Dr Muntasir Al-Hamad, FHE (Fellow of Higher Education Academy-UK)He's a specialist in comparative Semitic Languages syntax and grammar, and is highly interested in the history of the region and its faiths. He worked as a lecturer of Arabic and Oriental Studies at the Manchester Metropolitan University, as well as the director of Amstone Project on Abrahamic Religions at the University of Manchester before moving to Qatar University to teach Arabic at the Arabic for Non-Native Speakers Center. Address: Arabic Program for Non-Native Speakers
College of Arts and Sciences
Qatar University
PO Box 2713, Doha-Qatar
The necessity of studying Arabic dialects has attracted more attention in the recent years. Qatar... more The necessity of studying Arabic dialects has attracted more attention in the recent years. Qatar University chose to support the growing academic interest and research in the field by hosting the Association Internationale de Dialectologie Arabe (AIDA) conference on 11 - 13 November 2013.
The AIDA10 conference and the tenth volume of AIDA proceedings show that a good deal of change and development in the field is occurring. Fewer papers deal on hitherto unknown dialects as the white spots on the map of Arabic dialects have significantly shrunk. More papers focus on syntactical issues because we now possess more and larger text collections. Papers using "change" in their titles indicate that Arabic dialectology has a long history. Perhaps the time has come to re-examine the studies of the 1940s, 50s and 60s concerning the dialects of certain regions.
كتاب ينقسم في ثلاثة محاور:
1. سيمياء اللباس (الأسئلة المرتبطة باللباس وأساليبه وظروف لبس كل منها... more كتاب ينقسم في ثلاثة محاور: 1. سيمياء اللباس (الأسئلة المرتبطة باللباس وأساليبه وظروف لبس كل منها) 2. الهيئات وما يرتبط بها من التحيات والاستقبال 3. الإشارات والإيماءات (الأوامر والطلبات، المشاعر والاحاسيس، الصفات والأحوال) The book is in three chapters: 1. Semiotics of clothing 2. Postures 3. Gestures and NVC
Near Eastern and Arabian Essays: Studies in Honour of John F. Healey
Edited by
George J. Brooke... more Near Eastern and Arabian Essays: Studies in Honour of John F. Healey Edited by George J. Brooke, Adrian H.W. Curtis, Muntasir al-Hamad and G. Rex Smith Published by Oxford University Press on behalf of the University of Manchester 2018
This paper aims to address the following key questions regarding the integration of the Arabic co... more This paper aims to address the following key questions regarding the integration of the Arabic course on edX: How does this course align with the Common European Framework of Reference for Languages (CEFR) standards? Can integrating the course enhance the achievement of learning outcomes (LOs)? What is the optimal approach to integrating the course within the curriculum? What design challenges need to be considered to effectively achieve the course goals?
Voices and Conversations: The beauty, complexity and diversity of Arabic proverbs and sayings, 2024
In this article I discuss the following:
• The richness of Arabic proverbs through a cultural and... more In this article I discuss the following: • The richness of Arabic proverbs through a cultural and linguistic lens lens • The impact of Arabic proverbs on society, both Arab and non-Arab • The importance of Arabic proverbs to both Arabic and non-Arabic speakers
• An introduction to the three sections: o Inspiring—the origins of proverbs and the stories behind them o Expressing—how do we use proverbs and the proverb in-action o Transforming—how do proverbs change the way we communicate?
حدود لغتي وحدود عالمي: جمال وتعقيد وتنوع الأمثال والأقوال العربية, 2024
في هذه المقالة نناقش التالي:
• ثراء الأمثال العربية من خلال عدسة ثقافية ولغوية
• تأثير الأمثال ... more في هذه المقالة نناقش التالي:
• ثراء الأمثال العربية من خلال عدسة ثقافية ولغوية • تأثير الأمثال العربية على المجتمع، سواء العربي وغير العربي • أهمية الأمثال العربية لكل من الناطقين بالعربية وغير الناطقين بها
مقدمة للأقسام الثلاثة: ملهمة - أصول الأمثال والقصص التي تكمن وراءها التعبير - كيف نستخدم الأمثال والأمثال في العمل التحول - كيف تغير الأمثال طريقة تواصلنا؟
This article deals with the study of Gulf Arabic. By the means of the Qatari Arabic Corpus elabor... more This article deals with the study of Gulf Arabic. By the means of the Qatari Arabic Corpus elaborated by Elmahdy et al. (2014), the aim of this study is investigating a number of selected verbal prefixes and the active participle gāʕid 'sitting' as a progressive aspect marker in Qatari Arabic, a relatively under researched variety in the field of Arabic Dialectology. A descriptive and quantitative approach in the data collection was adopted and the validation process, throughout the whole corpus which consists of 15 hours of speech flow, provided over 600 manually-selected tokens of verbal prefixes and active participles as progressive aspect markers whose main forms and functions were discussed in the paper.
