Education. Dr. Hassan teaches at Michigan State
University and is the Outreach Director for the Arabic Language Flagship
Program.  She is also the Director of the STARTALK program for training
teachers of Arabic.  Dr. Hassan has extensive experience in teacher training
and is also the author of Inclusion of ELL with Special Needs in General
Education.

Dr. Muhammad Eissa, NEH Visiting Professor, Colgate University

Dr. Muhammad S. Eissa is Colgate University's NEH professor in Middle
Eastern Studies and Islamic Civilization with specialty in Arabic language
and culture. He is also the President of EISSA & ASSOCIATES, Inc. Dr. Eissa
has been actively engaged in innovative projects promoting Arabic and
Islamic studies with special interests in research and teachers' training,
application of modern pedagogical methodologies and use of technology in
teaching foreign/second languages. Dr. Eissa has received his education at
Al-Azhar University in Cairo, and post-doctoral studies at University of
California Los Angeles (UCLA).

Coordinators:

          Mr. Nady Abdal-Ghaffar, Senior Lecturer of Arabic, Colgate
University

          Ms. Mireille Koukjian, Visiting Instructor in Arabic, Hamilton
College.

Co-Sponsored by

Colgate University

The Central New York Humanities Corridor, from an award by the Andrew W.
Mellon Foundation

The New York Six Liberal Arts Consortium

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:30 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:30 -0600
Subject: Arabic-L:LIT:Needs Palestinian poetry website
Message-ID: <MON.15.APR.2013.091630.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Needs Palestinian poetry website

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From: Rudi Deen <rudi_deen at hotmail.com>
Subject:Needs Palestinian poetry website

Can anyone recommend a poems/ web site  by Palestinian poets in English .

thanks

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:59 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:59 -0600
Subject: Arabic-L:TRANS:Needs basic library terms in Arabic
Message-ID: <MON.15.APR.2013.091659.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs basic library terms in Arabic

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Isabella Rowan <isabellaj.rowan at gmail.com>
Subject:Needs basic library terms in Arabic

Can anyone help me by providing the Arabic words for basic library terms?
 I'm looking for the Arabic equivalents to words like: check out, due date,
circulation, library catalog, etc.

Thank you.

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:35 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:35 -0600
Subject: Arabic-L:PEDA:ABC Language School Jobs in Westchester and
 Fairfield Counties
Message-ID: <MON.15.APR.2013.091635.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ABC Language School Jobs in Westchester and Fairfield Counties

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:ABC Westchester 1 <westchester at abclang.com>
Subject:ABC Language School Jobs in Westchester and Fairfield Counties

Ahlan wa sahlan!!!

Our language school ABC Languages (for more information visit
www.abclang.com) has recently opened new programs in Westchester and
Fairfield counties. We are currently looking for an Arabic instructor for
Westchester county. Contracts are on an hourly part-time basis. Kindly
email your cv towestchester at abclang.com.

I look forward to hear from you!

Nicolette Dekens
Director ABC Languages
Westchester & Fairfield Counties
Email: westchester at abclang.com
www.abclang.com

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:15 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:15 -0600
Subject: Arabic-L:PEDA:Intensive Translation Course at Jordan Language
 Academy
Message-ID: <MON.15.APR.2013.091615.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Intensive Translation Course at Jordan Language Academy

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Dana Hallique courses at jordanla.com
Subject:Intensive Translation Course at Jordan Language Academy

Intensive Course in Translation
Field Training in Translation
>From and into Arabic & English

Course Title: Intensive Course in Translation & Field Training in
Translation

Course Description:

This course aims at training students of translation and translators on the
translation of journalistic, political, commercial, legal, and scientific
texts from Arabic into English and vice versa. The course includes the
presentation of linguistic and cultural issues affecting meaning transfer
from the original text into target language.
Field Training: Jordan Language Academy arranges field training in
translation in the most prominent institutions in Jordan and possibly in
the Middle East. Students have daily 4 hours of supervised field training
followed by three hours of classes in different areas of translation.
Dates: 1st - 25th July2013 (4 weeks)

Course Coordinators: Dr. Elham Kawar, PhD in Contrastive Linguistics & Dr.
Dima Odwan, PhD in Translation

Timetable: 9:00-13:00 Field Training in Translation, 14:00-17:00 Classes in
Translation

Registration fee: 50 US$

Tuition: 1350 US$

Accommodation: Home stay, furnished apartments or hotels can be arranged

For more information please contact us at courses at jordanla.com

Jordan Language Academy
Mob: +962-779502220
Tel: +962-6-5820985
Fax: +962-6-5820986
Amman, Jordan

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:21 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:21 -0600
Subject: Arabic-L:LING:New Book: Verbal Groups
Message-ID: <MON.15.APR.2013.091621.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:New Book: Verbal Groups

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:reposted from LINGUIST
Subject:New Book: Verbal Groups

Title: The Verbal Groups of English and Arabic
Subtitle: A Comparative Exploration
Series Title: Linguistics Edition 94

Publication Year: 2013
Publisher: Lincom GmbH
http://www.lincom-shop.eu


Book URL: http://www.lincom-shop.eu


Author: Ahmed Umar

Paperback: ISBN: 9783862884186 Pages: 120 Price: Europe EURO 56.80


Abstract:

This is a comparative study of the verbal group in English and Arabic, with
a
particular focus on verbal elements like tense, aspect, finiteness and
voice.
The study analysed the data using the systemic functional framework
complemented by some Arabic grammatical theories. The Systemic Functional
theory (Halilday and Matthiessen, 2004) proved efficient in analysing the
data
due to its view of language as a mega-system of sub-systems, whereby items
are
selected and arranged by language users based on the functional suitability
of
the items. In English and Arabic grammars (Hudson, 2005; Baidhoon, 2005),
verbal formations entail systematic selection and use of words and affixes.
With the Systemic Functional theoretical tool, this study discovered that
the
two languages agree on salient functional dimensions (tense, aspect, etc)
but
differ on minute structural details (word order, word forms). English
relies
mainly on word order, using same forms for various functions; Arabic uses
morphological processes, with minimal word order, for such functions.
English
uses word order especially in the perfect and progressive aspects, wherein
tense is indicated by the operator, and lexical verbs are repetitive of
form.
Arabic uses word order in the past continuous tense only.

Ahmed Umar Senior Lecturer in the Department of English, University of
Maiduguri, Nigeria. His areas of specialization are Comparative Bilingual /
Multilingual Studies and Creative Writing. His linguistic researches cover
English, Arabic, Hausa, Kanuri and Bura.

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:17:03 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:17:03 -0600
Subject: Arabic-L:LING:Tunisian dialect question words
Message-ID: <MON.15.APR.2013.091703.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:Tunisian dialect question words

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Taoufiq Ben Amor <tb46 at columbia.edu>
Subject:Tunisian dialect question words

Dear Jonathan,

Thank you for the reply and please forgive me for the back and forth. For
the sake of accuracy, please allow me to comment on your answers:

What you are hearing is not a glide but a frontal alif, which is very
common in the dialect of Tunis. The 'a' in 'ash' is so quick and the
general rule in Tunisian pronunciation, despite the fact that you can start
certain words with a sukun, is that you cannot have two consecutive
vowel-less consonants in the beginning of a word; that is both carrying a
sukun. So your example of 'shthibb' made of 'sh' and 'thibb' (not 'tahibb'
as you spell it) cannot be pronounced by any Tunisian even if they think
they can. Besides, the same 'ash' is clearly present in other question
words such as lwash/'lash, kifash, waqtash, etc. So the fact that you are
just hearing 'sh' does not mean it is just that. (by the way, there are
other versions of these, such as 'lwah', '3lah', etc.).

If your Tunisian informant told you that 'fin' is egyptian, though it is
used in Tunisia, that is her linguistic attitude not a linguistic fact.

Where in the south do they use 'hal' as I never heard it? The south has
many dialects and so does the north depending on whether you are closer to
the west or the east and some towns have their own specific dialect.
'Yakhi' (literally 'ya akhi') in your example of the northern dialects does
not equate 'hal'. It just means 'so' and is used not only in questions.

If you have a recording of the use of 'hal' in any Tunisian dialect, I
would be very grateful if you share it with me.

Best,

taoufik ben amor

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:47 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:47 -0600
Subject: Arabic-L:LING:New Article on Lexical Markup Framework for Arabic
Message-ID: <MON.15.APR.2013.091647.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:New Article on Lexical Markup Framework for Arabic

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:reposted from CORPORA
Subject:New Article on Lexical Markup Framework for Arabic

[see chapter 6]

pap pap at limsi.fr
via<http://support.google.com/mail/bin/answer.py?hl=en&ctx=mail&answer=1311182>
 byu.edu
Apr 10 (4 days ago)
 to corpora
 Dear colleagues,

allow me to point you attention to the first book dedicated to the LMF
Lexical Markup Framework, Gil Francopoulo (Editor)
ISBN: 978-1-84821-430-9, 288 pages, March 2013, Wiley-ISTE
(http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1848214308.html).

Description:

The community responsible for developing lexicons for Natural Language
Processing (NLP) and Machine Readable Dictionaries (MRDs) started their
ISO standardization activities in 2003. These activities resulted in the
ISO standard – Lexical Markup Framework (LMF).
After selecting and defining a common terminology, the LMF team had to
identify the common notions shared by all lexicons in order to specify a
common skeleton (called the core model) and understand the various
requirements coming from different groups of users.
The goals of LMF are to provide a common model for the creation and use
of lexical resources, to manage the exchange of data between and among
these resources, and to enable the merging of a large number of
individual electronic resources to form extensive global electronic
resources.
The various types of individual instantiations of LMF can include
monolingual, bilingual or multilingual lexical resources. The same
specifications can be used for small and large lexicons, both simple and
complex, as well as for both written and spoken lexical representations.
The descriptions range from morphology, syntax and computational
semantics to computer-assisted translation. The languages covered are
not restricted to European languages, but apply to all natural
languages.
The LMF specification is now a success and numerous lexicon managers
currently use LMF in different languages and contexts.
This book starts with the historical context of LMF, before providing
an overview of the LMF model and the Data Category Registry, which
provides a flexible means for applying constants like /grammatical
gender/ in a variety of different settings. It then presents concrete
applications and experiments on real data, which are important for
developers who want to learn about the use of LMF.

Contents:

1. LMF – Historical Context and Perspectives, Nicoletta Calzolari,
Monica Monachini and Claudia Soria.
2. Model Description, Gil Francopoulo and Monte George.
3. LMF and the Data Category Registry: Principles and Application,
Menzo Windhouwer and Sue Ellen Wright.
4. Wordnet-LMF: A Standard Representation for Multilingual Wordnets,
Piek Vossen, Claudia Soria and Monica Monachini.
5. Prolmf: A Multilingual Dictionary of Proper Names and their
Relations, Denis Maurel, Béatrice Bouchou-Markhoff.
6. LMF for Arabic, Aida Khemakhem, Bilel Gargouri, Kais Haddar and
Abdelmajid Ben Hamadou.
7. LMF for a Selection of African Languages, Chantal Enguehard and
Mathieu Mangeot.
8. LMF and its Implementation in Some Asian Languages, Takenobu
Tokunaga, Sophia Y.M. Lee, Virach Sornlertlamvanich, Kiyoaki Shirai,
Shu-Kai Hsieh and Chu-Ren Huang.
9. DUELME: Dutch Electronic Lexicon of Multiword Expressions, Jan
Odijk.
10. UBY-LMF – Exploring the Boundaries of Language-Independent Lexicon
Models, Judith Eckle-Kohler, Iryna Gurevych, Silvana Hartmann, Michael
Matuschek and Christian M. Meyer.
11. Conversion of Lexicon-Grammar Tables to LMF: Application to French,
Éric Laporte, Elsa Tolone and Matthieu Constant.
12. Collaborative Tools: From Wiktionary to LMF, for Synchronic and
Diachronic Language Data, Thierry Declerck, Pirsoka Lendvai and
Karlheinz Mörth.
13. LMF Experiments on Format Conversions for Resource Merging:
Converters and Problems, Marta Villegas, Muntsa Padró and Núria Bel.
14. LMF as a Foundation for Servicized Lexical Resources, Yoshihiko
Hayashi, Monica Monachini, Bora Savas, Claudia Soria and Nicoletta
Calzolari.
15. Creating a Serialization of LMF: The Experience of the RELISH
Project, Menzo Windhouwer, Justin Petro, Irina Nevskaya, Sebastian
Drude, Helen Aristar-Dry and Jost Gippert.
16. Global Atlas: Proper Nouns, From Wikipedia to LMF, Gil Francopoulo,
Frédéric Marcoul, David Causse and Grégory Piparo.
17. LMF in U.S. Government Language Resource Management, Monte George.

Patrick Paroubek
LIMSI-CNRS

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:41 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:41 -0600
Subject: Arabic-L:LING:Yemeni dialect question words
Message-ID: <MON.15.APR.2013.091641.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:Yemeni dialect question words

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Einas Yahya Ali Aleryani <einaseryani at gmail.com>
Subject:Yemeni dialect question words

Interesting

quick share:

in north Yemen  we use  Sh  also EX shaaseer (I will go)  note we have to
sh  one  which we start the verb with and its for both male and female.
,and second one which we end the word with and its  when talking to women
only EX: ( Hatha ketabesh)  (This is your book)

EX: Ayno bytesh? (where is your house?)

EX Ayhs esmesh ?(what is your name)  or Mahoh esmesh? (What is your name)
both for females.

  For male  the word ends with (k)

EX hatha ketabk (this is your book)

Ayno bytek? (where is your house?)

Aysh esmak? what is your name?)

I Hope I have added something to your input about the Tunisian dialect,and
gave you some hint of the connection between Most Arab  dialects which
related to the Arab immigration from Spain(Alndlous) to north Africa hidden
to (Alhejaz) Saudi Arabia now . it Some immigrants stalled in North
Africa,some went to Syria,Iraq (Belad Alsham)  others stalled in
Yemen,others went to Saudi Arabia.

Best,
Enas

 Yemeni American culture organization(YACO)
  Einas .Y Aleryani
  Executive Director
  NY-Utica Office
 Phone:(315)790-5171
 Cell:(315)790-7365
  E.mail:e.aleryani at y-a-c-o.org

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:26 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:26 -0600
Subject: Arabic-L:LING:English Vowel perception by Syrian Arabic learners
Message-ID: <MON.15.APR.2013.091626.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:English Vowel perception by Syrian Arabic learners

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:reposted from LINGUIST
Subject:English Vowel perception by Syrian Arabic learners

Date: Fri, 12 Apr 2013 14:46:29
From: Rana Alhussein Almbark [rana.alhusseinalmbark at york.ac.uk]
Subject: The Perception and Production of SSBE Vowels by Syrian Arabic
learners:The foreign language model

Institution: University of York
Program: Department of Language and Linguistic Science
Dissertation Status: Completed
Degree Date: 2012

Author: Rana Alhussein Almbark

Dissertation Title: The Perception and Production of SSBE Vowels by Syrian
Arabic learners:The foreign language model

Dissertation Director(s):
Sam Hellmuth

Dissertation Abstract:

This thesis presents an examination of the perception and production
of Standard Southern British English (SSBE) vowels by Syrian Arabic
(SA) Foreign language (FL) learners. The focus of this thesis is the FL
learners who learned their English in their country and mostly by non-
native teachers. Thus, by definition, the FL learners do not have native
English input on a daily basis. This thesis reports on an empirical
investigation of the Second Language (L2) perceptual and production
patterns of a group of FL learners, which has received little interest in
the literature, combining insights from current cross-language speech
perception (Perceptual Assimilation Model) (Best 1994, 1995, 1999)
and L2 learning models (Speech Learning Model) (Flege 1995). These
models were mainly developed to account for early and advanced L2
learners, respectively. Thus, this study aims to develop an account for
the perception and production of FL learners based on current L2
models.

Results indicate that the specific learning context of FL learners is
reflected in their perception and production patterns. For example,
these learners live in a predominantly L1 environment, and their L2
input is mainly taken in a classroom and mostly by local teachers.
However, this study argues that though FL learners lack native L2
input, they do have access to the phonology, syntax, and structures of
the L2 via direct teaching. It is also shown that the perceptual patterns
of the learners succeeded in predicting their production patterns, which
has implications on the perception-production link for L2 learners, in
general, and for FL learners in particular.

The main outcome of the present thesis is that it develops an account
of the perception and production of FL learners. It outlines the main
principles for a proposed Foreign Language Model, in which the
peculiarities of FL learners are taken into consideration compared to
other groups of learners.

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:31 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:31 -0600
Subject: Arabic-L:LING:Volume on Demonstratives in Arabic CFP
Message-ID: <FRI.26.APR.2013.150031.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Volume on Demonstratives in Arabic CFP

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:Mai Zaki <maizaki at gmail.com>
Subject:Volume on Demonstratives in Arabic CFP

Call for submission

*Demonstratives in Arabic: Varieties and Perspectives*

An edited volume on Arabic demonstratives

Contributions addressing any aspect of or theoretical approach to Arabic
demonstratives are invited.

Publisher: The editors of the new series, Studies in Arabic Linguistics, at
John Benjamins have expressed interest.

Editor: Mai Zaki, American University of Sharjah (mzaki at aus.edu)

Attracting little attention in current approaches to Arabic linguistics,
demonstratives are fundamental features of the language. In the syntax,
they function, as pronouns or modifiers of nouns, as deictic expressions,
such as *hādā*, *dālika*, and their reflexes, or locational adverbs, as *
hunā*, *hunāk*, and their reflexes. Pragmatically, they focus attention on
objects or locations in the speech situation, organizing the information
flow in the ongoing discourse, keeping track of prior discourse, activating
specific shared knowledge, and orienting the discourse in the surrounding
situation. In their semantics, they contrast positions within the discourse
proximally, referring to entities near the deictic center; medially,
indicating some remove from the center; and distal, denoting referents at a
distance from the deictic center. As many other aspects of the grammar of
Arabic, its demonstratives are unusual in that their etymologies are
transparently derived from historical antecedents, whereas in most
languages, demonstratives are so old that their development is not
etymologically analyzable. This volume is intended to be a rich resource of
original research on Arabic demonstratives, both in the standard and
colloquial varieties, from all theoretical perspectives.

Submission: Researchers interested in submitting a contribution should send
a 300 word abstract by 31 May 2013 to the editor Mai Zaki. Abstracts should
include a tentative title but not the identity of the author(s).

Date of Notification and final drafts: Contributions will be reviewed
anonymously by a panel, and notification of acceptance will be by 31 July
2013, with final drafts to be submitted by 31 December 2013.