seminar for arabian studies Volume 44 2014 Papers from the forty-seventh meeting of the Seminar f... more seminar for arabian studies Volume 44 2014 Papers from the forty-seventh meeting of the Seminar for Arabian Studies held at the British Museum, London, 26 to 28 July 2013 seminar for arabian studies archaeoPress oxford
يعدّ مصطلح الاستشراق من أسرع المصطلحات تحوّلًا في عدد من اللغات توازيًا، وقد حصل ذلك كردّة فعل لن... more يعدّ مصطلح الاستشراق من أسرع المصطلحات تحوّلًا في عدد من اللغات توازيًا، وقد حصل ذلك كردّة فعل لنقاش أجّج شعلته الأكاديمي الفلسطيني الأمريكي إدوارد سعيد في سبعينيات القرن المنصرم، حيث حاول إخضاع التجربة الغربية الأنجلو-فرنسية لدراسة تاريخية نقدية محاولًا استجلاء الصور النمطية السائدة في سياق "نكسة 67" وما بعدها. بيد أن سعيد لم يخف اندهاشه –لاحقًا في كتابه "الثقافة والإمبريالية"- من الحمولات الحدّيّة التي خرجت في كثير من الأحيان عن المعاني التي تغيّاها ابتداءً. وعلى الرغم من أن الاستشراق يعدّ مدرسة من مدارس التفسير، ازداد الولع بالموضوع من قبل طرفي المعادلة الاستشراقية بين المصدّر الغربي والآخر العربي بعد وسم الاستشراق باعتباره أداة استعمارية كولونيالية ومذهبًا سياسيًّا، وحاول المدرسة الروسية جاهدةً النأي بالذات عن ذلك الوسم؛ إذ قدّمت مصطلح "الاستعراب" بديلًا مستبقة الجدل بعقود منذ كراتشوفسكي، للتطهّر من تلك الرؤية السلبية وللإيمان بفلسفة الدولة الروسية القارية منذ ما قبل الاتحاد السوفياتي. ويحاول هذا البحث رصد التحول في المصطلح ودوافعه الفلسفية ومحاورة مبرراته التاريخية الاجتماعية. ومع كل ذلك، فإن سيل الكتابات التي تطرّقت لموضوع الاستشراق والعرب كثير، ولكننا نلحظ شحّا نسبيا في اتجاه دراسة الاستشراق الروسي لعدد من العوائق جلّها يقع في جهل "الآخر" الذي يمكن أن يدرس العرب باعتبارهم "آخر". يرنو هذا البحث إلى الإجابة عن عديد التساؤلات التي يتناولها البحث في عناوينه الفرعية بالاتكاء على منهج النقد التاريخي سواء ولكنه في الوقت نفسه يضع القارئ في صورة الجدل القائم حول النقطة محل النقاش، ثم أتي البحث على مراجعة نقدية لكتاب "الاستشراق والعالم الإسلامي" الذي صدر مؤخرًا عام 2022م للبروفيسور محمود الحمزة باعتباره نموذج البحث.
Muntasir F. Al-Hamad, Rizwan Ahmed, Hafid I. Aloui (eds.) Lisan al-arab: Studies in Contemporary Arabic Dialects. Proceedings of the 10th International Conference of AIDA. Qatar University 2013. Foreword: Stephan Procházka. Vienna: LIT Verlag, 2016 (ISBN-13: 978-3643903341), p. 249-264., 2016
Encyclopaedia of the Bible and its Reception, 2022
This short "Nabateans. Islam" entry in Encyclopaedia of the Bible and its Reception is more about... more This short "Nabateans. Islam" entry in Encyclopaedia of the Bible and its Reception is more about pre-Islamic Arabia than the Nabataeans; it aims at offering a good starting place on the subject. I would divide the entry into two sections: 1. Perception of Nabataean culture in Muslim sources (Ibn al-Kalbi, Hadith literature etc.). 2. Worship of Betyls / Banat Allah and the Monotheism of the Qur'an.
يتناول البحث مشكلة الرسم الكتابي في اللغة العربية، وما يطرحه من قضايا تعليمية تحتلّ مساحة واسعة ف... more يتناول البحث مشكلة الرسم الكتابي في اللغة العربية، وما يطرحه من قضايا تعليمية تحتلّ مساحة واسعة في مجال اللسانيات المعرفية التطبيقية (Applied Cognitive Linguistics) باعتبار الكتابة مهارة تأسيسية (foundational skill) ما زالت تواجه متعلمي ومعلمي اللغة العربية؛ وذلك بتقديم نهج جديد لتعلم الكتابة العربية، قد يحد من وطأة إشكالية تعليم الحروف، التي أضحت ظاهرة يمكن أن نطلق عليها ظاهرة رهاب الحروف (Grammaphobia) لدى بعض المبتدئين.
In recent years there has been a growing interest in heritage language learning. Some consider th... more In recent years there has been a growing interest in heritage language learning. Some consider those who have learnt to read Arabic for the purpose of reciting the Qur’an (Qara’a learners) to be part of that category, while others consider them to be part of the second language acquisition (SLA) group. This paper defines this group as Qara’a and attempts to classify it by identifying its characteristics, whether linguistic, pedagogical, or psychological. Finally, after examining previously mentioned, the paper tries to address its pedagogical and educational needs and its attitudes.
Qatar University is currently at a crossroads, having to respond to
competing institutional, nati... more Qatar University is currently at a crossroads, having to respond to competing institutional, national, and international language policy issues. This paper aims to reveal how Qatar University’s internal and external stakeholders perceive the future directions of the university’s language in education policy. In particular, through Q-methodology, we attempt to uncover social perspectives on three educational language policy options, proposed to the university’s higher administration, by the strategic planning team, to respond to pressing linguistic needs and priorities. The aim is to initiate and support a more-informed discussion about language in education policy at Qatar University. Results indicate strong agreement among the various perspectives taken by the university’s stakeholders regarding the need for a language in education policy that seeks to manage the relationship between Arabic and English in a parallel way.
Editorial
This special issue of the Language Scholar is dedicated to Arabic language learning an... more Editorial
This special issue of the Language Scholar is dedicated to Arabic language learning and teaching in Higher Education. The idea of this issue stemmed out of a growing interest in researching Arabic language pedagogy and an increasing number of scholarship projects that investigate Arabic learning and teaching from different perspectives. Such work was witnessed in two international conferences that took place in March 2017 at the University of Leeds, then in April 2019 in Kings College, University of London. The conferences aimed to bring together researchers, scholars and teachers who share the interests and expertise in Arabic language pedagogy and who indeed presented an impressive range of contemporary topics that are being researched in order to advance the field of Teaching Arabic as a Second Language (TASL). In 2019 conference, the call for papers for this issue was announced and it has been a delight for us to receive a number of very interesting topics from colleagues in the UK and abroad who all strive to tackle issues faced by Arabic teachers and learners and suggest ways to overcome challenges, to develop and to promote the learning of Arabic in Higher Education. This issue has six papers starting with Al-Hamad and Mohamed’s paper which builds on current research on error analysis with a focus on Arabic phonology and orthography. The paper presents interesting examples of phonological and orthographical errors made by 60 participants who are all English speakers studying Arabic in the UK and it showed an inclination to revert to the closest sounds to those in English language. The paper gives good insights to Arabic teachers when planning their teaching activities to support their students getting used to new phonological and orthographical systems. The second paper by Al Tubuly looks at the extent and range of cultural knowledge found in four common Arabic textbooks and shows that although these books dedicate some sections to present Arabic culture, they lack the focus on the deep culture that is needed for proper understanding of the Arabic speaking communities, their beliefs and lifestyles. The paper helps teachers to consider the missing elements of culture that they may need to supplement into their curriculums. The third paper by Durkawi and Mouazen is a timely topic that looks at the application of the Integrated Approach (IA) in teaching and gives a practical guide to Arabic teachers who plan to use the IA in their programmes. The authors in this paper share examples of good practice and the challenges that they faced in applying the IA at different proficiency levels as well as a number of positive outcomes that they observed. Our fourth paper by El Essawi also provides analysis of Arabic textbooks on how much they focus on communication strategies. This is a topic that received very little attention in the field of TASL as communication strategies are limitedly found and even non-existent in some textbooks as revealed in this paper. El Essawi’s paper concludes with pedagogical suggestions on how to incorporate communication strategies in classroom activities and teaching materials for the objectives of orientation, exposure and practice. The fifth paper here by Golfetto shifts the readers’ attention to the students as it investigates the learning experience of Arabic heritage learners. The study, which focused on heritage learners in Italian universities, presents an argument that supports the merging of heritage and non-heritage learning classes. It lists the benefits of merging them including the creation of a more homogenous and authentic learning environment that supports linguistic variation in the class and bridges learning gaps. Finally, the issue concludes with the sixth paper by Khalil providing a comparative linguistic description of Modern Standard Arabic and the Cairene dialect at phonological, lexical and grammatical levels with many examples from the two Arabic varieties. The paper is a useful reference to learners and teachers who incorporate linguistic variation in their programmes. It also provides a framework that can easily be followed by other researchers and scholars who wish to analyse other Arabic varieties. We are grateful to all our authors who shared here their scholarship and research work and made it available to a wide range of readers. We are also deeply thankful to our reviewers, in alphabetical order, Yolanda Cerda, James Dickins, Hanem El-Farahaty, Giorgia Ferrari, Kassem Wahba and Shahira Yacout, who dedicated their time, efforts and knowledge to review these papers and provide invaluable advice. Huge thanks go to the Language Scholar managers Irene Addison-Child and Milada Walkova who put a lot of efforts on checking papers, communication with authors and reviewers and putting all of this work together. We hope that this special issue will provide a good reference for many Arabic teachers and researchers who strive to advance the field of Arabic language pedagogy. Rasha Soliman (on behalf of the Language Scholar editorial team)
The complex interrelation between orthographic and phonological aspects in L2 learning pose
diffe... more The complex interrelation between orthographic and phonological aspects in L2 learning pose different linguistic and pedagogical challenges. However, this paper focuses on the orthographic phonological-based errors resulting of this relationship and tries to explain these errors committed by learners, since Arabic and English have different phonological systems. For this purpose, a study was conducted on a corpus of about 250 pages generated by the written production of sixty-one English-speaking A1 learners of Arabic as a second language (acc. CEFR) at the Manchester Metropolitan University to examine how the phonological competence at the early stages of learning Arabic reflects on their orthographic production. It is hoped that the results of this study will provide answers for linguist researchers and educationists alike.
يواجه تعليم اللغة العربية للأعاجم تحديات جمّة، ليس أقلها تأثيرًا على
بيئة التعلّم من نقص الوسائل ... more يواجه تعليم اللغة العربية للأعاجم تحديات جمّة، ليس أقلها تأثيرًا على بيئة التعلّم من نقص الوسائل التعليمية المساندة التي تعزز عملية التعلّم بعمومها، وتسهّل على المعلّم تحقيق الأهداف التعليمية المرجوة خاصة في فصول المحتوى. ولذا فإن هذه الدراسة تعرض لوحات تعليمية صيغت لخدمة هذا الهدف، وقد اختصت الدراسة بجانب من جوانب العربية ألا وهو الشعر العربي ومحاولة عرضه للأعاجم في لوحات تعليمية. ومن التحديات الكثيرة التي تطرح نفسها ما يمثّله الشعر العربي بتفرّعاته للإنسان » ديوان العرب « العربي في ماضيه وحاضره، وارتباط هذا الشعر الذي سمي بالموروث الثقافي والديني والتاريخي والطبيعي والسياسي للعرب، وعليه فقد تنوعت مدارسه وأساليبه والحركات النشطة فيه، ومثلت كل منها فلسفة خاصة وتجربة فريدة جديرة بالعرض لها. ومن هنا، فستحاول هذه الدراسة تقديم تصوّر عن تقديم فصول محتوى لمادة زاخرة كالشعر العربي، في لوحات تعليمية، مستعرضة التجربة والتحريات التي بقيت قائمة، كما تحاول استشراف بعض الحلول والآفاق التي يمكن أن تنتقل بتعليم فصول المحتوى للأعاجم إلى فضاءات جديدة تخدم الأهداف التعليمية التي يحاولون الوصول إليها.