Mai Zaki

Department of Arabic and Translation Studies

American University of Sharjah

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:34 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:34 -0600
Subject: Arabic-L:New Article:Mophological Structure in Arabic mental
 lexicon
Message-ID: <FRI.26.APR.2013.150034.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:New Article:Mophological Structure in Arabic mental lexicon

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:Sami Boudelaa <s.boudelaa at uaeu.ac.ae>
Subject:New Article:Mophological Structure in Arabic mental lexicon

Dear all- the following has come out recently. Should anyone wish to have a
PDF, please let me know:

Boudelaa, S. & Marslen-Wilson, W. D. (2012). Morphological structure in the
Arabic mental lexicon: Parallels between Standard and Dialectal Arabic.
Language and Cognitive Processes iFirst, 1-21.

Sami Boudelaa

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:17 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:17 -0600
Subject: Arabic-L:TRANS:Library terms response
Message-ID: <FRI.26.APR.2013.150017.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:Library terms response

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:seham elkareh <sehamelkareh at gmail.com>
Subject:Library terms response

Dear isabella
we working now on a 3 languages french/english/arabic at the Filiere des
langues appliquees faculty of arts Alexandria University and the
Bibliotheca alexandrina
within 2 months will be ready and put on server so when done i will inform
you

prof seham el kareh coordinator of Filiere des langues appliquees

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:25 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:25 -0600
Subject: Arabic-L:LIT:Palestinian Poetry online
Message-ID: <FRI.26.APR.2013.150025.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Palestinian Poetry online

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:Irina Vainovski Mihai <ivainov2 at yahoo.com>
Subject:Palestinian Poetry online

Dear Rudi,
You may search on the site of the Academy of American Poets (use the
keyword “Palestinian” in the advanced search form):
http://www.poets.org/
Or you may look for the website of a specific Palestinian poet. For
example, Mahmoud Darwish has poems both in Arabic and English at:
http://www.mahmouddarwish.com/

Best regards,
Irina Vainovski-Mihai

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:28 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:28 -0600
Subject: Arabic-L:PEDA:Iraqi course at NOVA Annandale
Message-ID: <FRI.26.APR.2013.150028.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
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-------------------------Directory------------------------------------

1) Subject:Iraqi course at NOVA Annandale

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:"Hilmi, Sana N." <shilmi at nvcc.edu>
Subject:Iraqi course at NOVA Annandale

Dear All,

The Arabic Program at the Annandale Campus in Northern Virginia Community
College (www.nvcc.edu<http://www.nvcc.edu>) will be offering a new Dialect
Course this Summer.

Iraqi Dialect I, ARA 195-40N  (starting May 20 to June 30) is offered on
Tuesdays and Thursdays 6:00-8:25pm.
The prerequisite for this course is ARA 102, one year of beginning Arabic,
or permission of the instructor.
Students may use the lab and ask for tutoring with no extra charge.

If you have any questions, please feel free to e-mail me at shilmi at nvcc.edu
<mailto:shilmi at nvcc.edu>

Have a nice summer,

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:20 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:20 -0600
Subject: Arabic-L:PEDA:Arabic Without Walls Workshop at Georgetown
Message-ID: <FRI.26.APR.2013.150020.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:Arabic Without Walls Workshop at Georgetown

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From: Maggie Nassif <mnnassif at byu.edu>
Subject:Arabic Without Walls Workshop at Georgetown

Bring Arabic to your students!

Georgetown University Center for Contemporary Arab Studies
April 17, 2013

Dear colleagues:

I am pleased to invite you to an information session about bringing Arabic
language opportunities to your school. All middle and high school
teachers—including those who teach social studies, world history, world
languages, Arabic language, and literature—and school administrators, media
specialists, and counselors are welcome to attend. I am delighted that Kirk
Belnap and Maggie N. Nassif, Director and Administrative Director,
respectively, of the National Middle East Language Resource Center at
Brigham Young University, will be our featured presenters on "Arabic
Without Walls." Please see the announcement below for additional
information.

The session will take place on the Georgetown University campus on
Thursday, May 9, 2013, from 3:45 pm to 5:45 pm; Arabic language teachers
are invited to stay an extra hour for information more tailored to Arabic
teaching, followed by a light dinner. The agenda will be as follows:

3:45-4:00 -- Registration
4:00-5:30 – Informational program, Arabic Without Walls
5:30-5:45 – Refreshments; adjournment of non-Arabic-language teachers
5:45-6:45 -- Special session for Arabic teachers
6:45-7:30 -- Working dinner for presenters and Arabic teachers; adjournment

Please read the description below and, if you are interested in registering
for this session, fill out the form and return it to me by Monday, May 6.
All registrants will be accepted, but only Arabic teachers will be allowed
to attend the special session (5:45-6:45 pm) for Arabic teachers. I will
send out additional information to everyone about parking and directions on
Tuesday, May 7th.

With best regards,

Zeina

Zeina Azzam
Director of Educational Outreach
Center for Contemporary Arab Studies
Georgetown University
__________________

ARABIC WITHOUT WALLS
An information session on Thursday, May 9, 2013 at Georgetown University

The National Middle East Language Resource Center (NMELRC) is pursuing a
project to help middle schools and high schools introduce Arabic or grow
their existing Arabic programs through offering online Arabic courses.
Students can learn Arabic online through a hybrid approach where they can
work at their own pace and also interact with an online tutor as well as a
cohort of other students to create a virtual learning community. A grant
from Qatar Foundation International offers scholarships to students who
qualify for aid to cover the tuition and cost of books. The course may be
taken for credit through Brigham Young University (pending the student's
school approval). For full information about the course, please visit:
http://nmelrc.org/how-register-arabic-without-walls-0

This session at Georgetown will include information for teachers, school
administrators, and counselors on the following:
1- An introduction to research done on learning foreign languages.
2- An overview of the online Arabic language course and the scholarships;
currently, students in 28 states participate in Arabic Without Walls.
3- Success Stories: examples of students who are alumni of the program.
4- Career opportunities for students who learn a Critical Language.
5- An additional hour-long session for Arabic teachers during which the
presenters will share their experience in building the Utah Arabic K12
model. Through collaboration with the Utah State Office of Education, the
Governor's Office, and the Utah Foreign Language Association, they were
able to certify 5 Arabic teachers and offer Arabic at 11 schools in Utah.
They will share Best Practices and resources and explore possibilities for
future collaboration.
_____________________

Registration Form for the information session on:
ARABIC WITHOUT WALLS

Sponsored by Georgetown University’s Center for Contemporary Arab Studies
and National Resource Center for the Middle East and North Africa

Thursday, May 9, 2013
3:45 pm to 7:30 pm (registration 3:45-4:00; session 4:00-5:45; special
session for Arabic teachers 5:45-6:45; light dinner for presenters and
Arabic teachers 6:45-7:30)

Your name:

Title and department:

School or office name:

School or office address:

Telephone:
Fax:

Email address (please include!):

City, county, and state where you are a teacher:

What grade(s) do you teach?

If you are an Arabic language teacher, will you be staying for dinner?
___Yes  ___No

Comments or questions (optional):

E-mail or fax this form to Zeina at seikalyz at georgetown.edu or fax no.
202-687-7001. You can also print and mail it to:

Zeina Azzam
CCAS—241 ICC
Georgetown University
Washington, DC 20057-1020

Registration deadline: Monday, May 6, 2013 (but if possible, please send
your form in before then—thank you). On May 7, all registrants will
receive, by e-mail, additional information for attending the May 9th
program.

Fees: There are no fees associated with attending this program.

Note: All registrants will be accepted, but only Arabic teachers will be
allowed to attend the special session (5:45-6:45 pm) for Arabic teachers,
followed by a light dinner.

Questions: Please contact Zeina Azzam at seikalyz at georgetown.edu or
202-687-6176.


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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:45 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:45 -0600
Subject: Arabic-L:PEDA:Occidental College STARTALK Arabic Teachers Program
Message-ID: <MON.29.APR.2013.162745.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Occidental College STARTALK Arabic Teachers Program

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:imanhashemcflp at aol.com
Subject:Occidental College STARTALK Arabic Teachers Program

Occidental College STARTALK Teacher Program

Putting the Arabic Standards Front and Center

PROGRAM II: Building Leadership in the Arabic Language Teaching Community
June 14-18, Hilton Hotel Anaheim, CA.

This is an invitational program. The program will provideeligible teachers
with opportunities to enhance and articulatetheir curriculum maps in light
of their classroom experiences and will developan additional
standards-based, technology enhanced instructional unit with anintegrated
performance assessment (IPA): using backward design with
real-worldobjectives that are age- and stage-appropriate; focusing on
culture and contentfrom the core curriculum; including the three modes of
communication; providingopportunities for cultural and linguistic
comparisons and real-world languageuse beyond the classroom.

PROGRAM II: Technology as the Coreof Standards-Based Arabic Instruction
June 20-26, California State University, Long Beach
Participants in our Technology Sessions will be divided into two groups
based on the needsthey identify in their applications and the level of
their proficiency in standards-based andtechnology-enhanced instruction.
Both groups will learn to effectively use technology to enhance a
standards-based approach: locating authentic materials on the web including
video,music, art, graphics, text, data; using technologies to make
authentic materials accessible to students including MovieMaker and
PowerPoint; facilitating interpersonal communication through instant
messaging, video, audio and written chats, emails, interactive assignments
and homework; supporting presentational communication using thethe
technologies listed above as well as online postings, webpages and
GoogleDrive.

Iman Hashem
Program Dierctor
California World Language Project, LA
Occidental College
Department of Education
818-620-1176 • ihashem at oxy.edu

Best,

Iman Hashem

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:55 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:55 -0600
Subject: Arabic-L:PEDA:Arabic Lecturer Job at University of Bayreuth,
 Germany
Message-ID: <MON.29.APR.2013.162755.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Arabic Lecturer Job at University of Bayreuth, Germany

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:Jonathan Owens <jonathan.owens at uni-bayreuth.de>
Subject:Arabic Lecturer Job at University of Bayreuth, Germany

*University Lecturer for Arabic, University of Bayreuth, Germany, beginning
Winter Semester, 2013*

Description: appointment planned to begin Oct 1, 2013 until August 15,
2015. The Lektor works closely with the Department of Arabic and Islamic
Studies, as well as with the special language diploma programs of the
Language Center. Teaching responsibilities include both Standard Arabic and
an Arabic dialect. Teaching load is 18 hours per week.

Qualifications: Arabic native or near native speaker, BA, though advanced
degrees preferred, preferably with specialization in Linguistics or
teaching Arabic as a foreign language. Given equal qualification,
preference will be given to those with a knowledge of German.Handicapped
will be given preference, given equal qualifications. The University of
Bayreuth wishes to increase the numbers of its female personnel, and so
encourages women to apply.

E-mail submissions are encouraged, though must be followed up with a hard
copy application. Until May 21, 2013.

Please send the hard copy application to: Dr. Regina Richter, Language
Center, Bayreuth University, 95440 Bayreuth.

Please submit Email submissions to: jonathan.owens at uni-bayreuth.de**.

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:40 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:40 -0600
Subject: Arabic-L:LIT:Online Arabic poetry
Message-ID: <MON.29.APR.2013.162740.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Online Arabic poetry

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:Jabra Ghneim <jabrafghneim at gmail.com>
Subject:Online Arabic poetry

Here is a web site that has a huge collection of poetry by Arabs from
different nationalities, including Palestinians:

www.adab.com

Jabra

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:51 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:51 -0600
Subject: Arabic-L:PEDA:Intensive Beginning and Intermediate Summer Program
 at Annandale
Message-ID: <MON.29.APR.2013.162751.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:Intensive Beginning and Intermediate Summer Program at Annandale

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:"Hilmi, Sana N." <shilmi at nvcc.edu>
Subject:Intensive Beginning and Intermediate Summer Program at Annandale

Dear All,

The Arabic Program at the Annandale Campus in Northern Virginia Community
College (www.nvcc.edu<http://www.nvcc.edu>) will be offering new Intensive
Beginning and Intermediate Arabic courses this Summer.
Our students are given free tutoring with no extra charge. You could also
enjoy using our language lab or log in from home to use different Arabic
programs.

Our Beginning courses are as follows,

Beginning Arabic I-ARA 101 (starting May 20 to July 14) is offered on
Tuesday, Wednesday and Thursday 10:30-1:40pm
Beginning Arabic II - ARA 102 (starting May 20 to July 14) is offered on
Monday, Wednesday and Friday

We are also offering Arabic courses second session,
ARA 101 (starting July 1st to August 11) will be offered every day from
Monday to Thursday at 2:00 p.m. to 5:00p.m.
Students who had Arabic in previous institutes or colleges, may take our
placement exam that offered daily.

If you have any questions, please feel free to e-mail me at shilmi at nvcc.edu
<mailto:shilmi at nvcc.edu>


Have a nice summer,

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:28:01 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:28:01 -0600
Subject: Arabic-L:PEDA:Test development Jobs for Libyan and Saudi speakers
Message-ID: <MON.29.APR.2013.162801.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Test development Jobs for Libyan and Saudi speakers

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:Linda Vuolo linda at lidgetgreen.org
Subject:Test development Jobs for Libyan and Saudi speakers

Arabic Target Language Experts needed - Saudi & Libyan

Lidget Green Inc. is a test development company that reviews language
tests. We currently have a contract to review a large number of test items
for the Defense Language Institute (branch of the U.S. Department of
Defense) and we are looking to fill contractor seats on our Arabic-Saudi
team as well as our Arabic-Libyan team. For the Arabic-Saudi team, we are
focused on the following dialects: Najdi, Hijazi, and Gulf.

Language professionals (professors, instructors, linguists, translators,
and/or interpreters) and native speakers who have studied (or are studying)
at US universities are ideal candidates for this work.   Most of our
language contractors work full time in a variety of different professions,
and complete this sporadic contractor work on weekends and evenings.

Qualifications
1) Native Fluency in the target language (born, raised and educated through
secondary school in the country of language origin); college-level
education in the target language is preferred.
2) Excellent English skills; a degree from an English language university
or documented standardized test scores is acceptable.
3) Professional experience in adult-level language education or assessment,
translation and/or interpretation is preferred.
4) Excellent computer skills and the ability to work comfortably in an
online environment.
5) Documented permission to work in the US (and documented University
support if on a faculty or student visa).

The Department of Defense will review all applicants and make the final
determination whether a candidate is approved for the project.

Requirements
Prior to joining the project, reviewers must attend a three-day orientation
workshop at the Defense Language Institute in Monterey, California from
June 11 through 13, 2013. Reviewers will be paid an honorarium for
attendance, accommodations and a daily meal per diem will be provided, and
documented travel expenses will be reimbursed following the workshop.

Following the DLI orientation workshop, the item review work will be done
online, from one’s home or office, at any time convenient for the reviewer
within the scheduled deadlines. The time commitment is variable but
averages a few hours per week for a few weeks at a time over the course of
a year or so. Ability to work independently online and to meet deadlines is
essential.

Payment
Payment is on a per item basis, and at normal work rates, the hourly
equivalent will be attractive.

Apply Now!
Please send a detailed Resume or CV to hr at lidgetgreen.org. You may also
apply online at www.lidgetgreen.org, click through to “Join our Team” and
reference “Target Language Expert.”
Please feel free to call the Lidget Green office, 559-877-3329, for further
details.

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:49 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:49 -0600
Subject: Arabic-L:LING:Needs resources on noun-noun compounding in Arabic
Message-ID: <MON.29.APR.2013.162749.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Needs resources on noun-noun compounding in Arabic

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From: Nesrine Basheer <n.basheer at gmail.com>
Subject:Needs resources on noun-noun compounding in Arabic

Ahlan everyone,

I need resources on how noun-noun compounding is formed in Arabic. I am
examining how native speakers of (Egyptian) Arabic would deal with the
difference between "a cup of coffee" and "a coffee cup". I understand that
iDaafa can be used in both cases to say فنجان قهوة and that the second
could be rephrased into فنجان للقهوة. But I need to cite resources.
A cross-linguistic analysis would be ideal, but any other directions would
be equally appreciated.

Alf shukr!

Nesrine

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:37 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:37 -0600
Subject: Arabic-L:PEDA:Ali Baba Center, Jordan, Courses
Message-ID: <MON.29.APR.2013.162737.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Ali Baba Center, Jordan, Courses

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:arabic-l at alibaba.jo
Subject:Ali Baba Center, Jordan, Courses

 ARABIC LANGUAGE COURSES

Ali Baba International Center organizes three types of courses; monthly
group courses, term group courses, and private courses. The three types of
courses are described below.

I. Monthly Courses:
Monthly group courses are organized throughout the year. In principle, a
monthly course starts on the first Sunday of the month and ends on the last
Thursday of the month. An outline description of monthly courses is given
below:

1. Number of Hours: A monthly course covers 80 contact hours, which is
equal to 4 credit hours in most US-based universities. Students wishing to
stay for a shorter period of time (1,2,3 weeks) may still apply for the
monthly course, at a lower rate, and leave before its end date.

2. Levels: Three language levels are offered each month. The levels are:
the beginners level, the intermediate level, and the advanced level. The
three levels may get subdivided into sub-levels depending on number of
enrolled students. The four language skills (listening, speaking, reading,
and writing) are covered at varying degrees in each level. A student will
have to sit for a placement test on the first day of the course to
determine the class he or she should join.

3. Text Books: Different international and local text books are used for
the monthly courses. Theses texts include the well-known Al-Kitaab Series
(Alif Baa, Al-Kitaab I, Al-Kitaab III, Al-Kitaab III) published by
Georgetown University Press. Other text books include Al-Kitaab Al-Assasi.
The text books are supplemented by other materials and activities.

4. Courses and Dates: Twelve monthly group courses are offered each year.
The start dates of the monthly courses are as follows: January 6th,
February 3rd, March 3rd, March 31st, May 5th, June 2nd, June 30th, July
28th, September 1st, September 29th, November 3rd, and December 1st.

5. Course Fees: For detailed information, please write to info at alibaba.jo.

II. Term Course:
Four term-long Arabic Language courses each year. An outline description of
term courses is below:

1. Number of Hours: A term course covers 240 contact hours, which could be
equalized to 12 credit hours in most US-based universities.

2. Levels: Four language levels are offered each term. The levels are based
on the ACTFL proficiency scale: Novice (or Beginners) level, Intermediate
level, Advanced level, and Superior level. The four language skills
(listening, speaking, reading, and writing) are covered at varying degrees
in each level.

3. Text Books: The term courses are based on the well-known Al-Kitaab
Series (Alif Baa, Al-Kitaab I, Al-Kitaab III, Al-Kitaab III) published by
Georgetown University Press. The text books are supplemented by other
materials and activities. The material covered in each level is

? Novice Level (beginners) : The Alif Ba and Al-Kitaab I.
? Intermediate Level: Al-Kitaab I.
? Advanced Level: Al-Kitaab II and Al-Kitaab III.
? Superior Level: Al-Kitaab III and supplementary materials.