The necessity of studying Arabic dialects has attracted more attention in the recent years. Qatar... more The necessity of studying Arabic dialects has attracted more attention in the recent years. Qatar University chose to support the growing academic interest and research in the field by hosting the Association Internationale de Dialectologie Arabe (AIDA) conference on 11 - 13 November 2013.
The AIDA10 conference and the tenth volume of AIDA proceedings show that a good deal of change and development in the field is occurring. Fewer papers deal on hitherto unknown dialects as the white spots on the map of Arabic dialects have significantly shrunk. More papers focus on syntactical issues because we now possess more and larger text collections. Papers using "change" in their titles indicate that Arabic dialectology has a long history. Perhaps the time has come to re-examine the studies of the 1940s, 50s and 60s concerning the dialects of certain regions.
كتاب ينقسم في ثلاثة محاور:
1. سيمياء اللباس (الأسئلة المرتبطة باللباس وأساليبه وظروف لبس كل منها... more كتاب ينقسم في ثلاثة محاور: 1. سيمياء اللباس (الأسئلة المرتبطة باللباس وأساليبه وظروف لبس كل منها) 2. الهيئات وما يرتبط بها من التحيات والاستقبال 3. الإشارات والإيماءات (الأوامر والطلبات، المشاعر والاحاسيس، الصفات والأحوال) The book is in three chapters: 1. Semiotics of clothing 2. Postures 3. Gestures and NVC
Near Eastern and Arabian Essays: Studies in Honour of John F. Healey
Edited by
George J. Brooke... more Near Eastern and Arabian Essays: Studies in Honour of John F. Healey Edited by George J. Brooke, Adrian H.W. Curtis, Muntasir al-Hamad and G. Rex Smith Published by Oxford University Press on behalf of the University of Manchester 2018
This paper aims to address the following key questions regarding the integration of the Arabic co... more This paper aims to address the following key questions regarding the integration of the Arabic course on edX: How does this course align with the Common European Framework of Reference for Languages (CEFR) standards? Can integrating the course enhance the achievement of learning outcomes (LOs)? What is the optimal approach to integrating the course within the curriculum? What design challenges need to be considered to effectively achieve the course goals?
Voices and Conversations: The beauty, complexity and diversity of Arabic proverbs and sayings, 2024
In this article I discuss the following:
• The richness of Arabic proverbs through a cultural and... more In this article I discuss the following: • The richness of Arabic proverbs through a cultural and linguistic lens lens • The impact of Arabic proverbs on society, both Arab and non-Arab • The importance of Arabic proverbs to both Arabic and non-Arabic speakers
• An introduction to the three sections: o Inspiring—the origins of proverbs and the stories behind them o Expressing—how do we use proverbs and the proverb in-action o Transforming—how do proverbs change the way we communicate?
حدود لغتي وحدود عالمي: جمال وتعقيد وتنوع الأمثال والأقوال العربية, 2024
في هذه المقالة نناقش التالي:
• ثراء الأمثال العربية من خلال عدسة ثقافية ولغوية
• تأثير الأمثال ... more في هذه المقالة نناقش التالي:
• ثراء الأمثال العربية من خلال عدسة ثقافية ولغوية • تأثير الأمثال العربية على المجتمع، سواء العربي وغير العربي • أهمية الأمثال العربية لكل من الناطقين بالعربية وغير الناطقين بها
مقدمة للأقسام الثلاثة: ملهمة - أصول الأمثال والقصص التي تكمن وراءها التعبير - كيف نستخدم الأمثال والأمثال في العمل التحول - كيف تغير الأمثال طريقة تواصلنا؟
This article deals with the study of Gulf Arabic. By the means of the Qatari Arabic Corpus elabor... more This article deals with the study of Gulf Arabic. By the means of the Qatari Arabic Corpus elaborated by Elmahdy et al. (2014), the aim of this study is investigating a number of selected verbal prefixes and the active participle gāʕid 'sitting' as a progressive aspect marker in Qatari Arabic, a relatively under researched variety in the field of Arabic Dialectology. A descriptive and quantitative approach in the data collection was adopted and the validation process, throughout the whole corpus which consists of 15 hours of speech flow, provided over 600 manually-selected tokens of verbal prefixes and active participles as progressive aspect markers whose main forms and functions were discussed in the paper.
seminar for arabian studies Volume 44 2014 Papers from the forty-seventh meeting of the Seminar f... more seminar for arabian studies Volume 44 2014 Papers from the forty-seventh meeting of the Seminar for Arabian Studies held at the British Museum, London, 26 to 28 July 2013 seminar for arabian studies archaeoPress oxford
يعدّ مصطلح الاستشراق من أسرع المصطلحات تحوّلًا في عدد من اللغات توازيًا، وقد حصل ذلك كردّة فعل لن... more يعدّ مصطلح الاستشراق من أسرع المصطلحات تحوّلًا في عدد من اللغات توازيًا، وقد حصل ذلك كردّة فعل لنقاش أجّج شعلته الأكاديمي الفلسطيني الأمريكي إدوارد سعيد في سبعينيات القرن المنصرم، حيث حاول إخضاع التجربة الغربية الأنجلو-فرنسية لدراسة تاريخية نقدية محاولًا استجلاء الصور النمطية السائدة في سياق "نكسة 67" وما بعدها. بيد أن سعيد لم يخف اندهاشه –لاحقًا في كتابه "الثقافة والإمبريالية"- من الحمولات الحدّيّة التي خرجت في كثير من الأحيان عن المعاني التي تغيّاها ابتداءً. وعلى الرغم من أن الاستشراق يعدّ مدرسة من مدارس التفسير، ازداد الولع بالموضوع من قبل طرفي المعادلة الاستشراقية بين المصدّر الغربي والآخر العربي بعد وسم الاستشراق باعتباره أداة استعمارية كولونيالية ومذهبًا سياسيًّا، وحاول المدرسة الروسية جاهدةً النأي بالذات عن ذلك الوسم؛ إذ قدّمت مصطلح "الاستعراب" بديلًا مستبقة الجدل بعقود منذ كراتشوفسكي، للتطهّر من تلك الرؤية السلبية وللإيمان بفلسفة الدولة الروسية القارية منذ ما قبل الاتحاد السوفياتي. ويحاول هذا البحث رصد التحول في المصطلح ودوافعه الفلسفية ومحاورة مبرراته التاريخية الاجتماعية. ومع كل ذلك، فإن سيل الكتابات التي تطرّقت لموضوع الاستشراق والعرب كثير، ولكننا نلحظ شحّا نسبيا في اتجاه دراسة الاستشراق الروسي لعدد من العوائق جلّها يقع في جهل "الآخر" الذي يمكن أن يدرس العرب باعتبارهم "آخر". يرنو هذا البحث إلى الإجابة عن عديد التساؤلات التي يتناولها البحث في عناوينه الفرعية بالاتكاء على منهج النقد التاريخي سواء ولكنه في الوقت نفسه يضع القارئ في صورة الجدل القائم حول النقطة محل النقاش، ثم أتي البحث على مراجعة نقدية لكتاب "الاستشراق والعالم الإسلامي" الذي صدر مؤخرًا عام 2022م للبروفيسور محمود الحمزة باعتباره نموذج البحث.
Muntasir F. Al-Hamad, Rizwan Ahmed, Hafid I. Aloui (eds.) Lisan al-arab: Studies in Contemporary Arabic Dialects. Proceedings of the 10th International Conference of AIDA. Qatar University 2013. Foreword: Stephan Procházka. Vienna: LIT Verlag, 2016 (ISBN-13: 978-3643903341), p. 249-264., 2016
Encyclopaedia of the Bible and its Reception, 2022
This short "Nabateans. Islam" entry in Encyclopaedia of the Bible and its Reception is more about... more This short "Nabateans. Islam" entry in Encyclopaedia of the Bible and its Reception is more about pre-Islamic Arabia than the Nabataeans; it aims at offering a good starting place on the subject. I would divide the entry into two sections: 1. Perception of Nabataean culture in Muslim sources (Ibn al-Kalbi, Hadith literature etc.). 2. Worship of Betyls / Banat Allah and the Monotheism of the Qur'an.
يتناول البحث مشكلة الرسم الكتابي في اللغة العربية، وما يطرحه من قضايا تعليمية تحتلّ مساحة واسعة ف... more يتناول البحث مشكلة الرسم الكتابي في اللغة العربية، وما يطرحه من قضايا تعليمية تحتلّ مساحة واسعة في مجال اللسانيات المعرفية التطبيقية (Applied Cognitive Linguistics) باعتبار الكتابة مهارة تأسيسية (foundational skill) ما زالت تواجه متعلمي ومعلمي اللغة العربية؛ وذلك بتقديم نهج جديد لتعلم الكتابة العربية، قد يحد من وطأة إشكالية تعليم الحروف، التي أضحت ظاهرة يمكن أن نطلق عليها ظاهرة رهاب الحروف (Grammaphobia) لدى بعض المبتدئين.
In recent years there has been a growing interest in heritage language learning. Some consider th... more In recent years there has been a growing interest in heritage language learning. Some consider those who have learnt to read Arabic for the purpose of reciting the Qur’an (Qara’a learners) to be part of that category, while others consider them to be part of the second language acquisition (SLA) group. This paper defines this group as Qara’a and attempts to classify it by identifying its characteristics, whether linguistic, pedagogical, or psychological. Finally, after examining previously mentioned, the paper tries to address its pedagogical and educational needs and its attitudes.
Qatar University is currently at a crossroads, having to respond to
competing institutional, nati... more Qatar University is currently at a crossroads, having to respond to competing institutional, national, and international language policy issues. This paper aims to reveal how Qatar University’s internal and external stakeholders perceive the future directions of the university’s language in education policy. In particular, through Q-methodology, we attempt to uncover social perspectives on three educational language policy options, proposed to the university’s higher administration, by the strategic planning team, to respond to pressing linguistic needs and priorities. The aim is to initiate and support a more-informed discussion about language in education policy at Qatar University. Results indicate strong agreement among the various perspectives taken by the university’s stakeholders regarding the need for a language in education policy that seeks to manage the relationship between Arabic and English in a parallel way.