4. Courses & Dates: The following four term courses are offered every year:


? Winter Course (12 Weeks) : January 6th - March 21st , 2013.
? Spring Course (12 Weeks) : March 31st - June 20th, 2013.
? Summer Course (9 Intensive Weeks) : June 30th - August 29th, 2013.
? Fall Course (12 Weeks) : September 1st - November 28th, 2013.

5. Course Fees : For detailed information, please write to info at alibaba.jo.


III. PRIVATE COURSES:
Private courses are offered anytime of the year.

1. Number of Hours: Determined by the students. A student may apply for as
many hours as he/she needs.

2. Levels:. A private student will have to sit for a placement test on the
first day of the course to determine his or her level.

3. Courses: The content of the private course will be decided by the
instructor based on the language needs of the students. The course may
focus on Modern Standard Arabic, Media Arabic, Business Arabic, Classical
Arabic, Colloquial Arabic, etc.

4. Dates: Private course can be held anytime of the year. Start and end
dates are decided solely by the student.

5. Course Fees : For detailed information, please write to info at alibaba.jo.


 Accommodation Options

Ali Baba International Center offers several accommodation options to
overseas students. These options are described below.

OPTION#1 HOTELS
Modern 3-star and 4-star hotels and located within a walking distance from
Ali Baba International Center and the University of Jordan. The hotels
offer rooms for single occupancy ( 1 person per room) or double occupancy (
2 persons per room), fully air-conditioned and equipped with direct
Dial-telephone and computer point, color television with more than 20
Satellite channels, and an in-room mini refrigerator. Students may also
apply for 5-star hotels, however, such hotels are located around 10-minute
drive from the school.

OPTION #2 : PRIVATE APARTMENTS
A private apartment has a bedroom, a bathroom, a kitchenette, and
sometimes, a small living room. Its usually designed for one or two people.
The apartments are suitable for male ( and female) students, couples, and
small families since it has a convenient location and friendly atmosphere.
Internet connectivity is not provided, however, students can buy cheap
Internet USB sticks. No meals are served, however, the neighborhood has
many restaurants.

OPTION #3 : FEMALES DORMITORY
Females have the option of staying at a females dorm located nearby the
center. The dorm is modern, clean, and is run by a friendly family. A
student at the dorm will have her own studio ( bedroom, bathroom,
kitchenette). Laundry, WiFi Internet services are also offered. Most
students staying at the dorm are Jordanians, making the dorm a nice
environment for cultural exchange. No meals are served, however, students
can cook in their kitchenette or eat at restaurants located near the dorm.

OPTION #4 : HOMESTAYS
The center gives overseas students the chance to stay with local families.
A host family provides a bedroom, and one or two meals, and of course, the
cultural exchange experience. Its instructive to point out that, its much
easier to find host families for females than for males. This is a cultural
issue, however, we have managed so far to place male students with suitable
host families.

 IMMERSION PROGRAM PACKAGE

1. An immersion program package consists of the followings items, which
have been described above in details. Special offers are given for
universities and groups of students. For detailed information, please write
to info at alibaba.jo.

1. Language course:
2. Accommodation:
3. Airport transfer
4. Touristic trips
5. Extra-curricular activities
6. Placement test
7. Certificate of completion
8. Language partner: (depends on availability).

 Overseas Universities

Overseas universities are a valuable source of students to Ali Baba
International Center. We have several universities around the world,
however, the center is still looking for serious and dedicated partnership
in most countries. If interested, please write an email to Dr. Ali Al-Haj,
info at alibaba.jo.

CONTACT US

Dr. Ali Al-Haj
Ali Baba International Center Khalifeh Tower ( second floor),
Next to McDonald's Restaurants Opposite to Main Gate of the University of
Jordan
POBox 1928, Al-Jubeiha, Amman 11941, Jordan
Phone Number: +962 6 534 1300
Mobile: +962 777 487 747
Email Address: info at alibaba.jo
Website: www.alibaba.jo

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From dilworthparkinson at GMAIL.COM  Wed Apr  3 23:02:27 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Wed, 3 Apr 2013 17:02:27 -0600
Subject: Arabic-L:GEN:Farouk Mustafa
Message-ID: <WED.3.APR.2013.170227.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Wed 03 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Farouk Mustafa

-------------------------Messages-----------------------------------
1)
Date: 03 Apr 2013
From: "Fred M. Donner" <pdqb at uchicago.edu>
Subject:Farouk Mustafa

Dear Friends and Colleagues,
I write with the very sad news that our beloved friend and colleague Dr.
Farouk Mustafa died early this morning.  He was for almost forty years the
mainstay of our Arabic teaching program at Chicago, and life here will not
be the same without his dedicated teaching and larger-than-life presence.
We offer our condolences to his wife and fellow Lecturer in Arabic, Kay
Heikkinen.

Best wishes
Fred Donner
Director, Center for Middle Eastern Studies
The University of Chicago

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:10 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:10 -0600
Subject: Arabic-l:PEDA:INLAC Study Abroad Programs, Morocco
Message-ID: <THU.4.APR.2013.095510.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:INLAC Study Abroad Programs, Morocco

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Fatima Sadiqi <sadiqi_fatima at yahoo.fr>
Subject:INLAC Study Abroad Programs, Morocco

Dear Colleague,

I am pleased to let you know that the International Institute for Languages
and Cultures (INLAC), co-founded by Fatima Sadiqi and Moha Ennaji, has now
a website: www.inlac.netthat you can visit and circulate to interested
students, scholars involved in Study Abroad programs, and intercultural
institutions. INLAC is a private institute which is accredited by the
Moroccan Ministry of Education. It welcomes students from top American and
European universities and offers a combination of courses, think
thanks, and homestay in a unique environment. INLAC is located in the
twelve centuries old Medina of Fez which boasts the oldest university in
the Islamic world. As such, the Institute combines the quality of courses
with the essence of the place. Alongside the credit courses, the Institute
brings together academics, theologians, politicians, and social activists
to discuss the urgent issues of our time. These range from new divinities,
the
 inter-religious, the inter-cultural to conflict resolutions, youth
concerns, gender, development, human rights, social justice and much more.

INLAC is proud to be a beacon of cross-cultural understanding that fits
very well with what Fez , an ancestral Islamic city, stands for. The
Institute does not only teach students but it seeks to break ignorance and
taboo through immersing them in the insights and wisdom of the great 14th
century scholars like Maimonides, Aurillac, and Ibn Khaldun who, although
coming from different horizons and religions, inhabited Fez and worked
together.

Should you need any complementary information, please don't hesitate to
contact me.

www.inlac.net

Fatima Sadiqi
Senior Professor of Linguistics and Gender Studies (MA, PhD)

Co-Founder of the International Institute for Languages and Cultures
(INLAC), Fez, Morocco  www.inlac.net
Director of the Isis Center for Women and Development
UN Gender Expert
President of the National Union of Women's Organizations www.nuwo.org
www.fatimasadiqi.on.ma

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:52 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:52 -0600
Subject: Arabic-L:LING:Needs tagged Arabic corpus
Message-ID: <THU.4.APR.2013.095552.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs tagged Arabic corpus

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:meryeme hadni meryeme.hadni86 at hotmail.com
Subject:Needs tagged Arabic corpus

[moderator's note: my French is terrible, so if my heading is wrong,
forgive me-dil]

je m'appelle Hadni meryeme, je suis doctorante. mon sujet de recherche
"l'indexation des documents arabes".
j'ai besoin d'un corpus arabe etiquet? , est ce que vous pouvez m'aidez .

Cordialement HADNI Meryeme.

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:37 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:37 -0600
Subject: Arabic-L:LING:Looking for Arabic Homophones
Message-ID: <THU.4.APR.2013.095537.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:Looking for Arabic Homophones

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:sattar izwaini <sattarumist at yahoo.co.uk>
Subject:Looking for Arabic Homophones

Hello

I am looking for examples of homophones in Arabic, i.e. two words with
unrelated meanings and different spellings but same pronunciation.


Best
Sattar izwaini


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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:50 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:50 -0600
Subject: Arabic-L:LING:dialect question words thanks
Message-ID: <THU.4.APR.2013.095550.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:dialect question words thanks

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:"Rasha K." <lingrash at yahoo.co.uk>
Subject:dialect question words thanks

Dear colleagues,

Thanks to all of you (and specially to David Wilmsen) for your responses
regarding the interrogatives in the Arabic dialects. I will compile a list
of them and share with you, but in the meantime, I also found the following
website which you may find useful.  Although it has few mistakes, it's very
informative about a good variety of Arabic dialects.

http://terpconnect.umd.edu/~nlynn/AVIA/Level3/emirati/e_default.htm


All the best,
Rasha Soliman
University of Manchester

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:28 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:28 -0600
Subject: Arabic-L:LING:CEC-TAL'13 Deadline Extended
Message-ID: <THU.4.APR.2013.095528.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:CEC-TAL'13 Deadline Extended

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Wajdi Zaghouani <wajdiuqam at yahoo.com>
Subject:CEC-TAL'13 Deadline Extended

DEADLINE EXTENDED: CEC-TAL'13

International Colloquium for students Researchers in Natural Language
Processing and its Applications
September 6th, 2013, Montreal, Canada

https://www.qatar.cmu.edu/~wajdiz/cec-tal/call%20fo%20paper.htm


Important Dates

Submission Deadline : May 5th 2013  23:59 (EST Time)

Notification: 15 June 2013

Camera Ready due : 12 July 2013

Conference : September 6th 2013


Send your conference related questions to :
zaghouani.wajdi at courrier.uqam.ca

Call for papers

The first Colloquium for Students Researchers in Natural Language
Processing and its Applications (CEC-TAL'13).

The first colloquium for Students Researchers in Natural Language
Processing and its Applications (CEC-TAL'13) will be held in Montreal
on September 6th 2013.

The goal of this colloquium is to bring together researchers from related
disciplines (language resources development, analysis and generation,
natural language processing and NLP application) and experts from industry
and companies that deploy extraction methods and knowledge management to
provide quality work and to exchange and fertilize new ideas.

Types of communication

Authors are invited to submit two types of communications:

1) Articles presenting original research.

2) Articles presenting a point of view on the state of research in NLP,
based on a solid experience in the field.

3) Articles presenting a dissertation ongoing work.

Accepted papers will be presented as an oral communication.

Communication (in English or French) will be for 20 minutes, followed by 10
minute for questions.

Terms of submission

Articles should be submitted in Pdf format only without a mention of the
author (s) or its affiliate and will absolutely use the format available at:


LATEX
http://www.qatar.cmu.edu/~wajdiz/cec-tal/cectal2013-latex.rar

Microsoft Word
http://www.qatar.cmu.edu/~wajdiz/cec-tal/FormatCEC-TAL.doc

Submissions that do not exceed 4 pages will be considered as short papers.
Submissions between 4 and 8 pages will be considered as long papers.

Articles must be submitted by EasyChair :

https://www.easychair.org/conferences/?conf=cectal13
Selection criteria


Authors must be PhD student(s), Master student(s) or young doctor(s) who
defended their thesis within the last three years.

Authors are invited to submit original research that has not been published
previously. Submissions will be reviewed by at least two experts in the
field. We considered in particular:

  - The importance and originality of the contribution.
  - Correcting the scientific and technical content.
  - Critical discussion of the results, particularly in relation to other
  work in the field.
  - The status of work in the context of international research.
  - The organization and clarity of presentation.
  - The adequacy of the conference themes.

Selected papers will be published in the conference proceedings. Following
the opinion of the program, presentations will be made only in oral form.

Terms of publication

Authors of accepted papers will subsequently be invited to submit their
articles for publication in the Proceedings of CEC-TAL'13.

Authors can write their articles in both official languages of Canada
(English or French).


Program committee

 Mona Diab (George Washington University)
 Lyne Da Sylva (University of Montreal)
 Philippe Langlais (University of Montreal)
 Guy Lapalme (University of Montreal)
 Marie Claude L'Homme (University of Montreal)
 Abdelaati Hawwari (Columbia University)
 Houda Bouamor (Carnegie Mellon University)
 Lamia Hadrich Belguith (University of Sfax-Tunisia)
 Nadi Tomeh (Columbia University)
 Bilel Gargouri (University of Sfax-Tunisia)
 Maher Jaoua (University of Sfax-Tunisia)
 Faiez Gargouri (University of Sfax-Tunisia)
 Mariem Ellouze Khemakhem (University of Sfax-Tunisia)
 Abdelmajid Ben Hamadou (University of Sfax-Tunisia)
 Ludovic Jean-Louis (University of Montreal)
 Asma Ben Abacha (CRP Henri Tudor, Luxembourg )
 Wajdi Zaghouani (Carnegie Mellon University)
 Adel Jebali (Concordia University)
 Fatiha Sadat (UQAM)
 Mohamed Mahdi Boudabous (University of Safx-Tinisia)
 Rahma Sallemi (University of Safx-Tinisia)
 B?atrice Arnulphy (IRSIA)

-- 
Wajdi Zaghouani
Research Associate
Carnegie Mellon University-Qatar, Education City
PO Box 24866, Doha, Qatar
Office: CMU-Q 1210, Phone: (+974) 4454

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:31 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:31 -0600
Subject: Arabic-L:LING:New Book: Inscriptional Evidence of Pre-Islamic
 Classical Arabic
Message-ID: <THU.4.APR.2013.095531.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:New Book: Inscriptional Evidence of Pre-Islamic Classical Arabic

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Saad Abulhab <saad at ARABETICS.COM>
Subject:New Book: Inscriptional Evidence of Pre-Islamic Classical Arabic

New book release:

Inscriptional Evidence of Pre-Islamic Classical Arabic: Selected Readings
in the Nabataean, Musnad, and Akkadian Inscriptions (ISBN: 9780984984336)

 Google link:
http://books.google.com/books?id=r3SsGB336osC&lpg=PP1&pg=PP1#v=onepage&q&f=false

 Below is a full text link from the introduction presenting a new reading
of the ?En ?Avdat Nabataen inscription (1st century),  which contained the
only inscriptional evidence found of a pre-Islamic Classical Arabic poem:


http://arabetics.com/public/html/Ayn_Abdat/Ayn_Abdat_Inscription_English.pdf

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:05 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:05 -0600
Subject: Arabic-L:LING:dialect question words corrections
Message-ID: <THU.4.APR.2013.095505.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:dialect question words corrections

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Taoufiq Ben Amor <tb46 at columbia.edu>
Subject:dialect question words corrections

Dear Jonathan,

Thank you for the post. A few corrections, if I may:

?? not ? and in some dialects outside of Tunis ????? ?????? ????, etc.
????? not ????? and same for ?????
??? and ???
???? and ????
???? (made up of ?? ????) has another variant ???? (clearly ?? ??) and also
changes pronouns.
I never heard ??? used in any Tunisian dialect. What is used instead is ???
with an attached pronoun to have for example ?????? ?????? ?????, etc.
I have not heard ?? used for a yes/no question in any Tunisian dialect. It
is used in rare expressions such as ?? ?? ???, an educated version of ??
?????.

Best,

t ben amor

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:48 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:48 -0600
Subject: Arabic-L:GEN:thanks for Farouk Mustafa post
Message-ID: <THU.4.APR.2013.095548.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:thanks for Farouk Mustafa post

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Sane Yagi <saneyagi at gmail.com>
Subject:thanks for Farouk Mustafa post

Thanks, Dr. Fred Donner, for informing the List. May God shower Dr. Farouk
Mustafa with mercy and kindness, and may his soul rest in peace. My
condolences to his family and colleagues.

Sane Yagi

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:14 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:14 -0600
Subject: Arabic-L:LING:etymology of zalameh
Message-ID: <THU.4.APR.2013.095514.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:tymology of zalameh

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:salem aweiss <salema52 at yahoo.com>
Subject:tymology of zalameh

Greetings
As a verb the meaning carries a negative connotation "e.g., to make a
mistake" and is also used to mean "something meager or scanty, as in a gift"
It is used in several forms with the same meaning     ???????  ??????
??????
with the meaning of "exterior appearance" and "looks like a slave' as well
as "man-foot passenger', and 'the one that has the status and appearance of
a slave"
in the Qur'an: the plural is used as: ?????   meaning "idols'
????? ??????? ???????? ??? ?? ??? ??????? ????????

In addition, it is used to mean "wattle of sheep and goats'

the form "azlam" is used to describe someone having the ear slit and
hanging (I don't know whether this has anything to do with "slaves')

As for the letter "Z" as it appears in Hebrew: the letter is the seventh
letter of the alphabet and in Syriac it means "a weapon" which this letter
resembles in form in all the more ancient alphabets (as a numeral it
denotes 7).
In Arabic there are two letters which answer to this : dh and dz. when this
letter corresponds to the former, it becomes in Aramaen "d", when to "dz"
it is retained as "dz".
also "dh" and "dz" are interchanged amongst themselves.

hope this helps

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:02 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:02 -0600
Subject: Arabic-L:GEN:more books for sale/donation
Message-ID: <THU.4.APR.2013.095502.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:more books for sale/donation

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Gary Garrison garyku44 at yahoo.com
Subject:more books for sale/donation

I'm attaching below some additional books that surfaced in yet another box.


Gratefully,
Gary

- ???? ???? ????? ???????
????? ??? ????
????? ??? ????

????? ???????? ??? ??? ????-????? ????
??? ??? ????-????? ????

?????? ? ?????????? ??? ??? ????-????? ????

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

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

 (???? ?(???? ?? ???? ?????? ????? ??????? (???????? ????? ?? ??? ??? ??

???? ??????? ? ????????? ??? ?? - ?????? ????

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

????? ??????? ??? ?????? ? ??????? ???? ??????? n.d.

????? ???????
???? ???? ????? ?????? ?????? ? ??????
??????? ????? n.d.

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

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

L'Academie Arabe de Damas et le Probleme de la Modernisation de la Langue
Arab
Rached Hamzaoui, Brill, 1965

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:19 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:19 -0600
Subject: Arabic-L:LING:LINGUIST review of Subjunctive Mood Book
Message-ID: <THU.4.APR.2013.095519.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:LINGUIST review of Subjunctive Mood Book

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:reposted from LINGUIST
Subject:LINGUIST review of Subjunctive Mood Book

AUTHOR: Arik Sadan
TITLE: The Subjunctive Mood in Arabic Grammatical Thought
SERIES TITLE: Studies in Semitic Languages and Linguistics
PUBLISHER: Brill
YEAR: 2012

REVIEWER: Dinha Tobiya Gorgis, Defense Language Institute Foreign Language
Center (DLIFLC)

SUMMARY
This book, a revised and abbreviated English version of the author?s M.A.
and
Ph.D. dissertations, treats one of the most controversial issues in Arabic
grammar, viz. the subjunctive mood in the verbal system of Classical Arabic
(CA). The other two moods associated with the imperfective verb, the
indicative and the jussive, are treated as options or alternatives to the
subjunctive according to various opinions attributed to mainly medieval Arab
grammarians. So the whole book is an elaborate overview and critical review
of
what particles require the following imperfective verb to be assigned the
subjunctive mood or otherwise.