Editorial
This special issue of the Language Scholar is dedicated to Arabic language learning an... more Editorial
This special issue of the Language Scholar is dedicated to Arabic language learning and teaching in Higher Education. The idea of this issue stemmed out of a growing interest in researching Arabic language pedagogy and an increasing number of scholarship projects that investigate Arabic learning and teaching from different perspectives. Such work was witnessed in two international conferences that took place in March 2017 at the University of Leeds, then in April 2019 in Kings College, University of London. The conferences aimed to bring together researchers, scholars and teachers who share the interests and expertise in Arabic language pedagogy and who indeed presented an impressive range of contemporary topics that are being researched in order to advance the field of Teaching Arabic as a Second Language (TASL). In 2019 conference, the call for papers for this issue was announced and it has been a delight for us to receive a number of very interesting topics from colleagues in the UK and abroad who all strive to tackle issues faced by Arabic teachers and learners and suggest ways to overcome challenges, to develop and to promote the learning of Arabic in Higher Education. This issue has six papers starting with Al-Hamad and Mohamed’s paper which builds on current research on error analysis with a focus on Arabic phonology and orthography. The paper presents interesting examples of phonological and orthographical errors made by 60 participants who are all English speakers studying Arabic in the UK and it showed an inclination to revert to the closest sounds to those in English language. The paper gives good insights to Arabic teachers when planning their teaching activities to support their students getting used to new phonological and orthographical systems. The second paper by Al Tubuly looks at the extent and range of cultural knowledge found in four common Arabic textbooks and shows that although these books dedicate some sections to present Arabic culture, they lack the focus on the deep culture that is needed for proper understanding of the Arabic speaking communities, their beliefs and lifestyles. The paper helps teachers to consider the missing elements of culture that they may need to supplement into their curriculums. The third paper by Durkawi and Mouazen is a timely topic that looks at the application of the Integrated Approach (IA) in teaching and gives a practical guide to Arabic teachers who plan to use the IA in their programmes. The authors in this paper share examples of good practice and the challenges that they faced in applying the IA at different proficiency levels as well as a number of positive outcomes that they observed. Our fourth paper by El Essawi also provides analysis of Arabic textbooks on how much they focus on communication strategies. This is a topic that received very little attention in the field of TASL as communication strategies are limitedly found and even non-existent in some textbooks as revealed in this paper. El Essawi’s paper concludes with pedagogical suggestions on how to incorporate communication strategies in classroom activities and teaching materials for the objectives of orientation, exposure and practice. The fifth paper here by Golfetto shifts the readers’ attention to the students as it investigates the learning experience of Arabic heritage learners. The study, which focused on heritage learners in Italian universities, presents an argument that supports the merging of heritage and non-heritage learning classes. It lists the benefits of merging them including the creation of a more homogenous and authentic learning environment that supports linguistic variation in the class and bridges learning gaps. Finally, the issue concludes with the sixth paper by Khalil providing a comparative linguistic description of Modern Standard Arabic and the Cairene dialect at phonological, lexical and grammatical levels with many examples from the two Arabic varieties. The paper is a useful reference to learners and teachers who incorporate linguistic variation in their programmes. It also provides a framework that can easily be followed by other researchers and scholars who wish to analyse other Arabic varieties. We are grateful to all our authors who shared here their scholarship and research work and made it available to a wide range of readers. We are also deeply thankful to our reviewers, in alphabetical order, Yolanda Cerda, James Dickins, Hanem El-Farahaty, Giorgia Ferrari, Kassem Wahba and Shahira Yacout, who dedicated their time, efforts and knowledge to review these papers and provide invaluable advice. Huge thanks go to the Language Scholar managers Irene Addison-Child and Milada Walkova who put a lot of efforts on checking papers, communication with authors and reviewers and putting all of this work together. We hope that this special issue will provide a good reference for many Arabic teachers and researchers who strive to advance the field of Arabic language pedagogy. Rasha Soliman (on behalf of the Language Scholar editorial team)
The complex interrelation between orthographic and phonological aspects in L2 learning pose
diffe... more The complex interrelation between orthographic and phonological aspects in L2 learning pose different linguistic and pedagogical challenges. However, this paper focuses on the orthographic phonological-based errors resulting of this relationship and tries to explain these errors committed by learners, since Arabic and English have different phonological systems. For this purpose, a study was conducted on a corpus of about 250 pages generated by the written production of sixty-one English-speaking A1 learners of Arabic as a second language (acc. CEFR) at the Manchester Metropolitan University to examine how the phonological competence at the early stages of learning Arabic reflects on their orthographic production. It is hoped that the results of this study will provide answers for linguist researchers and educationists alike.
يواجه تعليم اللغة العربية للأعاجم تحديات جمّة، ليس أقلها تأثيرًا على
بيئة التعلّم من نقص الوسائل ... more يواجه تعليم اللغة العربية للأعاجم تحديات جمّة، ليس أقلها تأثيرًا على بيئة التعلّم من نقص الوسائل التعليمية المساندة التي تعزز عملية التعلّم بعمومها، وتسهّل على المعلّم تحقيق الأهداف التعليمية المرجوة خاصة في فصول المحتوى. ولذا فإن هذه الدراسة تعرض لوحات تعليمية صيغت لخدمة هذا الهدف، وقد اختصت الدراسة بجانب من جوانب العربية ألا وهو الشعر العربي ومحاولة عرضه للأعاجم في لوحات تعليمية. ومن التحديات الكثيرة التي تطرح نفسها ما يمثّله الشعر العربي بتفرّعاته للإنسان » ديوان العرب « العربي في ماضيه وحاضره، وارتباط هذا الشعر الذي سمي بالموروث الثقافي والديني والتاريخي والطبيعي والسياسي للعرب، وعليه فقد تنوعت مدارسه وأساليبه والحركات النشطة فيه، ومثلت كل منها فلسفة خاصة وتجربة فريدة جديرة بالعرض لها. ومن هنا، فستحاول هذه الدراسة تقديم تصوّر عن تقديم فصول محتوى لمادة زاخرة كالشعر العربي، في لوحات تعليمية، مستعرضة التجربة والتحريات التي بقيت قائمة، كما تحاول استشراف بعض الحلول والآفاق التي يمكن أن تنتقل بتعليم فصول المحتوى للأعاجم إلى فضاءات جديدة تخدم الأهداف التعليمية التي يحاولون الوصول إليها.
ملخص البحث: تتغيا هذه الدراسة تحليل الأغلاط اللغوية التي يقع فيها متعلمو اللغة العربية لغة أجنب... more ملخص البحث: تتغيا هذه الدراسة تحليل الأغلاط اللغوية التي يقع فيها متعلمو اللغة العربية لغة أجنبية من دارسيها في المستوى الجامعي. ويتركز التحليل على أغلاط نقل القدرة ومحاولة وضع تفسيرات لتلك الأغلاط، حيث يعتقد أن متعلمي اللغة الثانية غالبا ما يحاكون بغير وعي اللغة الأم في تعبيرهم باللغة الثانية فتنشأ أغلاط مردّها إلى نقل القدرة. وتعتمد الدراسة على عينة كتابية لستين طالبا جامعيا، وقد قسمت الأغلاط على المستويات التالية: التركيبي، والصرفي، والمعجمي، والدلالي، كما تمت الإشارة إلى بعض الأغلاط الصوتية الظاهر أثرها في الكتابة. وتأمل هذه الدراسة أن تقدم عددا من المقترحات لأطراف العملية التعليمة من متعلّم ومعلّم وواضع منهاج هذه الأغلاط، للتعامل معها وفق خطة منهجية واضحة، ومحاولة وضعها نصب أعينهم لتفاديها في أي عملية التعليم للوصول لكفاءة لغوية أفضل. Abstract: The paper analyze the written errors made by English speakers that are studying Arabic as a foreign language at a university level. The analysis deals with the errors that can be traced to language transfer and explain their structure, Learners of L2 subconsciously rely on their L1 to communicate in L1. It is interesting to look at how L1 influences the learning process of L2. The paper will discuss the finding of 60 undergraduate writing exam sheets. The errors were divided into the following main domains: syntactical, etymological, lexical and semantic errors, and shed light when possible on phonological challenges that might have been reflected in writing. This paper aims to make students acknowledge errors due to language transfer and help to avoid them in future performances, as well as improve their competencies in Arabic. It will also provide teachers with a list of most common errors that they need to pay attention to, and it might offer some recommendations of solutions to some of these errors.
ملخص البحث:
تتغيا هذه الدراسة تحليل الأغلاط اللغوية التي يقع فيها متعلمو اللغة العربية لغة أجنبية... more ملخص البحث: تتغيا هذه الدراسة تحليل الأغلاط اللغوية التي يقع فيها متعلمو اللغة العربية لغة أجنبية من دارسيها في المستوى الجامعي. ويتركز التحليل على أغلاط نقل القدرة ومحاولة وضع تفسيرات لتلك الأغلاط، حيث يعتقد أن متعلمي اللغة الثانية غالبا ما يحاكون بغير وعي اللغة الأم في تعبيرهم باللغة الثانية فتنشأ أغلاط مردّها إلى نقل القدرة. وتعتمد الدراسة على عينة كتابية لستين طالبا جامعيا، وقد قسمت الأغلاط على المستويات التالية: التركيبي، والصرفي، والمعجمي، والدلالي، كما تمت الإشارة إلى بعض الأغلاط الصوتية الظاهر أثرها في الكتابة. وتأمل هذه الدراسة أن تقدم عددا من المقترحات لأطراف العملية التعليمة من متعلّم ومعلّم وواضع منهاج هذه الأغلاط، للتعامل معها وفق خطة منهجية واضحة، ومحاولة وضعها نصب أعينهم لتفاديها في أي عملية التعليم للوصول لكفاءة لغوية أفضل. Abstract: The paper analyze the written errors made by English speakers that are studying Arabic as a foreign language at a university level. The analysis deals with the errors that can be traced to language transfer and explain their structure, Learners of L2 subconsciously rely on their L1 to communicate in L1. It is interesting to look at how L1 influences the learning process of L2. The paper will discuss the finding of 60 undergraduate writing exam sheets. The errors were divided into the following main domains: syntactical, etymological, lexical and semantic errors, and shed light when possible on phonological challenges that might have been reflected in writing. This paper aims to make students acknowledge errors due to language transfer and help to avoid them in future performances, as well as improve their competencies in Arabic. It will also provide teachers with a list of most common errors that they need to pay attention to, and it might offer some recommendations of solutions to some of these errors.
TASOL in Qatar
Geopolitical changes in the region
Language Context
I. Sociopolitical Changes
II.... more TASOL in Qatar Geopolitical changes in the region Language Context I. Sociopolitical Changes II. Bilingualism III. Diglossia The Qatar TASL Landscape I. Learners II. Teachers III. Teaching Resources Arabic for Non-Native Speakers Center: Case Study A. Historical Background B. Arabic for Non-Native Speakers Center I. Teachers II. Students III. Academic Practices • Courses: Full-time and Part-time • Pedagogy and Approaches: • Educational Resources IV. Challenges • Market Demand • SA vs. Dialect • Immersive Environment • Appropriate Educational Resources • Finance • Weather Conclusion References
يناقش البحث النص المتوهم بشعريته في نقش عين عبادة (85-125م)، وتبرز أهميته من حيث أنه أقدم نص عربي... more يناقش البحث النص المتوهم بشعريته في نقش عين عبادة (85-125م)، وتبرز أهميته من حيث أنه أقدم نص عربي عثر عليه حتى الآن، بالإضافة إلى أن الصياغة شعرية كما يحاول الباحث أن يثبت. قدّم الباحث قراءة جديدة لأداة الشرط ساهمت في ضبط المسيقى الشعرية This paper intends to provide a fresh reading to Obodas Inscription (Ein Avdat, 85-125 AD). this reading is based on suggesting a new meaning for the conditional article which subsequently affects the metric system in the earliest attested Arabic text.
- Chief/Supplementary Sources of Islamic Law
- Intended Goals of Jurisprudence Rules
- Religious ... more - Chief/Supplementary Sources of Islamic Law - Intended Goals of Jurisprudence Rules - Religious Minorities Laws
Islamic and Arabic opinion on these values.
To introduce an historical view of the Political env... more Islamic and Arabic opinion on these values.
To introduce an historical view of the Political environment in the Arab World/Middle East/ Middle East and North Africa/ Near East since the Arab Renaissance 19th century.
To explore the motivation of the current REVILUTIONS in the Arab World.
Arab Spring: New Media serve the CAUSE: the movement from the traditional vanguard led revolutions.
Do Arabs deserve democracy, anyway…???