The author divides his work into a preface and eleven chapters, followed by
a
discussion and conclusion, a bibliography, two appendices and three indexes.
Each of the first nine chapters, all structured alike, presents one
particle,
whether bound or free morpheme. The particles, termed as either primary or
secondary, are generally believed to determine the form of the following
imperfective verb, sometimes called operators. The majority of medieval Arab
grammarians? examples, notably those of the Basra and Kufic schools, are
taken
from spoken varieties of the Bedouins, the Qur?an, ancient Arabic poetry and
very much less on Prophet Mohammad?s speeches, i.e. ?ad?th.

Chapter One, ?AN (pp. 1-35), is devoted to the primary particle ?an, which
syntactically S?bawayhi and a host of grammarians consider al-aamil
(operator)
that induces the following imperfective verb to take the subjunctive mood,
e.g. qarrara ?an yaktuba risaalatan li?ummihi ?He decided to write a letter
to
his mother?, where the final a (a diacritic called fatHa) in the verb
yaktuba
is this mood marker. Such use expresses futurity. However, most grammarians
argue that ?an following verbs denoting fear and desire is followed by a
verb
in the subjunctive mood (this ?an being referred to as ?an al-xafeefa),
whereas ?an after verbs denoting certain knowledge is followed by a verb in
the indicative mood (this ?an being referred to as ?an al-muxaffafa). As for
?an after verbs denoting doubt, it can be followed by a verb in the
subjunctive or indicative mood (see pp. 29, 34-35). Still, ?numerous
examples,
many of which are introduced by the grammarians themselves, in which the
mood
of the verb following ?an is not as expected according to the grammarians?
own
rules? (p. 35) are attested as deviations.

Chapter Two, LAN (pp. 37-58), introduces the second primary particle, namely
lan. This is also called an operator with some functions similar to ?an. But
unlike ?an, which I regard as a complementizer in generative terms, lan is a
negator of the following imperfective verb with a future meaning, e.g. lan
?adxula l-maktabata ?I won?t enter the library?, where the final fatHa in
the
verb is the subjunctive mood marker. The jussive mood is possible, but it is
believed to be ?due to poetic license? (p. 57).  Except for its disputable
etymology, this particle ?has not been widely discussed by either
grammarians
or modern scholars. One of the reasons seems to be that the common way of
speech requires the following verb in [the subjunctive]? (p. 57).

Chapter Three, KAY (pp. 59-77), discusses another important particle
(operator), viz. kay and its free variant likay (generally meaning ?in order
to?) and their two corresponding negative forms, kaylaa and likaylaa, e.g.
saafara kay/likay yukmila diraasatahu ?He traveled in order to continue his
studies?. The general rule dictates that we should assign a fatHa, the
subjunctive mood marker, to the imperfective verb word-finally.

Chapter Four, ??AN (pp. 79-109), presents conflicting opinions about the
identity of the particle ?i?an, also spelt with tanween (nunation).
Disagreements concern not only its two spellings, but also ?its definition,
the necessary conditions for its influence on the following verb, [and] its
etymology? (p. 107), among other things. Although the author proposes that
this particle ?was originally used as an adverb meaning ?therefore? or
?well?
with no syntactic effect? (p. 107), he admits that it can fulfill two
different roles: that of adverb and operator.

Chapter Five, ?AW (pp. 112-125), is devoted to the particle ?aw, basically a
conjunction meaning ?or?. Sadan, however, states that ?[all] grammarians
emphasize that in most sentence types in which ?aw is followed by a verb in
[the subjunctive], it denotes a meaning other than ?or?? (p.111). In certain
syntactic configurations, and with semantic similarities/dissimilarities,
?aw
may have meanings such as ?unless? and ?in order to?; lines of poetry and
Qur?anic verses are offered to support the argument. In the author?s words:
?in most examples in this chapter the meaning of ?aw followed by [an
imperfective verb in the subjunctive mood] is indeed [?illaa ?an] (p.117).

Chapter Six, FA- (pp.127-171), which Sadan admits is ?quite lengthy and
involved? (pp.127-171), is devoted to another conjunct, viz. fa- , because
?[the] mood of the imperfect verb following  fa- is one of the most complex
subjects in Arabic syntax? (p. 170). A number of semantic and syntactic
reasons, including modality (a term which the author does not mention
explicitly), are documented, especially those offered by S?bawayhi and
al-Farr??, where the former?s presentation is described as ?more systematic?
than the latter?s and hence more widely circulated and accepted by later
grammarians.

Chapter Seven,WA- (pp. 173-195), handles the question of wa- when ?it
denotes
a meaning other than ?and?? (p. 174) and thus functioning as an operator
which
induces the following imperfective verb to take the subjunctive mood in a
similar fashion to the preceding conjuncts. And as before, Sadan explores
the
ideas of S?bawayhi, al-Farr??, other grammarians and those found in
secondary
sources (kept in that order) for the sake of comparison. Although it is said
that ?[the] mood of the imperfect verb following wa- has received
considerably
less attention than the mood of the verb following fa-'' (p. 194), yet it
remains to say that both conjuncts can function as operators ?in the same
syntactic environments? (p. 195).

Chapter Eight, ?ATT? (pp. 197-248), is concerned with the subjunctive mood
of
the imperfective verb following the particle ?att?, bearing in mind that it
can be followed by a verb in the indicative mood as well, in addition to
being
used as a preposition followed by a noun or an adverb meaning ?finally? (see
p. 248) and as a conjunction meaning ?and? or an adverb meaning ?even?. One
may also add to this list the fact that it can be a discourse marker
functioning as an empty category in sentence-initial position. Other
meanings,
such as ?so?that? and ?such?that?, are additionally reported in the
literature
(see p. 217). Due to its multifunctional nature, arguments and
counter-arguments are expected among grammarians, whether medieval or later,
especially between S?bawayhi and al-Farr?? and their supporters. And this is
what the author tries to demonstrate using ample examples from various
sources.

Chapter Nine, LI- (pp. 249-270), is the final chapter that deals with
another
particle, namely l?- and its four variants, which most grammarians reduce to
two while only three are said to be dealt with by S?bawayhi (see p. 249).
Apart from the two variations in pronunciation, all analyses are generally
semantically-oriented. S?bawayhi, however, ?maintains that the verb
following
l?- is [in the subjunctive mood] not due to its direct effect but to [a
suppressed] ?an? (p. 266). This is the claim made by the Basrians, whereas
the
Kufic school believes l?- to be an operator; that is, it has a direct effect
on the following imperfective verb and hence assigning the subjunctive mood
to
it (p. 267).

Chapter Ten, FREE NA?B (pp. 271-282), traces the tradition of assigning the
subjunctive mood to an imperfective verb in the absence of an operator and
hence the word ?FREE? in the title of the chapter. Sadan refers to some rare
instances whereby the mood of the associated verb is accounted for in terms
of
a suppressed ?an residing in the speaker?s mind, perhaps due to poetic
license
as justified by S?bawayhi, for example, in two places in his work (see p.
271). The majority of grammarians, past and present, are of the view that
the
mood of the verb must be the indicative, not the subjunctive; rarity cannot
be
the rule (p. 282).

Chapter Eleven, THE POSSIBLE INTERCHANGEABILITY OF RAF? AND NA?B (pp.
283-290), covers the possibility of assigning the subjunctive or indicative
mood interchangeably to the verb following the conjuncts ?aw, fa- and wa-
and
their pertinent meanings. The Kufic school maintains that meaning remains
stable irrespective of mood; their evidence comes from Qur?anic verses. The
Basrians, on the other hand, defend their position in saying that each mood
conveys a different meaning (see p. 290).

The last six pages (291-296) which round out the book?s whole argument under
the title ?DISCUSSION AND CONCLUSION? (pp. 291-296). These pages summarize
the
differences in approach between early grammarians, especially S?bawayhi and
al-Farr??, and later ones. Dialectal differences and historical developments
in CA are reiterated; the Old Iraqi School, mainly represented by Kufic
thought, is once more brought up. In the end, the speaker?s intention cannot
be ignored in any grammatical analysis.

EVALUATION
Let me start from the bottom line: the book is without any doubt an
excellent
piece of work that took the author a decade to complete. This book, like
Saliha?s (2010) dissertation, which is written in Arabic, is a worm?s eye
view
of the ?subjunctive? mood overview/review of the verb in CA.

As any book is far from perfection, a number of remarks ought to be made
here.
First of all, I am not happy with the title of the book; it is intriguing. I
wish the generic word Arabic was converted into CA so that an average reader
would be aware of what variety of Arabic is intended right from the start.
Alternatively, the author could have included discussions related to Modern
Standard Arabic (MSA) in order to give a more comprehensive picture. For
example, textbook writers introducing MSA to non-native speakers do not
distinguish between case such as ?accusative?, assigned to nouns, and the
corresponding mood, e.g. subjunctive, assigned to verbs. Like all Arab
grammarians, ancient and modern, only one grammatical term is given for both
case and mood, viz. man??b, and this is what instructors erroneously teach
at
the American DLIFLC (Defense Language Institute Foreign Language Center),
for
example, right now, whereas Sadan does make the correct distinction but
without a comment about such confusion. He is, however, to be thanked for
clarification.

Secondly, footnoting as well as cross-referencing is overused; the reader is
disrupted now and then, especially with the overused ?See?, to the extent
that
one loses focus and interest to go on reading smoothly. An average reader in
particular is likely to get bored; s/he will have to leave out what might be
called ?redundancies?.

Four more issues are worth noting: (1) some explanations are not supported
by
examples (see, for example, pp. 156-157); (2) examples in Arabic script are
so
rare (but see chapter 4); (3) transcription that is intended as phonetic
representation that should not start with Roman capital letters as if we
were
starting an English sentence; and (4) the inclusion of tribal variations in
pronunciation is unnecessary for the purpose of generalizations; a few
instances do not count that much in accounting for any grammatical system.

Last but not least, the only lexical mistake which I found is the word
?literary? (p. 316 line 10), which ought to be ?literally?; otherwise, the
production quality is an amazing.

REFERENCES
Saliha, Amal Mahmood. 2010. Operators inducing the subjunctive mood in the
imperfective verb as documented in the book of Sa??? al-Bukh?ri (in Arabic):
An applied syntactic study. Unpublished M.A. dissertation. Ghazza Strip:
Islamic University. Retrieved on 4 Feb. 2013:
http://library.iugaza.edu.ps/thesis/93709.pdf

ABOUT THE REVIEWER
Dinha Gorgis is a former professor of linguistics who has taught at a number
of Arab universities since 1973 and is currently an Assistant Professor of
Arabic at DLIFLC in Monterey, California. He is also ex-editor-in-chief of
Sayyab Translation Journal, published in London, and a reviewer on the
editorial board of linguistik, The Linguistic Journal, and Glossa. He has
reviewed for the LINGUIST List and for eLanguage. His most recent
contribution
is: ?Academies of the Arabic Language and the Standardization of Arabic.
Encyclopedia of Applied Linguistics, ed. Chapelle, C. A. Oxford, UK:
Wiley-Blackwell, 2012.

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:45 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:45 -0600
Subject: Arabic-L:GEN:Christian Contribution to Arab Renaissance
 Conference Program
Message-ID: <THU.4.APR.2013.095545.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:Christian Contribution to Arab Renaissance Conference Program

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Aram Society for Syro-Mesopotamian Studies aram at orinst.ox.ac.uk
Subject:Christian Contribution to Arab Renaissance Conference Program

ARAM Society for Syro-Mesopotamian Studies:
Thirty Seventh International Conference

Christian Contribution to Arab Renaissance


Programme



MONDAY, JULY 15, 2013

(Venue: The Oriental Institute, Pusey Lane)


Chairperson: ????????????????????????????????????????????????????????????

09:00-09:50
??????????????????????????????????????????????????????????????????
09:50-10:40 Dr. Paola Pizzo (University G. d?Annunzio, Chieti, Italy)
?Na?s?i?f al-Ya?ziji?: his fortune in East and West at the beginning of the
Arab Renaissance.?

10:30-11:00 Tea/Coffee

11:00-11:50 Ms. Rana Issa (PhD candidate at UIO, Norway)
?Bible translation and modernization of the Arabic language in the 19th
century.?
11:50-12:40 Dr. David Grafton (Lutheran Theological Seminary in
Philadelphia): ?The 1865 so-called Van Dyck Arab translation of the Bible:
Contribution to 19th century textual criticism of the New Testament.?

12:40-13:00 Lunch
15:00-15:30 Tea/coffee

Chairperson:
??????????????????????????????????????????????????????????????????

15:30-16:20 Dr. Marco Demichelis (University of Turin)
?Kal?m viewpoints in F. An??n vs. M. ?Abduh?s debate on Secularization.
God?s absolutism and Isl?m irrationality as cornerstones of the Orientalist
Arab-Christian thought during the Nah?a.?
16:20-17:10 Dr. Samir Khalil (St Joseph University - Beirut)
?La contribution de Germanos Farhat ? la Renaissance Arabe.?
17:10-18:00 Dr. Shafiq Abouzayd (University of Oxford)
?The Maronite contribution to the preservation of Arabic language during
the Ottoman period.?


TUESDAY, JULY 16, 2013

(Venue: The Oriental Institute, Pusey Lane)


Chairperson: ??????????????????????????????????????????????????????????

09:00-09:50 Dr. Abjar Bakhou (Baylor University)
 ?Subject to be defined.?
09:50-10:40 Rev. ?eljko Pa?a, SJ (Pontificium Istitutum Orientale, Roma)
?The Concept of God?s Trinity in the ?Kit?b far??id al-faw??id f? u??l
ad-d?n wa-l-?aq??id? of ?A?d???? bar Br????.?

10:30-11:00 Tea/Coffee

11:00-11:50 Dr. Paolo Maggiolini (Luspio University, Rome)
?Tradition and Modernity. The Melkite Catholic Church from the late Ottoman
Empire until the Mandate system in the Middle East.?
11:50-12:40 Dr. Ioana Feodorov (Rumanian Academy, Bucharest)
?Beginnings of Arabic Printing in Ottoman Syria (1706-1711): the Romanians?
part in Patriarch Athanasios Dabb?s?s achievements.?

12:40-13:00 Lunch

Chairperson:
???????????????????????????????????????????????????????????????????

15:00-15:30 Tea/coffee

15:30-16:20 Dr. Anas Soufan (Geneva University)
?Syrian architectural Modernity between Ottomanism and Arabism??
16:20-17:10 Dr. Carsten Walbiner (Birzeit University, Palestine)
?Ilyas Basil Faraj ? a Lebanese protagonist of the Nahda in Jerusalem.?
17:10-18:00 Dr. Geoffrey Roper (London)
?The Arabic press in Malta, 1825-1842: its influence on the 19th century
Arab renaissance.?
19:00-22:00 Banquet

WEDNESDAY, JULY 17, 2013

(Venue: The Oriental Institute, Pusey Lane)


Chairperson: Dr. Carsten Walbiner (Birzeit University, Palestine)

09:00-09:50 Dr. Mahmoud O. Haddad (University of Balamand)
 ?The role of the Christian clergy in the 19th century: religious and
scientific.?
09:50-10:40 Dr. Hilary Kilpatrick (Lausanne - Switzerland)
?What were the aims of Christian writers of the 17th and early 18th
century??

10:30-11:00 Tea/Coffee

11:00-11:50 Dr. Hayat Bualuan (American University of Beirut)
?Contribution of 18th Century Christian Historians of Bilad al Sham to the
Arab Renaissance.?
11:50-12:40 Dr. Souad Slim (Balamand University - Lebanon)
?The role of the Greek Orthodox in the starting of the civil society in
Bilad al-Sham and in confirming Arab identity.?
12:40-13:00 Lunch

Chairperson:
?????????????????????????????????????????????????????????????????

15:00-15:30 Tea/coffee

15:30-16:20 Dr. Abjar Bahkou (Baylor University, Waco, Texas)
 ?Jurji Zaydan: Activist and reformer of the Arabic language and
literature.?
16:20-17:10
???????????????????????????????????????????????????????????????????????
17:10-18:00
??????????????????????????????????????????????????????????????????????


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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:21 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:21 -0600
Subject: Arabic-L:TRANS:Wikipedia on 'spam'
Message-ID: <THU.4.APR.2013.095521.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Wikipedia on 'spam'

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Saqer Almarri <saqer.almarri at gmail.com>
Subject:Wikipedia on 'spam'

I'd like to point out that the Arabic Wikipedia is often a great source for
recent computing terminology, not only the Wikipedia articles but also the
MediaWiki interface which is available in Arabic.

The Arabic Wikipedia article for "spam" is ????:
https://ar.wikipedia.org/wiki/%D8%B3%D8%AE%D8%A7%D9%85_(%D8%A5%D9%86%D8%AA%D8%B1%D9%86%D8%AA)

The Wikiproject that aims to report and get rid of spam from the Wikipedia
has a page in Arabic too:
https://ar.wikipedia.org/wiki/%D9%88%D9%8A%D9%83%D9%8A%D8%A8%D9%8A%D8%AF%D9%8A%D8%A7:%D8%B3%D8%AE%D8%A7%D9%85

The Arabeyes Technical Dictionary (freely downloadable btw) gives ???? for
spam: http://wiki.arabeyes.org/techdict:Spam

Might I also point that the term seems fantastic, although not immediately
intuitive ("spam" isn't either): the metaphor works well. Soot being an
unwanted substance, just like "bad/annoying email" is an unwanted email.

Saqer

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:40 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:40 -0600
Subject: Arabic-L:PEDA:Needs studies relating vocab to proficiency levels
Message-ID: <THU.4.APR.2013.095540.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs studies relating vocab to proficiency levels

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:"Familiar, Laila H" <laila at austin.utexas.edu>
Subject:Needs studies relating vocab to proficiency levels

Dear colleagues,

I am looking for studies that have researched the Arabic proficiency levels
(ACTFL or CEFR) from the standpoint of vocabulary frequency and type of
lexical forms expected to be known by learners of AFL at each proficiency
level.

Whether the statistical research is based on Parkinson's corpus, other
Arabic corpora, or the frequency dictionary published by Buckwalter &
Parkinson, I would like to know if there is an estimated number of lexical
forms and/or a vocabulary frequency list expected to be known by learners
of AFL at each proficiency level.

You help is much appreciated.

Laila Familiar
Lecturer of Arabic
The University of Texas at Austin

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:55:17 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:55:17 -0600
Subject: Arabic-L:PEDA:Assessment of Learning Objectives
Message-ID: <THU.4.APR.2013.095517.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Assessment of Learning Objectives

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:Sohaib Sandhu <sohaibsandhu at hotmail.com>
Subject:Assessment of Learning Objectives

Hi Meriem,
There are quite a few points in your original question:
1) I would like to know how you assess the extent to which each
studentreaches the Intended Learning Objectives of each of your courses.
My question in return would be which skill or aspects of knowledge are you
referring to?
I'll assume you are talking about the language skills, e.g. reading,
writing, listening and speaking.
The next level below is the detail (or learning objective).
If you want to monitor, assess, or have the students self-assess the
learning objectives, you need some basis. Let's call it a Framework or set
of rating scales.
A useful tool worth looking at may be the Common European Framework (CEFR).
My understanding is that it has been used for Arabic language assessment.
I found a few useful links which may be worth looking into:
http://www.fhss.uaeu.ac.ae/linguistics/docs/Mari_Mar_CEFR.pdf
http://www.live-language.com/Arabic/common-european-framework-of-levels.htmlMost
of
us if not all use different methods to assess their students:quizzes,
homework, presentations, exams, essays, etc etc. but how do weknow whether
or not each individual student has reached the objectives wehave stated in
the syllabi or not?
The way you can help yourself ascertain whether an objective has been
reached, is to create descriptors or narratives linked to the objective.
You also need a test that is linked to the objective. Identify what you
want to test, then create a way of testing/assessing for this. You can then
ascertain how close or far the student is from the objective you were
testing for.
 How can assessing ILO's be done?
I've partly answered this above.
Before you create a test, or wish to assess a student, ask yourself what
objective you are testing. Then decide on a task that tests that objective.
You then need to decide on descriptors which describe how well someone has
done.
A common measure of language ability:
The CEFR could potentially be used to compare Arabic courses across the
world. It's worth taking a closer look at, as work has already been carried
out on this.
The CEFR has already been adapted to assess Arabic. I would suggest you get
your university to invite the CEFR people to come and give you a workshop.
In fact it could benefit the whole Arabic teaching, learning and assessment
community.
Here's a link you through which you could possibly get some help and
contacts:
http://www.eaquals.org/cefr/
Hope this helps
best regards,
Sohaib
Sohaib Sandhu (London/Madinah)Affiliation: University of BristolEFL
Lecturer and Assessment SpecialistLanguage Proficiency ExaminerTaibah
UniversityMadinahSaudi ArabiaMobile: 050 497 2035www.sohaibsandhu.com

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From dilworthparkinson at GMAIL.COM  Thu Apr  4 15:54:54 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Thu, 4 Apr 2013 09:54:54 -0600
Subject: Arabic-L:LING:International Conference on Linguistics (ICL):
 Petra, Jordan
Message-ID: <THU.4.APR.2013.095454.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Thu 04 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:International Conference on Linguistics (ICL): Petra, Jordan

-------------------------Messages-----------------------------------
1)
Date: 04 Apr 2013
From:reposted from LINGUIST
Subject:International Conference on Linguistics (ICL): Petra, Jordan

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

Call Deadline: 21-Jul-2013

Meeting Description:

International Conference on Linguistics (ICL): Petra I
19-21 November, 2013, Petra - Ma?an - Jordan
Organized by: Al- Hussein Bin Talal University (Ma?an - Jordan)

Keynote Speakers:

Hamida Demirdache (University of Nantes - France)
Abbas Benmamoun (University of Illinois Urbana-Champagne, USA)
Basil Hatim (AUS - United Arab Emirates)

Conference Registration Fees:

Early registration: 100$ (covering transportation from airport to Petra
hotels (230km))
Late registration: 130$
Participants from Jordan: 50$

Call for Papers:

We invite abstract submissions for oral or poster presentations devoted to
English, French and Arabic languages. We aim to bring together researchers
working on these or related languages from various theoretical approaches
and to provide an open forum in order to explore current linguistic issues
and linguistic methodologies. The major research areas that the conference
seeks to cover include the following:

- Phonology
- Morphology
- Syntax
- Semantics
- Pragmatics
- Language variation
- Language acquisition
- Text Linguistics
- Psycholinguistics

We encourage contributions explicitly addressing interdisciplinary issues -
e.g. syntax-semantics, semantics-pragmatics, morpho-syntax,
phonology-syntax/semantics and theoretical-psycholinguistics.

Abstract Submission Guidelines:

- Only electronic submissions are considered.
- All abstracts must be in (MS Word) or (PDF) format and an abstract should
be no more than one page in length. Examples and references can be given on
a second page.
- Two copies of the abstract must be sent as email attachment. One copy
should be anonymous.
- The main body of the text of the abstract should be followed by three to
five keywords.
- The subject line of the email message to which the two copies of the
abstract are attached should contain: Surname. ICL abstract. The body of
the message should contain the following information: title of the
abstract, full name, affiliation, contact telephone number, and the email
address (if different from the address in the email header).
- Selected papers will be published in a special issue of AHU Journal.

Languages of the conference for both oral presentations (30 (20+10)
minutes) and poster presentations are English, Arabic and French.

Abstract Formatting Guidelines:

- Line spacing: 1
- All margins: 2.5 cm
- Text alignment: Justified
- Title, name and affiliation: Times New Roman, 14 pt, bold, and centered
- Body text: Times New Roman, 12 pt.
- Paragraphs: should be indented

Important Dates:

Deadline for abstract submission: 21 July 2013
Notification of acceptance: 20 August 2013
Conference dates: 19-21 November 2013

Abstracts for oral presentation must be sent to: ical.petra1 at gmail.com
Abstracts for poster presentation must be sent to: iclposters at gmail.com

For enquiries, please contact:

malkawi1 at gmail.com
renad_a at yahoo.com
mamdouh_ahu at yahoo.co.uk

Scientific Committee:

Ur Shlonsky, Hagit Borer, Alain Rouveret, Usama Soltan, Orin Percus,
Nicolas Guilliot, Ali Tifriti, Basil Hatim, Hamida Demirdache, Edit Doron,
Ali Idrissi, Martin Salzmann, Sabrina Bendjaballah, Lina Choueiri, Alain
Kihm, Jean Lowenstamm, Elabbas Benmamoun, Jean Pierre Angoujard. Chris
Reintges, Hamid Ouali, Laurie Tuller, Bilal Al-Adaileh, Olivier Crouzet,
Anwar Abu-Swalem

Organizing Committee:

Mohammed Nawafleh (vice president), Ghalib Al-Shawish, Naser Athamneh,
Anwar Abu-Swalem, Nouman Malkawi, Renad Abaddi, Mamdouh Ayed Alenazy, Ahmad
Al-Saidat, Shehada Suleiman, Bilal Abu Rakhyah, Hmoud Al-Rahawi, Mansour
Al-kfaween and Khaled Masa?feh

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:13:59 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:13:59 -0600
Subject: Arabic-L:NYU STARTALK Teacher Training
Message-ID: <TUE.9.APR.2013.101359.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:NYU STARTALK Teacher Training

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Milena V Savova milena.savova at nyu.edu
Subject:NYU STARTALK Teacher Training

NEW YORK UNIVERSITY

STARTALK Teacher Training Program in Arabic

June 10-21, 2013

NYU has received a grant from the National Foreign Language Center for the
5th year in a row to conduct this intensive teacher-training workshop.

Where:  NYU campus in the heart of Manhattan.

Who can apply:  all current and prospective teachers at any level, from
community to college; graduate students are also welcome.

Housing available on campus and covered by grant.

Credit:  Everyone receives a transcript from NYU.  1 scholarship for 2
graduate credits through the Steinhardt School of Education is available on
a competitive basis.

Travel assistance available on a needs basis.

Review of applications begins May 5.
For an application please go to www.scps.nyu.edu/startalk.
For more information please email startalk.nyu at nyu.edu

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:09 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:09 -0600
Subject: Arabic-L:PEDA:George Washington U Intensive Summer Program
Message-ID: <TUE.9.APR.2013.101409.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:George Washington U Intensive Summer Program

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Mohssen Esseesy <esseesym at gwu.edu>
Subject:George Washington U Intensive Summer Program

*Intensive Summer Arabic Courses at the George Washington University*

The Arabic Program at the George Washington University offers two intensive
summer sessions to non-GW students that include beginning, intermediate,
advanced, and media Arabic. Courses begin late afternoon so as to allow
students the time to engage in professional pursuits, such as internships,
in the nation?s capital while taking Arabic courses. All courses, except
for media Arabic are four-credit courses. Media Arabic is a 3-credit
course.  For more information contact Mohssen Esseesy, Director of the GW
Arabic program at esseesym at gwu.edu. Additional information about GW summer
Arabic courses can be found on the GW website
http://my.gwu.edu/mod/pws/courses.cfm?campId=1&termId=201302&subjId=ARAB


*First Summer Session 05/20/13-06/29/13*

Beginning Arabic I: 4:00-6:30 PM Monday-Thursday

Intermediate Arabic I: 4:00-6:30 PM Monday-Thursday

Advanced Arabic: 4:00-6:00 PM Monday-Thursday

*Second Summer Session 07/08-08/17/13*

Beginning Arabic II: 4:00-6:30 PM Monday-Thursday

Intermediate Arabic II: 4:00-6:30 PM Monday-Thursday

Media Arabic: 4:30-6:00 PM Monday-Thursday

--
Mohssen Esseesy, Ph.D.
Associate Professor of Arabic and
International Affairs, Director of the
Arabic and Turkish Programs, & Deputy Chair
Department of Classical and Near Eastern
Languages & Civilizations
Phillips 341
The George Washington University
801 22nd Street, NW, Washington, DC 20052
(202) 994-6179
http://www.gwu.edu/~csll/CNELC_arabicprogram.htm

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:18 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:18 -0600
Subject: Arabic-L:LING:Needs Test Corpus with Phrase Breaks
Message-ID: <TUE.9.APR.2013.101418.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Needs Test Corpus with Phrase Breaks

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Eric Atwell <E.S.Atwell at leeds.ac.uk>
Subject:Needs Test Corpus with Phrase Breaks

Researchers at the Universities of Leeds and Jordan are looking for a
small test corpus (5000+ words) of transcribed Modern Standard Arabic (MSA)
annotated with PHRASE BREAKS. The latter should delineate well-formed,
meaningful chunks and should not represent disfluencies. To illustrate the
kind of thing we are looking for, here is
a single MSA sentence of 48 words:
http://www.comp.leeds.ac.uk/**claireb/msaSentence.pdf<http://www.comp.leeds.ac.uk/claireb/msaSentence.pdf>

In this example, only two words are followed by punctuation - and we
have identified these as breaks. In addition, we have also tagged a few
other words as likely boundary locations. If you know of or have such a
resource, we would love to hear from you.

Thanks,

Claire Brierley C.Brierley at leeds.ac.uk Senior Research Fellow
School of Computing, University of Leeds, UK

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:04 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:04 -0600
Subject: Arabic-L:LING:Tagged corpus response
Message-ID: <TUE.9.APR.2013.101404.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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           unsubscribe arabic-l                                      ]

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

1) Subject:Tagged corpus response

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Wajdi Zaghouani <wajdiuqam at yahoo.com>
Subject:Tagged corpus response

[moderator's note: I am posting this message as a reminder to list
subscribers that I often post messages from people not on the list
(someone, a professor, colleague, etc. tells them they might find the
answer there).  However, since they are not on the list, they may or may
not get your answer if you only respond to the list.  When the issue is a
personal request for some kind of help or information, my suggestion would
be to reply to the person directly (I always post the email address at the
beginning of the message), and copy the list.  thanks -dil]

Hi Mariem,

There are many existing tagged corpora for Arabic. What kind of Tagging you
are looking for ? I can help you once you specify exactly your needs.

Regards,

Wajdi

-- 
Wajdi Zaghouani
Research Associate
Carnegie Mellon University-Qatar, Education City
PO Box 24866, Doha, Qatar
Office: CMU-Q 1210, Phone: (+974) 4454-8646
Email: wajdiz at qatar.cmu.edu

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:11 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:11 -0600
Subject: Arabic-L:LING:Homophones
Message-ID: <TUE.9.APR.2013.101411.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Homophones

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Muhammad Alzaidi <mohd.zaidi2007 at gmail.com>
Subject:Homophones

Hi Sattar izwaini,

See this, you may find it helpful

http://www.uobabylon.edu.iq/uobcoleges/fileshare/articles/Homonymy.pdf

I think the clearest example comes to mind is the word pen `Qalam' in
Egyptian Arabic (EA). Egyptian people pronounce it as  "?alam". "?alam"
means either pen, or pain. However, these two words are different in
writing ???  , ???

Also the two different words: Permit (???? ) , and Marriage ( ????), it is
written differently in EA, but they are pronounced the same, I think, as
`jawaaz'.

There is also a book titled "A dictionary of Arabic Homonyms" By AbdulHalim
Qunbus. It is here on USA amazon:
http://www.amazon.com/A-Dictionary-Arabic-Homonyms/dp/0866858318   You may
find it useful


Regards,
Muhammad

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:06 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:06 -0600
Subject: Arabic-L:LING:response to dialect question word corrections
Message-ID: <TUE.9.APR.2013.101406.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Jonathan Lange <jonathanlange at yahoo.com>
Subject:response to dialect question word corrections

Dear t, and list members,

I believe this is a problem of using Arabic letters for dialect. What folks
here (I am in Tunis and have been for three years) say generally has an
extra 'y' sound (linguists on the list help me, is this a 'glide'?) between
the 'a' and 'sh'.  Thus it becomes 'waqtaysh' rather than 'waqtaash',
although the latter exists too.  There is a range of pronunciation
depending upon the region and person along this dipthong (same with
'qadaysh' and ''alaysh').

There is 'shqawlak' ('what do you think?'), 'shtahibb?', 'sha'amalt?' as
well ('what do you want', 'what did you/I do?') - I never hear these with
an 'alif' sound before them, but am told that some people do pronounce them
that way.

I have heard 'fayn', but also have been told by some Tunisians that 'this
is Egyptian' (a remark which seems to be belied by the usage), however
'wayn' is far, far more common (at least in Tunis).

The point about 'ay' is valid, as in 'sh'amalt lil-qatous?' - 'anahua'
('what did you do to the cat?' - 'which one?'), but 'ay' does exist.  Ex.
'Ay haaja najim na'amilha?' ('which thing can I do?').

'Hal' usage is rare, but definitely exists, primarily in the south of
Tunisia.  Ex.:

North - "Yakhi jaat al-fatuura wala la?" - "Did the bill come or not?"
South (rarely) - "Hal hatha saheeha wala la?" - "Is this true or not?"

I did not invent these, but passed everything by a native Tunisian
informant/fiancee before posting :) .

-Jonathan

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:24 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:24 -0600
Subject: Arabic-L:PEDA:Relating Vocab with Proficiency Levels
Message-ID: <TUE.9.APR.2013.101424.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:Relating Vocab with Proficiency Levels

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Robert Ricks <rsricks at gmail.com>
Subject:Relating Vocab with Proficiency Levels

As far as I know, there are no empirical answers to your question?only
impressions and anecdotes. Mahmoud al-Batal has written that general
studies on vocabulary size as well as anecdotal reports from Arabic
teachers suggest that "we can estimate that for a learner of Arabic to
reach the Advanced level of proficiency, a vocabulary in the range of 3000
to 3500 high-frequency words is needed" ("Playing with Words", 333)*.

In addition, the intro to Al-Kitaab (at least the previous edition)
suggests that a student could reach an intermediate high level of
proficiency by reaching the end of Book Two. There are around 2000 words in
the first two books of Al-Kitaab (as counted in the glossary), although the
count by root or word family would, of course, be lower.

My dissertation research (forthcoming) will show to what extent Arabic
learner vocabulary size correlates with self-rated proficiency. If the
instruments I've developed prove valid, they might be useful for a future
study that uses official proficiency ratings.

Robert

*the Al-Batal article is from Wahba et al.'s 2006 *Handbook for Arabic
Language Teaching Professionals in the 21st Century.*

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:02 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:02 -0600
Subject: Arabic-L:PEDA:QFI student scholarships for Middlebury-Monterey
 Academy
Message-ID: <TUE.9.APR.2013.101402.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:QFI student scholarships for Middlebury-Monterey Academy

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Middlebury Interactive Languages <marketing at middleburyinteractive.com>
Subject:QFI student scholarships for Middlebury-Monterey Academy

The Middlebury-Monterey Language Academy recently received a grant from the
Qatar Foundation International to provide student scholarships for this
summer?s Arabic Academy at Pomona College in Claremont, California.  The
four-week immersion program provides high school students the unique
opportunity to accelerate Arabic language learning and cultural
understanding through Middlebury College?s renowned world language
curriculum.

The grand provides 15 full scholarships for deserving students interested
in studying Arabic. To read more about the grant, click
here<http://mmla.middlebury.edu/news-and-events/qatar_foundation_2013.php>.


We encourage you to share this opportunity with all students interested in
studying Arabic.  For students interested, they can learn more about the
program and apply
here<
http://mmla.middlebury.edu/academy-life/experience-the-culture/arabic.php>
.

--
The Middlebury-Monterey Language Academy Team
23 Pond Lane
Middlebury, VT 05753
<http://www.facebook.com/middleburymontereylanguageacademy>
<http://twitter.com/MiddInteractive>

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:22 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:22 -0600
Subject: Arabic-L:AD:Gerlach
Message-ID: <TUE.9.APR.2013.101422.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
listserv at byu.edu with first line reading:
           unsubscribe arabic-l                                      ]

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

1) Subject:Gerlach

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Gerlach Islamic Studies office at gerlach-books.de
Subject:Gerlach

Up to 25% discount on antiquarian books on

ORIENTAL LANGUAGES

Please have a look at the title list which can be downloaded from this site:
http://www.gerlach-books.de/books_offers.php

Some of these single antiquarian books bear light traces of wear
(signature, ex libris). The overall condition of the books is mostly very
good or at least good.

Our offer:
- purchase of single antiquarian copies (first come, first served)
- 10% discount for any single book
- 25% discount when ordering 5 or more books
- plus shipping charges (surface or air mail delivery)
- plus European VAT (if applicable only)
- our institutional and regular customers can order on open account
- first-time customers: credit card or pre-payment by bank transfer
preferred
- this offer is valid until 23 April 2013 only


Looking forward to your orders.

Best regards from Berlin

(Ms) Dagmar Konrad


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

To order please send us an email or a fax.

Our order form and title list can be downloaded from here:
http://www.gerlach-books.de/books_offers.php


GERLACH BOOKS & ONLINE  -  MIDDLE EAST & ISLAMIC STUDIES   <
www.gerlach-books.de>
Heilbronner Strasse 10    D-10711 Berlin (Halensee), Germany     TEL +49 30
3249441     FAX +49 30 3235667     MAIL <khg at gerlach-books.de>

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:20 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:20 -0600
Subject: Arabic-L:PEDA:CLEAR Summer Professional Development Workshops
Message-ID: <TUE.9.APR.2013.101420.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:CLEAR Summer Professional Development Workshops

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Joy Campbell <joyclear at msu.edu>
Subject:CLEAR Summer Professional Development Workshops

The Center for Language Education and Research (CLEAR), a US Department of
Education Language Resource Center, invites you to take advantage of our
summer professional development workshops in July/August. These workshops
offer hands-on experience and concrete ideas for language teachers.

CLEAR has been offering workshops since 1997, and teachers from all over
the country have come to Michigan State University's campus to attend them.
The workshops offered this year cover a wide range of topics, appropriate
as "refreshers" for experienced teachers or as reinforcement on topics in
language teaching for newer and pre-service teachers.

Summer Workshops for 2013

Visit http://clear.msu.edu/clear/**professionaldev/**summerworkshops.php<http://clear.msu.edu/clear/professionaldev/summerworkshops.php>
to
learn more about these summer professional development opportunities. You
can apply online!

Writing in the Foreign Language Classroom
July 22-24

Revisiting the Learning and Teaching of Vocabulary
July 25-27

Rich Internet Applications for Language Learning: Introductory Techniques
July 29-31

Assessing Speaking: For Placement Testing, Classroom-based Assessment, and
Proficiency Exams
August 1-3

To learn more about all of our workshops, please visit <
http://clear.msu.edu/clear/**professionaldev/**summerworkshops.php<http://clear.msu.edu/clear/professionaldev/summerworkshops.php>
>http://**clear.msu.edu/clear/**professionaldev/**summerworkshops.php<http://clear.msu.edu/clear/professionaldev/summerworkshops.php>
 .

The early bird deadline is May 17, but applications will be accepted
through June 3.  Please feel free to contact me at the number or email
below if you have any questions!  We hope to see you this summer.

Regards,

Joy Campbell

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * *
Joy Campbell
     Executive Associate Director
     Center for Language Education and Research (CLEAR)

     Associate Director
     Center for Language Teaching Advancement (CeLTA)

Michigan State University
Wells Hall, Suite B-135
619 Red Cedar Road
East Lansing, MI 48824-1027

Direct phone: 517.432.0470
CLEAR phone: 517.432.2286
CeLTA phone: 517.884.4310

<joyclear at msu.edu>

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From dilworthparkinson at GMAIL.COM  Tue Apr  9 16:14:13 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Tue, 9 Apr 2013 10:14:13 -0600
Subject: Arabic-L:PEDA:Launch of e-Arabic Learners Portal
Message-ID: <TUE.9.APR.2013.101413.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Tue 09 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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           unsubscribe arabic-l                                      ]

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

1) Subject:Launch of e-Arabic Learners Portal

-------------------------Messages-----------------------------------
1)
Date: 09 Apr 2013
From:Mourad Diouri mourad.diouri at e-arabic.com
Subject:Launch of e-Arabic Learners Portal


Launch of the "e-Arabic Learners Portal" Project
 ????? ????? ??????? ??????????? ?????? ????? ???????
20th April, London


The Centre for the Advanced Study of the Arab World (CASAW), University of
Edinburgh is pleased to invite you to an open workshop about the launch of
a major project to initiate an online educational portal which will be of
great benefit to learners, teachers and anyone involved in Arabic language
education.

The project is led by a growing team of ambitious and energetic teachers
and education professionals with the vision to create the largest
searchable portal of the best resources, information and opportunities
related to learning/teaching Arabic worldwide.


Why do you need to attend?

The event will provide you and anyone involved in and passionate about
teaching/learning the Arabic language with an opportunity to express your
needs, aspirations and ideas to make the portal fit for purpose
The event will be an ideal networking opportunity to meet with other like
minded members of the same field
Meet major Arabic language publishers whilst you browse through their
bookstalls
Be in for a chance to win prizes awarded to the most active participants at
the close of the event

In a nutshell the event is as follows:

Event: Launch of the "e-Arabic Learners Portal" Project: Open Meeting and
Workshop
When: 20th April 2013
Time: 11:00-16:30
Where: Goldsmiths College, Dpt. of Educational Studies, U. of London,
London SE14 6NW
Type of event: Workshop and group discussions (see programme below)
Catering: Middle-Eastern lunch and refreshments
Who can attend? Teachers and students of Arabic language/culture
Organiser: CASAW, University of Edinburgh
Contact: Mourad Diouri (m.diouri at ed.ac.uk)
Booking: Attendance to the workshop is free, however to reserve your place,
you must book via: arabicportal.eventbrite.co.uk
Further information: Go to:
http://bit.ly/16EiQ1X
Facebook Event Page: http://on.fb.me/XvS9fB

Event Programme
1045            Registration & Refreshment
1100-1130        Introduction
                        Project Overview
1130-1330        Morning Workshop: Project Overview & Group Discussions
1330-1430        Lunch
                         Networking & Bookstalls
1430-1630        Afternoon Workshop: Feedback & Group Discussions
1630               Distribution of prizes
                       Close






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

????? ???? ???????? ???????? ?????? ?????? (????) ?? ????? ?????? ???????
????? ???? ????? ????? ????? ??? ????? ????? ??????? ??????????? ?????????
???? ????? ?????? ?????? ??? ???????? ????????? ?? ???? ????? ????? ???????.
???? ??? ??????? ???? ?? ????????? ????????? ?? ???? ????? ????? ???????
???? ??? ???? ????? ????????? ??? ???? ????????? ???? ???? ??????? ????????
?????????? ???????? ????? ????? ??????? ???????? ??? ????? ??????.

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

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

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

????????: ????? ????? ??????? ??????????? ?????? ????? ??????? 20 ?????
 2013
??????: 11:30-16:30
??????: ???? ???????? ??? ???????? ????????? ????? ????
????? ????????: ???? ??? ?????? ?????
???????: ???? ????? ????????
??????: ???????? ?????? ??????? ???????? ?? ???????? ?????????
????????: ???? ???????? ???????? ?????? ??????(????)? ????? ??????
?????: ???? ???????  m.diouri at ed.ac.uk
?????: ???? ???????? ????? ???? ???? ??? ??????? ????? ???? ????????
??????? ??? ?????? ?????? arabicportal.eventbrite.co.uk
?????? ?? ?????????:
http://bit.ly/16EiQ1X
http://on.fb.me/XvS9fB



?????? ????????:
10:45 ??????? ?????????
11:00-11:30 ????? ???????
11:30-13:30?????? ????????: ??????? ??????
13:30-14:30 ?????? ? ??? ?????
14:30-16:30 ?????? ????????: ????? ????? ?????
16:30 ?????? ???????? ?????? ???????



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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:50 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:50 -0600
Subject: Arabic-L:PEDA:Relating Vocab with Proficiency Levels
Message-ID: <MON.15.APR.2013.091650.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Relating Vocab with Proficiency Levels

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Manuel Feria <mferia at gmail.com>
Subject:Relating Vocab with Proficiency Levels

Dear Robert,
Your answer is very interesting. May we have further details about your
dissertation research? You can email me privately if you prefer that (
mferia at gmail.com).
Thanks a lot!
Best,
Manuel.

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:18 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:18 -0600
Subject: Arabic-L:PEDA:CET Fall Tunisia Program
Message-ID: <MON.15.APR.2013.091618.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
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-------------------------Directory------------------------------------

1) Subject:CET Fall Tunisia Program

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:"Allegra O'Donoghue" <AO'Donoghue at academic-travel.com>
Subject:CET Fall Tunisia Program

Dear Colleagues,

CET Academic Programs is accepting applications for its fall semester study
abroad program in Tunis, Tunisia. Arabic language learners of all
levels--beginning to advanced--take intensive Arabic language courses and
Middle Eastern Studies electives, offered in English and in Arabic.
Students share living space with Tunisian peers. Application deadline is
May 1, 2013.

For more information, please visit the CET website:

http://cetacademicprograms.com/programs/tunisia/arabic-language-tunisia/

And read this CET Tunisia blog post:
http://cetacademicprograms.com/2013/02/12/a-day-in-the-northern-suburb-of-tunis/

Best wishes,
Allegra

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:52 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:52 -0600
Subject: Arabic-L:PEDA:Summer Program at Al Akhawayn U in Ifrane, Morocco
Message-ID: <MON.15.APR.2013.091652.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Abdellah CHEKAYRI <A.Chekayri at aui.ma>
Subject:

Summer Arabic and North African Studies at Al Akhawayn University in
Ifrane, Morocco

A full year of Arabic in 8 weeks: June 3 ? July 27, 2013
A full semester in 4 weeks: Session 1: June 3 ? June 29, 2013; Session 2:
July 1 ? July 27, 2013

Program Components
?       Cultural and linguistic immersion
?       Community service-learning program
?       Contemporary issues and culture seminars
?       Field trips
?       Family homestay weekend

Application Deadline April 28, 2013

For more information about facilities, course listings, costs, etc., and
to see our live webcam, please visit www.aui.ma/arabic or contact us at:
arabic at aui.ma

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:33 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:33 -0600
Subject: Arabic-L:PEDA:US Naval Academy Jobs
Message-ID: <MON.15.APR.2013.091633.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:US Naval Academy Jobs

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Jocelyne Owens <owensj at usna.edu>
Subject:US Naval Academy Jobs

United States Naval Academy, Annapolis, MD

The Languages and Cultures Department of the United States Naval Academy
invites applications for multiple full-time, tenure-track positions, to
begin August 2013..  Positions are available in Chinese and Arabic and
appointments at all ranks will be considered, but the preference is for
junior faculty at the rank of Assistant Professor. Candidates must have a
Ph.D. in Chinese or Arabic, native or near-native fluency, and a strong
commitment to teaching all levels of undergraduate courses in language and
culture. The area of research specialization is open, but applicants must
demonstrate strong research potential as well as effective teaching.

Applications in the form of a cover letter, curriculum vitae, statement of
teaching philosophy and research interests, and three letters of
recommendation should be mailed to: Chair, Chinese Search Committee /or/
Arabic Search Committee, Languages and Cultures Department, United States
Naval Academy, 589 McNair Road, MS 10C, Annapolis, MD 21402 by 01 May 2013.
Campus interviews may be scheduled for May, pending budgetary approval.

The United States Naval Academy does not discriminate in employment on the
basis of race, color, religion, sex (including pregnancy and gender
identity), national origin, political affiliation, sexual orientation,
marital status, disability, genetic information, age, membership in an
employee organization, retaliation, parental status, military service, or
other non-merit factor. U.S. citizenship required.

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:44 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:44 -0600
Subject: Arabic-L:PEDA:FL Teaching in 21st Century Workshop at Colgate
Message-ID: <MON.15.APR.2013.091644.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:FL Teaching in 21st Century Workshop at Colgate

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From: "Muhammad Eissa" <eissa at comcast.net>
Subject:FL Teaching in 21st Century Workshop at Colgate

Colgate University

The Central New York Humanities Corridor

The New York Six Liberal Arts Consortium

invite you to a workshop on

Foreign Language Teaching in the 21st. Century: Standards, Guidelines and
Technology

April 20th and 21st 2013.



This workshop is designed to engage teachers of foreign languages at college
and high school levels in addressing multiple issues influencing classroom
instruction and students' performance & proficiency.  Over a period of a day
and a half, participants will be working with four experts who will each
address a specific issue in FLT and will lead a hands-on demonstration.

Topics of the Workshop

.        Goals and Standards of Foreign Language Learning in the 21st
Century: Curricula and Teaching Materials

.        ACTFL Guidelines and How Proficiency Levels are Determined

.        Technology integration in Foreign Language Teaching and Learning

.        Best Practices and Strategies in Foreign Language Classrooms

Please contact Nady Abdal-Ghaffar for further information and registration @

 <mailto:nabdalghaffar at colgate.edu> nabdalghaffar at colgate.edu  or call
315-228-6593.

* There is a subsidy available to offset some travel costs for attendees
from more than a 90 minute drive away. Please inform Prof. Abdal-ghaffar if
you will be needing it.

Presenters:

Dr. Catherine Bauman, University of Chicago

          Dr. Catherine Bauman is the Director of the German language
program at the University of Chicago and the Director of Assessment for
language-related issues in the College.  She received her Ph.D. in Second
Languages and Cultures Education at the University of Minnesota,
specializing in reading comprehension and language testing.  She is a
certified ACTFL tester and trainer.

Dr. Mohamed Esa, McDaniel College

          Dr. Mohamed Esa is a professor in the Foreign Language department
at McDaniel College in Westminster, Maryland.   His doctorate is in German
Studies from the University of Heidelberg.  He is also the lead Arabic
consultant for the NOVA STARTALK institute.  Dr. Esa has lead workshops and
seminars all over the United States and Europe on the use of music and
technology in foreign language classrooms.

Dr. Wafa Hassan, Michigan State University

Dr. Wafa Hassan's doctorate is from George Washington University with a
specialty in Bilingual Education. Dr. Hassan teaches at Michigan State
University and is the Outreach Director for the Arabic Language Flagship
Program.  She is also the Director of the STARTALK program for training
teachers of Arabic.  Dr. Hassan has extensive experience in teacher training
and is also the author of Inclusion of ELL with Special Needs in General
Education.

Dr. Muhammad Eissa, NEH Visiting Professor, Colgate University

Dr. Muhammad S. Eissa is Colgate University's NEH professor in Middle
Eastern Studies and Islamic Civilization with specialty in Arabic language
and culture. He is also the President of EISSA & ASSOCIATES, Inc. Dr. Eissa
has been actively engaged in innovative projects promoting Arabic and
Islamic studies with special interests in research and teachers' training,
application of modern pedagogical methodologies and use of technology in
teaching foreign/second languages. Dr. Eissa has received his education at
Al-Azhar University in Cairo, and post-doctoral studies at University of
California Los Angeles (UCLA).

Coordinators:

          Mr. Nady Abdal-Ghaffar, Senior Lecturer of Arabic, Colgate
University

          Ms. Mireille Koukjian, Visiting Instructor in Arabic, Hamilton
College.

Co-Sponsored by

Colgate University

The Central New York Humanities Corridor, from an award by the Andrew W.
Mellon Foundation

The New York Six Liberal Arts Consortium

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:30 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:30 -0600
Subject: Arabic-L:LIT:Needs Palestinian poetry website
Message-ID: <MON.15.APR.2013.091630.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs Palestinian poetry website

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From: Rudi Deen <rudi_deen at hotmail.com>
Subject:Needs Palestinian poetry website

Can anyone recommend a poems/ web site  by Palestinian poets in English .

thanks

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:59 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:59 -0600
Subject: Arabic-L:TRANS:Needs basic library terms in Arabic
Message-ID: <MON.15.APR.2013.091659.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Needs basic library terms in Arabic

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Isabella Rowan <isabellaj.rowan at gmail.com>
Subject:Needs basic library terms in Arabic

Can anyone help me by providing the Arabic words for basic library terms?
 I'm looking for the Arabic equivalents to words like: check out, due date,
circulation, library catalog, etc.

Thank you.

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:35 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:35 -0600
Subject: Arabic-L:PEDA:ABC Language School Jobs in Westchester and
 Fairfield Counties
Message-ID: <MON.15.APR.2013.091635.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:ABC Language School Jobs in Westchester and Fairfield Counties

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:ABC Westchester 1 <westchester at abclang.com>
Subject:ABC Language School Jobs in Westchester and Fairfield Counties

Ahlan wa sahlan!!!

Our language school ABC Languages (for more information visit
www.abclang.com) has recently opened new programs in Westchester and
Fairfield counties. We are currently looking for an Arabic instructor for
Westchester county. Contracts are on an hourly part-time basis. Kindly
email your cv towestchester at abclang.com.

I look forward to hear from you!

Nicolette Dekens
Director ABC Languages
Westchester & Fairfield Counties
Email: westchester at abclang.com
www.abclang.com

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:15 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:15 -0600
Subject: Arabic-L:PEDA:Intensive Translation Course at Jordan Language
 Academy
Message-ID: <MON.15.APR.2013.091615.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Intensive Translation Course at Jordan Language Academy

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Dana Hallique courses at jordanla.com
Subject:Intensive Translation Course at Jordan Language Academy

Intensive Course in Translation
Field Training in Translation
>From and into Arabic & English

Course Title: Intensive Course in Translation & Field Training in
Translation

Course Description:

This course aims at training students of translation and translators on the
translation of journalistic, political, commercial, legal, and scientific
texts from Arabic into English and vice versa. The course includes the
presentation of linguistic and cultural issues affecting meaning transfer
from the original text into target language.
Field Training: Jordan Language Academy arranges field training in
translation in the most prominent institutions in Jordan and possibly in
the Middle East. Students have daily 4 hours of supervised field training
followed by three hours of classes in different areas of translation.
Dates: 1st - 25th July2013 (4 weeks)

Course Coordinators: Dr. Elham Kawar, PhD in Contrastive Linguistics & Dr.
Dima Odwan, PhD in Translation

Timetable: 9:00-13:00 Field Training in Translation, 14:00-17:00 Classes in
Translation

Registration fee: 50 US$

Tuition: 1350 US$

Accommodation: Home stay, furnished apartments or hotels can be arranged

For more information please contact us at courses at jordanla.com

Jordan Language Academy
Mob: +962-779502220
Tel: +962-6-5820985
Fax: +962-6-5820986
Amman, Jordan

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:21 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:21 -0600
Subject: Arabic-L:LING:New Book: Verbal Groups
Message-ID: <MON.15.APR.2013.091621.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:New Book: Verbal Groups

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:reposted from LINGUIST
Subject:New Book: Verbal Groups

Title: The Verbal Groups of English and Arabic
Subtitle: A Comparative Exploration
Series Title: Linguistics Edition 94

Publication Year: 2013
Publisher: Lincom GmbH
http://www.lincom-shop.eu


Book URL: http://www.lincom-shop.eu


Author: Ahmed Umar

Paperback: ISBN: 9783862884186 Pages: 120 Price: Europe EURO 56.80


Abstract:

This is a comparative study of the verbal group in English and Arabic, with
a
particular focus on verbal elements like tense, aspect, finiteness and
voice.
The study analysed the data using the systemic functional framework
complemented by some Arabic grammatical theories. The Systemic Functional
theory (Halilday and Matthiessen, 2004) proved efficient in analysing the
data
due to its view of language as a mega-system of sub-systems, whereby items
are
selected and arranged by language users based on the functional suitability
of
the items. In English and Arabic grammars (Hudson, 2005; Baidhoon, 2005),
verbal formations entail systematic selection and use of words and affixes.
With the Systemic Functional theoretical tool, this study discovered that
the
two languages agree on salient functional dimensions (tense, aspect, etc)
but
differ on minute structural details (word order, word forms). English
relies
mainly on word order, using same forms for various functions; Arabic uses
morphological processes, with minimal word order, for such functions.
English
uses word order especially in the perfect and progressive aspects, wherein
tense is indicated by the operator, and lexical verbs are repetitive of
form.
Arabic uses word order in the past continuous tense only.

Ahmed Umar Senior Lecturer in the Department of English, University of
Maiduguri, Nigeria. His areas of specialization are Comparative Bilingual /
Multilingual Studies and Creative Writing. His linguistic researches cover
English, Arabic, Hausa, Kanuri and Bura.

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:17:03 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:17:03 -0600
Subject: Arabic-L:LING:Tunisian dialect question words
Message-ID: <MON.15.APR.2013.091703.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:Tunisian dialect question words

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Taoufiq Ben Amor <tb46 at columbia.edu>
Subject:Tunisian dialect question words

Dear Jonathan,

Thank you for the reply and please forgive me for the back and forth. For
the sake of accuracy, please allow me to comment on your answers:

What you are hearing is not a glide but a frontal alif, which is very
common in the dialect of Tunis. The 'a' in 'ash' is so quick and the
general rule in Tunisian pronunciation, despite the fact that you can start
certain words with a sukun, is that you cannot have two consecutive
vowel-less consonants in the beginning of a word; that is both carrying a
sukun. So your example of 'shthibb' made of 'sh' and 'thibb' (not 'tahibb'
as you spell it) cannot be pronounced by any Tunisian even if they think
they can. Besides, the same 'ash' is clearly present in other question
words such as lwash/'lash, kifash, waqtash, etc. So the fact that you are
just hearing 'sh' does not mean it is just that. (by the way, there are
other versions of these, such as 'lwah', '3lah', etc.).

If your Tunisian informant told you that 'fin' is egyptian, though it is
used in Tunisia, that is her linguistic attitude not a linguistic fact.

Where in the south do they use 'hal' as I never heard it? The south has
many dialects and so does the north depending on whether you are closer to
the west or the east and some towns have their own specific dialect.
'Yakhi' (literally 'ya akhi') in your example of the northern dialects does
not equate 'hal'. It just means 'so' and is used not only in questions.

If you have a recording of the use of 'hal' in any Tunisian dialect, I
would be very grateful if you share it with me.

Best,

taoufik ben amor

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:47 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:47 -0600
Subject: Arabic-L:LING:New Article on Lexical Markup Framework for Arabic
Message-ID: <MON.15.APR.2013.091647.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:New Article on Lexical Markup Framework for Arabic

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:reposted from CORPORA
Subject:New Article on Lexical Markup Framework for Arabic

[see chapter 6]

pap pap at limsi.fr
via<http://support.google.com/mail/bin/answer.py?hl=en&ctx=mail&answer=1311182>
 byu.edu
Apr 10 (4 days ago)
 to corpora
 Dear colleagues,

allow me to point you attention to the first book dedicated to the LMF
Lexical Markup Framework, Gil Francopoulo (Editor)
ISBN: 978-1-84821-430-9, 288 pages, March 2013, Wiley-ISTE
(http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1848214308.html).

Description:

The community responsible for developing lexicons for Natural Language
Processing (NLP) and Machine Readable Dictionaries (MRDs) started their
ISO standardization activities in 2003. These activities resulted in the
ISO standard ? Lexical Markup Framework (LMF).
After selecting and defining a common terminology, the LMF team had to
identify the common notions shared by all lexicons in order to specify a
common skeleton (called the core model) and understand the various
requirements coming from different groups of users.
The goals of LMF are to provide a common model for the creation and use
of lexical resources, to manage the exchange of data between and among
these resources, and to enable the merging of a large number of
individual electronic resources to form extensive global electronic
resources.
The various types of individual instantiations of LMF can include
monolingual, bilingual or multilingual lexical resources. The same
specifications can be used for small and large lexicons, both simple and
complex, as well as for both written and spoken lexical representations.
The descriptions range from morphology, syntax and computational
semantics to computer-assisted translation. The languages covered are
not restricted to European languages, but apply to all natural
languages.
The LMF specification is now a success and numerous lexicon managers
currently use LMF in different languages and contexts.
This book starts with the historical context of LMF, before providing
an overview of the LMF model and the Data Category Registry, which
provides a flexible means for applying constants like /grammatical
gender/ in a variety of different settings. It then presents concrete
applications and experiments on real data, which are important for
developers who want to learn about the use of LMF.

Contents:

1. LMF ? Historical Context and Perspectives, Nicoletta Calzolari,
Monica Monachini and Claudia Soria.
2. Model Description, Gil Francopoulo and Monte George.
3. LMF and the Data Category Registry: Principles and Application,
Menzo Windhouwer and Sue Ellen Wright.
4. Wordnet-LMF: A Standard Representation for Multilingual Wordnets,
Piek Vossen, Claudia Soria and Monica Monachini.
5. Prolmf: A Multilingual Dictionary of Proper Names and their
Relations, Denis Maurel, B?atrice Bouchou-Markhoff.
6. LMF for Arabic, Aida Khemakhem, Bilel Gargouri, Kais Haddar and
Abdelmajid Ben Hamadou.
7. LMF for a Selection of African Languages, Chantal Enguehard and
Mathieu Mangeot.
8. LMF and its Implementation in Some Asian Languages, Takenobu
Tokunaga, Sophia Y.M. Lee, Virach Sornlertlamvanich, Kiyoaki Shirai,
Shu-Kai Hsieh and Chu-Ren Huang.
9. DUELME: Dutch Electronic Lexicon of Multiword Expressions, Jan
Odijk.
10. UBY-LMF ? Exploring the Boundaries of Language-Independent Lexicon
Models, Judith Eckle-Kohler, Iryna Gurevych, Silvana Hartmann, Michael
Matuschek and Christian M. Meyer.
11. Conversion of Lexicon-Grammar Tables to LMF: Application to French,
?ric Laporte, Elsa Tolone and Matthieu Constant.
12. Collaborative Tools: From Wiktionary to LMF, for Synchronic and
Diachronic Language Data, Thierry Declerck, Pirsoka Lendvai and
Karlheinz M?rth.
13. LMF Experiments on Format Conversions for Resource Merging:
Converters and Problems, Marta Villegas, Muntsa Padr? and N?ria Bel.
14. LMF as a Foundation for Servicized Lexical Resources, Yoshihiko
Hayashi, Monica Monachini, Bora Savas, Claudia Soria and Nicoletta
Calzolari.
15. Creating a Serialization of LMF: The Experience of the RELISH
Project, Menzo Windhouwer, Justin Petro, Irina Nevskaya, Sebastian
Drude, Helen Aristar-Dry and Jost Gippert.
16. Global Atlas: Proper Nouns, From Wikipedia to LMF, Gil Francopoulo,
Fr?d?ric Marcoul, David Causse and Gr?gory Piparo.
17. LMF in U.S. Government Language Resource Management, Monte George.

Patrick Paroubek
LIMSI-CNRS

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:41 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:41 -0600
Subject: Arabic-L:LING:Yemeni dialect question words
Message-ID: <MON.15.APR.2013.091641.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 15 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Yemeni dialect question words

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:Einas Yahya Ali Aleryani <einaseryani at gmail.com>
Subject:Yemeni dialect question words

Interesting

quick share:

in north Yemen  we use  Sh  also EX shaaseer (I will go)  note we have to
sh  one  which we start the verb with and its for both male and female.
,and second one which we end the word with and its  when talking to women
only EX: ( Hatha ketabesh)  (This is your book)

EX: Ayno bytesh? (where is your house?)

EX Ayhs esmesh ?(what is your name)  or Mahoh esmesh? (What is your name)
both for females.

  For male  the word ends with (k)

EX hatha ketabk (this is your book)

Ayno bytek? (where is your house?)

Aysh esmak? what is your name?)

I Hope I have added something to your input about the Tunisian dialect,and
gave you some hint of the connection between Most Arab  dialects which
related to the Arab immigration from Spain(Alndlous) to north Africa hidden
to (Alhejaz) Saudi Arabia now . it Some immigrants stalled in North
Africa,some went to Syria,Iraq (Belad Alsham)  others stalled in
Yemen,others went to Saudi Arabia.

Best,
Enas

 Yemeni American culture organization(YACO)
  Einas .Y Aleryani
  Executive Director
  NY-Utica Office
 Phone:(315)790-5171
 Cell:(315)790-7365
  E.mail:e.aleryani at y-a-c-o.org

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From dilworthparkinson at GMAIL.COM  Mon Apr 15 15:16:26 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 15 Apr 2013 09:16:26 -0600
Subject: Arabic-L:LING:English Vowel perception by Syrian Arabic learners
Message-ID: <MON.15.APR.2013.091626.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:English Vowel perception by Syrian Arabic learners

-------------------------Messages-----------------------------------
1)
Date: 15 Apr 2013
From:reposted from LINGUIST
Subject:English Vowel perception by Syrian Arabic learners

Date: Fri, 12 Apr 2013 14:46:29
From: Rana Alhussein Almbark [rana.alhusseinalmbark at york.ac.uk]
Subject: The Perception and Production of SSBE Vowels by Syrian Arabic
learners:The foreign language model

Institution: University of York
Program: Department of Language and Linguistic Science
Dissertation Status: Completed
Degree Date: 2012

Author: Rana Alhussein Almbark

Dissertation Title: The Perception and Production of SSBE Vowels by Syrian
Arabic learners:The foreign language model

Dissertation Director(s):
Sam Hellmuth

Dissertation Abstract:

This thesis presents an examination of the perception and production
of Standard Southern British English (SSBE) vowels by Syrian Arabic
(SA) Foreign language (FL) learners. The focus of this thesis is the FL
learners who learned their English in their country and mostly by non-
native teachers. Thus, by definition, the FL learners do not have native
English input on a daily basis. This thesis reports on an empirical
investigation of the Second Language (L2) perceptual and production
patterns of a group of FL learners, which has received little interest in
the literature, combining insights from current cross-language speech
perception (Perceptual Assimilation Model) (Best 1994, 1995, 1999)
and L2 learning models (Speech Learning Model) (Flege 1995). These
models were mainly developed to account for early and advanced L2
learners, respectively. Thus, this study aims to develop an account for
the perception and production of FL learners based on current L2
models.

Results indicate that the specific learning context of FL learners is
reflected in their perception and production patterns. For example,
these learners live in a predominantly L1 environment, and their L2
input is mainly taken in a classroom and mostly by local teachers.
However, this study argues that though FL learners lack native L2
input, they do have access to the phonology, syntax, and structures of
the L2 via direct teaching. It is also shown that the perceptual patterns
of the learners succeeded in predicting their production patterns, which
has implications on the perception-production link for L2 learners, in
general, and for FL learners in particular.

The main outcome of the present thesis is that it develops an account
of the perception and production of FL learners. It outlines the main
principles for a proposed Foreign Language Model, in which the
peculiarities of FL learners are taken into consideration compared to
other groups of learners.

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:31 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:31 -0600
Subject: Arabic-L:LING:Volume on Demonstratives in Arabic CFP
Message-ID: <FRI.26.APR.2013.150031.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Volume on Demonstratives in Arabic CFP

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:Mai Zaki <maizaki at gmail.com>
Subject:Volume on Demonstratives in Arabic CFP

Call for submission

*Demonstratives in Arabic: Varieties and Perspectives*

An edited volume on Arabic demonstratives

Contributions addressing any aspect of or theoretical approach to Arabic
demonstratives are invited.

Publisher: The editors of the new series, Studies in Arabic Linguistics, at
John Benjamins have expressed interest.

Editor: Mai Zaki, American University of Sharjah (mzaki at aus.edu)

Attracting little attention in current approaches to Arabic linguistics,
demonstratives are fundamental features of the language. In the syntax,
they function, as pronouns or modifiers of nouns, as deictic expressions,
such as *h?d?*, *d?lika*, and their reflexes, or locational adverbs, as *
hun?*, *hun?k*, and their reflexes. Pragmatically, they focus attention on
objects or locations in the speech situation, organizing the information
flow in the ongoing discourse, keeping track of prior discourse, activating
specific shared knowledge, and orienting the discourse in the surrounding
situation. In their semantics, they contrast positions within the discourse
proximally, referring to entities near the deictic center; medially,
indicating some remove from the center; and distal, denoting referents at a
distance from the deictic center. As many other aspects of the grammar of
Arabic, its demonstratives are unusual in that their etymologies are
transparently derived from historical antecedents, whereas in most
languages, demonstratives are so old that their development is not
etymologically analyzable. This volume is intended to be a rich resource of
original research on Arabic demonstratives, both in the standard and
colloquial varieties, from all theoretical perspectives.

Submission: Researchers interested in submitting a contribution should send
a 300 word abstract by 31 May 2013 to the editor Mai Zaki. Abstracts should
include a tentative title but not the identity of the author(s).

Date of Notification and final drafts: Contributions will be reviewed
anonymously by a panel, and notification of acceptance will be by 31 July
2013, with final drafts to be submitted by 31 December 2013.


Mai Zaki

Department of Arabic and Translation Studies

American University of Sharjah

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:34 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:34 -0600
Subject: Arabic-L:New Article:Mophological Structure in Arabic mental
 lexicon
Message-ID: <FRI.26.APR.2013.150034.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:New Article:Mophological Structure in Arabic mental lexicon

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:Sami Boudelaa <s.boudelaa at uaeu.ac.ae>
Subject:New Article:Mophological Structure in Arabic mental lexicon

Dear all- the following has come out recently. Should anyone wish to have a
PDF, please let me know:

Boudelaa, S. & Marslen-Wilson, W. D. (2012). Morphological structure in the
Arabic mental lexicon: Parallels between Standard and Dialectal Arabic.
Language and Cognitive Processes iFirst, 1-21.

Sami Boudelaa

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:17 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:17 -0600
Subject: Arabic-L:TRANS:Library terms response
Message-ID: <FRI.26.APR.2013.150017.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Library terms response

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:seham elkareh <sehamelkareh at gmail.com>
Subject:Library terms response

Dear isabella
we working now on a 3 languages french/english/arabic at the Filiere des
langues appliquees faculty of arts Alexandria University and the
Bibliotheca alexandrina
within 2 months will be ready and put on server so when done i will inform
you

prof seham el kareh coordinator of Filiere des langues appliquees

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:25 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:25 -0600
Subject: Arabic-L:LIT:Palestinian Poetry online
Message-ID: <FRI.26.APR.2013.150025.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Palestinian Poetry online

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:Irina Vainovski Mihai <ivainov2 at yahoo.com>
Subject:Palestinian Poetry online

Dear Rudi,
You may search on the site of the Academy of American Poets (use the
keyword ?Palestinian? in the advanced search form):
http://www.poets.org/
Or you may look for the website of a specific Palestinian poet. For
example, Mahmoud Darwish has poems both in Arabic and English at:
http://www.mahmouddarwish.com/

Best regards,
Irina Vainovski-Mihai

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:28 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:28 -0600
Subject: Arabic-L:PEDA:Iraqi course at NOVA Annandale
Message-ID: <FRI.26.APR.2013.150028.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Iraqi course at NOVA Annandale

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From:"Hilmi, Sana N." <shilmi at nvcc.edu>
Subject:Iraqi course at NOVA Annandale

Dear All,

The Arabic Program at the Annandale Campus in Northern Virginia Community
College (www.nvcc.edu<http://www.nvcc.edu>) will be offering a new Dialect
Course this Summer.

Iraqi Dialect I, ARA 195-40N  (starting May 20 to June 30) is offered on
Tuesdays and Thursdays 6:00-8:25pm.
The prerequisite for this course is ARA 102, one year of beginning Arabic,
or permission of the instructor.
Students may use the lab and ask for tutoring with no extra charge.

If you have any questions, please feel free to e-mail me at shilmi at nvcc.edu
<mailto:shilmi at nvcc.edu>

Have a nice summer,

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From dilworthparkinson at GMAIL.COM  Fri Apr 26 21:00:20 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Fri, 26 Apr 2013 15:00:20 -0600
Subject: Arabic-L:PEDA:Arabic Without Walls Workshop at Georgetown
Message-ID: <FRI.26.APR.2013.150020.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Fri 26 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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-------------------------Directory------------------------------------

1) Subject:Arabic Without Walls Workshop at Georgetown

-------------------------Messages-----------------------------------
1)
Date: 26 Apr 2013
From: Maggie Nassif <mnnassif at byu.edu>
Subject:Arabic Without Walls Workshop at Georgetown

Bring Arabic to your students!

Georgetown University Center for Contemporary Arab Studies
April 17, 2013

Dear colleagues:

I am pleased to invite you to an information session about bringing Arabic
language opportunities to your school. All middle and high school
teachers?including those who teach social studies, world history, world
languages, Arabic language, and literature?and school administrators, media
specialists, and counselors are welcome to attend. I am delighted that Kirk
Belnap and Maggie N. Nassif, Director and Administrative Director,
respectively, of the National Middle East Language Resource Center at
Brigham Young University, will be our featured presenters on "Arabic
Without Walls." Please see the announcement below for additional
information.

The session will take place on the Georgetown University campus on
Thursday, May 9, 2013, from 3:45 pm to 5:45 pm; Arabic language teachers
are invited to stay an extra hour for information more tailored to Arabic
teaching, followed by a light dinner. The agenda will be as follows:

3:45-4:00 -- Registration
4:00-5:30 ? Informational program, Arabic Without Walls
5:30-5:45 ? Refreshments; adjournment of non-Arabic-language teachers
5:45-6:45 -- Special session for Arabic teachers
6:45-7:30 -- Working dinner for presenters and Arabic teachers; adjournment

Please read the description below and, if you are interested in registering
for this session, fill out the form and return it to me by Monday, May 6.
All registrants will be accepted, but only Arabic teachers will be allowed
to attend the special session (5:45-6:45 pm) for Arabic teachers. I will
send out additional information to everyone about parking and directions on
Tuesday, May 7th.

With best regards,

Zeina

Zeina Azzam
Director of Educational Outreach
Center for Contemporary Arab Studies
Georgetown University
__________________

ARABIC WITHOUT WALLS
An information session on Thursday, May 9, 2013 at Georgetown University

The National Middle East Language Resource Center (NMELRC) is pursuing a
project to help middle schools and high schools introduce Arabic or grow
their existing Arabic programs through offering online Arabic courses.
Students can learn Arabic online through a hybrid approach where they can
work at their own pace and also interact with an online tutor as well as a
cohort of other students to create a virtual learning community. A grant
from Qatar Foundation International offers scholarships to students who
qualify for aid to cover the tuition and cost of books. The course may be
taken for credit through Brigham Young University (pending the student's
school approval). For full information about the course, please visit:
http://nmelrc.org/how-register-arabic-without-walls-0

This session at Georgetown will include information for teachers, school
administrators, and counselors on the following:
1- An introduction to research done on learning foreign languages.
2- An overview of the online Arabic language course and the scholarships;
currently, students in 28 states participate in Arabic Without Walls.
3- Success Stories: examples of students who are alumni of the program.
4- Career opportunities for students who learn a Critical Language.
5- An additional hour-long session for Arabic teachers during which the
presenters will share their experience in building the Utah Arabic K12
model. Through collaboration with the Utah State Office of Education, the
Governor's Office, and the Utah Foreign Language Association, they were
able to certify 5 Arabic teachers and offer Arabic at 11 schools in Utah.
They will share Best Practices and resources and explore possibilities for
future collaboration.
_____________________

Registration Form for the information session on:
ARABIC WITHOUT WALLS

Sponsored by Georgetown University?s Center for Contemporary Arab Studies
and National Resource Center for the Middle East and North Africa

Thursday, May 9, 2013
3:45 pm to 7:30 pm (registration 3:45-4:00; session 4:00-5:45; special
session for Arabic teachers 5:45-6:45; light dinner for presenters and
Arabic teachers 6:45-7:30)

Your name:

Title and department:

School or office name:

School or office address:

Telephone:
Fax:

Email address (please include!):

City, county, and state where you are a teacher:

What grade(s) do you teach?

If you are an Arabic language teacher, will you be staying for dinner?
___Yes  ___No

Comments or questions (optional):

E-mail or fax this form to Zeina at seikalyz at georgetown.edu or fax no.
202-687-7001. You can also print and mail it to:

Zeina Azzam
CCAS?241 ICC
Georgetown University
Washington, DC 20057-1020

Registration deadline: Monday, May 6, 2013 (but if possible, please send
your form in before then?thank you). On May 7, all registrants will
receive, by e-mail, additional information for attending the May 9th
program.

Fees: There are no fees associated with attending this program.

Note: All registrants will be accepted, but only Arabic teachers will be
allowed to attend the special session (5:45-6:45 pm) for Arabic teachers,
followed by a light dinner.

Questions: Please contact Zeina Azzam at seikalyz at georgetown.edu or
202-687-6176.


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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:45 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:45 -0600
Subject: Arabic-L:PEDA:Occidental College STARTALK Arabic Teachers Program
Message-ID: <MON.29.APR.2013.162745.0600.ARABICL@LISTSERV.BYU.EDU>

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

1) Subject:Occidental College STARTALK Arabic Teachers Program

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:imanhashemcflp at aol.com
Subject:Occidental College STARTALK Arabic Teachers Program

Occidental College STARTALK Teacher Program

Putting the Arabic Standards Front and Center

PROGRAM II: Building Leadership in the Arabic Language Teaching Community
June 14-18, Hilton Hotel Anaheim, CA.

This is an invitational program. The program will provideeligible teachers
with opportunities to enhance and articulatetheir curriculum maps in light
of their classroom experiences and will developan additional
standards-based, technology enhanced instructional unit with anintegrated
performance assessment (IPA): using backward design with
real-worldobjectives that are age- and stage-appropriate; focusing on
culture and contentfrom the core curriculum; including the three modes of
communication; providingopportunities for cultural and linguistic
comparisons and real-world languageuse beyond the classroom.

PROGRAM II: Technology as the Coreof Standards-Based Arabic Instruction
June 20-26, California State University, Long Beach
Participants in our Technology Sessions will be divided into two groups
based on the needsthey identify in their applications and the level of
their proficiency in standards-based andtechnology-enhanced instruction.
Both groups will learn to effectively use technology to enhance a
standards-based approach: locating authentic materials on the web including
video,music, art, graphics, text, data; using technologies to make
authentic materials accessible to students including MovieMaker and
PowerPoint; facilitating interpersonal communication through instant
messaging, video, audio and written chats, emails, interactive assignments
and homework; supporting presentational communication using thethe
technologies listed above as well as online postings, webpages and
GoogleDrive.

Iman Hashem
Program Dierctor
California World Language Project, LA
Occidental College
Department of Education
818-620-1176 ? ihashem at oxy.edu

Best,

Iman Hashem

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:55 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:55 -0600
Subject: Arabic-L:PEDA:Arabic Lecturer Job at University of Bayreuth,
 Germany
Message-ID: <MON.29.APR.2013.162755.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:Arabic Lecturer Job at University of Bayreuth, Germany

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:Jonathan Owens <jonathan.owens at uni-bayreuth.de>
Subject:Arabic Lecturer Job at University of Bayreuth, Germany

*University Lecturer for Arabic, University of Bayreuth, Germany, beginning
Winter Semester, 2013*

Description: appointment planned to begin Oct 1, 2013 until August 15,
2015. The Lektor works closely with the Department of Arabic and Islamic
Studies, as well as with the special language diploma programs of the
Language Center. Teaching responsibilities include both Standard Arabic and
an Arabic dialect. Teaching load is 18 hours per week.

Qualifications: Arabic native or near native speaker, BA, though advanced
degrees preferred, preferably with specialization in Linguistics or
teaching Arabic as a foreign language. Given equal qualification,
preference will be given to those with a knowledge of German.Handicapped
will be given preference, given equal qualifications. The University of
Bayreuth wishes to increase the numbers of its female personnel, and so
encourages women to apply.

E-mail submissions are encouraged, though must be followed up with a hard
copy application. Until May 21, 2013.

Please send the hard copy application to: Dr. Regina Richter, Language
Center, Bayreuth University, 95440 Bayreuth.

Please submit Email submissions to: jonathan.owens at uni-bayreuth.de**.

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:40 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:40 -0600
Subject: Arabic-L:LIT:Online Arabic poetry
Message-ID: <MON.29.APR.2013.162740.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Online Arabic poetry

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:Jabra Ghneim <jabrafghneim at gmail.com>
Subject:Online Arabic poetry

Here is a web site that has a huge collection of poetry by Arabs from
different nationalities, including Palestinians:

www.adab.com

Jabra

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:51 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:51 -0600
Subject: Arabic-L:PEDA:Intensive Beginning and Intermediate Summer Program
 at Annandale
Message-ID: <MON.29.APR.2013.162751.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
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-------------------------Directory------------------------------------

1) Subject:Intensive Beginning and Intermediate Summer Program at Annandale

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:"Hilmi, Sana N." <shilmi at nvcc.edu>
Subject:Intensive Beginning and Intermediate Summer Program at Annandale

Dear All,

The Arabic Program at the Annandale Campus in Northern Virginia Community
College (www.nvcc.edu<http://www.nvcc.edu>) will be offering new Intensive
Beginning and Intermediate Arabic courses this Summer.
Our students are given free tutoring with no extra charge. You could also
enjoy using our language lab or log in from home to use different Arabic
programs.

Our Beginning courses are as follows,

Beginning Arabic I-ARA 101 (starting May 20 to July 14) is offered on
Tuesday, Wednesday and Thursday 10:30-1:40pm
Beginning Arabic II - ARA 102 (starting May 20 to July 14) is offered on
Monday, Wednesday and Friday

We are also offering Arabic courses second session,
ARA 101 (starting July 1st to August 11) will be offered every day from
Monday to Thursday at 2:00 p.m. to 5:00p.m.
Students who had Arabic in previous institutes or colleges, may take our
placement exam that offered daily.

If you have any questions, please feel free to e-mail me at shilmi at nvcc.edu
<mailto:shilmi at nvcc.edu>


Have a nice summer,

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:28:01 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:28:01 -0600
Subject: Arabic-L:PEDA:Test development Jobs for Libyan and Saudi speakers
Message-ID: <MON.29.APR.2013.162801.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Test development Jobs for Libyan and Saudi speakers

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:Linda Vuolo linda at lidgetgreen.org
Subject:Test development Jobs for Libyan and Saudi speakers

Arabic Target Language Experts needed - Saudi & Libyan

Lidget Green Inc. is a test development company that reviews language
tests. We currently have a contract to review a large number of test items
for the Defense Language Institute (branch of the U.S. Department of
Defense) and we are looking to fill contractor seats on our Arabic-Saudi
team as well as our Arabic-Libyan team. For the Arabic-Saudi team, we are
focused on the following dialects: Najdi, Hijazi, and Gulf.

Language professionals (professors, instructors, linguists, translators,
and/or interpreters) and native speakers who have studied (or are studying)
at US universities are ideal candidates for this work.   Most of our
language contractors work full time in a variety of different professions,
and complete this sporadic contractor work on weekends and evenings.

Qualifications
1) Native Fluency in the target language (born, raised and educated through
secondary school in the country of language origin); college-level
education in the target language is preferred.
2) Excellent English skills; a degree from an English language university
or documented standardized test scores is acceptable.
3) Professional experience in adult-level language education or assessment,
translation and/or interpretation is preferred.
4) Excellent computer skills and the ability to work comfortably in an
online environment.
5) Documented permission to work in the US (and documented University
support if on a faculty or student visa).

The Department of Defense will review all applicants and make the final
determination whether a candidate is approved for the project.

Requirements
Prior to joining the project, reviewers must attend a three-day orientation
workshop at the Defense Language Institute in Monterey, California from
June 11 through 13, 2013. Reviewers will be paid an honorarium for
attendance, accommodations and a daily meal per diem will be provided, and
documented travel expenses will be reimbursed following the workshop.

Following the DLI orientation workshop, the item review work will be done
online, from one?s home or office, at any time convenient for the reviewer
within the scheduled deadlines. The time commitment is variable but
averages a few hours per week for a few weeks at a time over the course of
a year or so. Ability to work independently online and to meet deadlines is
essential.

Payment
Payment is on a per item basis, and at normal work rates, the hourly
equivalent will be attractive.

Apply Now!
Please send a detailed Resume or CV to hr at lidgetgreen.org. You may also
apply online at www.lidgetgreen.org, click through to ?Join our Team? and
reference ?Target Language Expert.?
Please feel free to call the Lidget Green office, 559-877-3329, for further
details.

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:49 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:49 -0600
Subject: Arabic-L:LING:Needs resources on noun-noun compounding in Arabic
Message-ID: <MON.29.APR.2013.162749.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Needs resources on noun-noun compounding in Arabic

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From: Nesrine Basheer <n.basheer at gmail.com>
Subject:Needs resources on noun-noun compounding in Arabic

Ahlan everyone,

I need resources on how noun-noun compounding is formed in Arabic. I am
examining how native speakers of (Egyptian) Arabic would deal with the
difference between "a cup of coffee" and "a coffee cup". I understand that
iDaafa can be used in both cases to say ????? ???? and that the second
could be rephrased into ????? ??????. But I need to cite resources.
A cross-linguistic analysis would be ideal, but any other directions would
be equally appreciated.

Alf shukr!

Nesrine

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From dilworthparkinson at GMAIL.COM  Mon Apr 29 22:27:37 2013
From: dilworthparkinson at GMAIL.COM (Dilworth Parkinson)
Date: Mon, 29 Apr 2013 16:27:37 -0600
Subject: Arabic-L:PEDA:Ali Baba Center, Jordan, Courses
Message-ID: <MON.29.APR.2013.162737.0600.ARABICL@LISTSERV.BYU.EDU>

------------------------------------------------------------------------
Arabic-L: Mon 29 Apr 2013
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
[To post messages to the list, send them to arabic-l at byu.edu]
[To unsubscribe, send message from same address you subscribed from to
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-------------------------Directory------------------------------------

1) Subject:Ali Baba Center, Jordan, Courses

-------------------------Messages-----------------------------------
1)
Date: 29 Apr 2013
From:arabic-l at alibaba.jo
Subject:Ali Baba Center, Jordan, Courses

 ARABIC LANGUAGE COURSES

Ali Baba International Center organizes three types of courses; monthly
group courses, term group courses, and private courses. The three types of
courses are described below.

I. Monthly Courses:
Monthly group courses are organized throughout the year. In principle, a
monthly course starts on the first Sunday of the month and ends on the last
Thursday of the month. An outline description of monthly courses is given
below:

1. Number of Hours: A monthly course covers 80 contact hours, which is
equal to 4 credit hours in most US-based universities. Students wishing to
stay for a shorter period of time (1,2,3 weeks) may still apply for the
monthly course, at a lower rate, and leave before its end date.

2. Levels: Three language levels are offered each month. The levels are:
the beginners level, the intermediate level, and the advanced level. The
three levels may get subdivided into sub-levels depending on number of
enrolled students. The four language skills (listening, speaking, reading,
and writing) are covered at varying degrees in each level. A student will
have to sit for a placement test on the first day of the course to
determine the class he or she should join.

3. Text Books: Different international and local text books are used for
the monthly courses. Theses texts include the well-known Al-Kitaab Series
(Alif Baa, Al-Kitaab I, Al-Kitaab III, Al-Kitaab III) published by
Georgetown University Press. Other text books include Al-Kitaab Al-Assasi.
The text books are supplemented by other materials and activities.

4. Courses and Dates: Twelve monthly group courses are offered each year.
The start dates of the monthly courses are as follows: January 6th,
February 3rd, March 3rd, March 31st, May 5th, June 2nd, June 30th, July
28th, September 1st, September 29th, November 3rd, and December 1st.

5. Course Fees: For detailed information, please write to info at alibaba.jo.

II. Term Course:
Four term-long Arabic Language courses each year. An outline description of
term courses is below:

1. Number of Hours: A term course covers 240 contact hours, which could be
equalized to 12 credit hours in most US-based universities.

2. Levels: Four language levels are offered each term. The levels are based
on the ACTFL proficiency scale: Novice (or Beginners) level, Intermediate
level, Advanced level, and Superior level. The four language skills
(listening, speaking, reading, and writing) are covered at varying degrees
in each level.

3. Text Books: The term courses are based on the well-known Al-Kitaab
Series (Alif Baa, Al-Kitaab I, Al-Kitaab III, Al-Kitaab III) published by
Georgetown University Press. The text books are supplemented by other
materials and activities. The material covered in each level is

? Novice Level (beginners) : The Alif Ba and Al-Kitaab I.
? Intermediate Level: Al-Kitaab I.
? Advanced Level: Al-Kitaab II and Al-Kitaab III.
? Superior Level: Al-Kitaab III and supplementary materials.

4. Courses & Dates: The following four term courses are offered every year:


? Winter Course (12 Weeks) : January 6th - March 21st , 2013.
? Spring Course (12 Weeks) : March 31st - June 20th, 2013.
? Summer Course (9 Intensive Weeks) : June 30th - August 29th, 2013.
? Fall Course (12 Weeks) : September 1st - November 28th, 2013.

5. Course Fees : For detailed information, please write to info at alibaba.jo.


III. PRIVATE COURSES:
Private courses are offered anytime of the year.

1. Number of Hours: Determined by the students. A student may apply for as
many hours as he/she needs.

2. Levels:. A private student will have to sit for a placement test on the
first day of the course to determine his or her level.

3. Courses: The content of the private course will be decided by the
instructor based on the language needs of the students. The course may
focus on Modern Standard Arabic, Media Arabic, Business Arabic, Classical
Arabic, Colloquial Arabic, etc.

4. Dates: Private course can be held anytime of the year. Start and end
dates are decided solely by the student.

5. Course Fees : For detailed information, please write to info at alibaba.jo.


 Accommodation Options

Ali Baba International Center offers several accommodation options to
overseas students. These options are described below.

OPTION#1 HOTELS
Modern 3-star and 4-star hotels and located within a walking distance from
Ali Baba International Center and the University of Jordan. The hotels
offer rooms for single occupancy ( 1 person per room) or double occupancy (
2 persons per room), fully air-conditioned and equipped with direct
Dial-telephone and computer point, color television with more than 20
Satellite channels, and an in-room mini refrigerator. Students may also
apply for 5-star hotels, however, such hotels are located around 10-minute
drive from the school.

OPTION #2 : PRIVATE APARTMENTS
A private apartment has a bedroom, a bathroom, a kitchenette, and
sometimes, a small living room. Its usually designed for one or two people.
The apartments are suitable for male ( and female) students, couples, and
small families since it has a convenient location and friendly atmosphere.
Internet connectivity is not provided, however, students can buy cheap
Internet USB sticks. No meals are served, however, the neighborhood has
many restaurants.

OPTION #3 : FEMALES DORMITORY
Females have the option of staying at a females dorm located nearby the
center. The dorm is modern, clean, and is run by a friendly family. A
student at the dorm will have her own studio ( bedroom, bathroom,
kitchenette). Laundry, WiFi Internet services are also offered. Most
students staying at the dorm are Jordanians, making the dorm a nice
environment for cultural exchange. No meals are served, however, students
can cook in their kitchenette or eat at restaurants located near the dorm.

OPTION #4 : HOMESTAYS
The center gives overseas students the chance to stay with local families.
A host family provides a bedroom, and one or two meals, and of course, the
cultural exchange experience. Its instructive to point out that, its much
easier to find host families for females than for males. This is a cultural
issue, however, we have managed so far to place male students with suitable
host families.

 IMMERSION PROGRAM PACKAGE

1. An immersion program package consists of the followings items, which
have been described above in details. Special offers are given for
universities and groups of students. For detailed information, please write
to info at alibaba.jo.

1. Language course:
2. Accommodation:
3. Airport transfer
4. Touristic trips
5. Extra-curricular activities
6. Placement test
7. Certificate of completion
8. Language partner: (depends on availability).

 Overseas Universities

Overseas universities are a valuable source of students to Ali Baba
International Center. We have several universities around the world,
however, the center is still looking for serious and dedicated partnership
in most countries. If interested, please write an email to Dr. Ali Al-Haj,
info at alibaba.jo.

CONTACT US

Dr. Ali Al-Haj
Ali Baba International Center Khalifeh Tower ( second floor),
Next to McDonald's Restaurants Opposite to Main Gate of the University of
Jordan
POBox 1928, Al-Jubeiha, Amman 11941, Jordan
Phone Number: +962 6 534 1300
Mobile: +962 777 487 747
Email Address: info at alibaba.jo
Website: www.alibaba.jo

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