To study and investigate the concepts of image building, reputation and reputation management, id... more To study and investigate the concepts of image building, reputation and reputation management, identity establishment from an integrated communications stand.
To investigate and offer a model of reputation management and image building.
To make recommendations for managing reputations and building images.
In this GCSE study session, students have been introduced to contemporary Arabic cinema through a... more In this GCSE study session, students have been introduced to contemporary Arabic cinema through a film screening, which will enable students to develop the ability to communicate effectively in Arabic. As/A Level language exercises based on the events depicted in the film will encourage students to take part in reading, writing, speaking and listening activities; as well as enhancing positive attitudes to Arabic learning.
This event was open to 14-19 year olds and their personal tutors only.
In this GCSE study session, students have been introduced to contemporary Arabic cinema through a... more In this GCSE study session, students have been introduced to contemporary Arabic cinema through a film screening, which will enable students to develop the ability to communicate effectively in Arabic. GCSE language exercises based on the events depicted in the film will encourage students to take part in reading, writing, speaking and listening activities; as well as enhancing positive attitudes to Arabic learning.
This event was open to 14-19 year olds and their personal tutors only.
This study session will include a full screening of the film "The Message". in Arabic with English subtitles
In this GCSE study session, students have been introduced to contemporary Arabic cinema through a film screening, which will enable students to develop the ability to communicate effectively in Arabic. GCSE language exercises based on the events depicted in the film will encourage students to take part in reading, writing, speaking and listening activities; as well as enhancing positive attitudes to Arabic learning.
This event was open to 14-19 year olds and their personal tutors only.
This study session will include a full screening of the film A Thousand Months. in Arabic with English subtitles.
This A Level guide was coupled with a study session have introduced students to contemporary Arabic cinema through a film screening, enabling them to develop skills to communicate effectively in Arabic and transfer various meanings into English. Using motion picture as the stimulus, A Level language exercises based on the events depicted in the film will encourage students to take part in reading, writing, speaking and listening activities; as well as enhancing positive attitudes to Arabic learning.
This event was open to 14-19 year old and their personal tutors only.
The Power of Gestures: Learn Nonverbal Communication in Arabic Culture, 2021
The talk will cover the following points:
1. The importance of “Non-Verbal Cues” in human convers... more The talk will cover the following points: 1. The importance of “Non-Verbal Cues” in human conversation. 2. NVC dimensions: time (monochronic vs polychronic), space and context. 3. The Arab culture (as a High-context culture) compared to other cultures. 4. An introduction in the Types of NVC (e.g. gestures, Proxemics, Kinesics … etc). 5. An introduction to the clothes semiotics. 6. Presentation from the speaker’s book (in Arabic): “Signs & Gestures: NVC in Qatari Culture” by Qatar University. It contains more than four hundred (400) entries for signs and gestures that are unique to the Qatari society, some may be in common with other cultures. It presents the intangible cultural side of Qatari heritage in line with the UNESCO convention of 2003 headlined “The Convention for the Safeguarding of the Intangible Cultural Heritage”.
في هذه المقابلة يناقش منتصر الحمد واقع تعليم اللغة العربية للأجانب، كما يسعرض الدوافع لتعلم اللغة... more في هذه المقابلة يناقش منتصر الحمد واقع تعليم اللغة العربية للأجانب، كما يسعرض الدوافع لتعلم اللغة العربية لغة ثانية أو أجنبية، ويتعرض لأقسام المتعلمين وتصنيفهم
أشارت دراسة أجرتها الحكومة اليابانية إلى ارتفاع كبير في الإقبال على تعلم اللغة اليابانية، إذ تجاوز عدد دارسيها من الأجانب أربعة ملايين طالب. وتعزو الدراسة هذا الإقبال إلى ازدياد الاهتمام بالثقافة اليابانية بالإضافة إلى الجهود التي تبذلها الحكومة للترويج لتعلم اللغة اليابانية واستخدامها.
تاريخ البث: 16/10/2013
BBC News Channel 21st August 2014, An interview with Dr Muntasir Hamad the Director Manager of th... more BBC News Channel 21st August 2014, An interview with Dr Muntasir Hamad the Director Manager of the Muslim Youth Foundation in Manchester-UK, also a lecturer at Qatar University in Doha.
On ISIS and the radicalization of young British-Muslims
تتأثر حضارات الأمم المتقدمة فيما بينها تأثرًا يثري حياة أفرادها ويضمن بقاءها مزدهرًا فكرًا ولغة و... more تتأثر حضارات الأمم المتقدمة فيما بينها تأثرًا يثري حياة أفرادها ويضمن بقاءها مزدهرًا فكرًا ولغة وثقافة. ومن هنا يأتي هذا المؤتمر تتويجًا للعام الثقافي 2019 بين دولة قطر وجمهورية الهند؛ ليبرز نموذجًا حيًّا متفاعلا بين الشعبين، ويقدم الشواهد والبحوث الرصينة على التفاعل الثقافي واللغوي والفكري بينهما؛ وأثر قطر في إثراء الحياة الفكرية الهندية ونشر روح التسامح والاعتدال، وليعرض أهم ما قدمته الهند من إسهامات في النهضة الفكرية والمؤلفات العربية، وليلقي الضوء على ما بين الأدبين القطري والهندي من تأثير وتأثر وترجمات متبادلة. إضافة إلى الإسهام في مجالات تطوير تعليم العربية للناطقين بغيرها، وحضور المؤسسات الإعلامية في نشر الوعي الثقافي والفكري بين البلدين.
ينظم مركز اللغة العربية للناطقين بغيرها، بكلية الآداب والعلوم، بجامعة قطر، مؤتمره الدولي الأول بع... more ينظم مركز اللغة العربية للناطقين بغيرها، بكلية الآداب والعلوم، بجامعة قطر، مؤتمره الدولي الأول بعنوان "تدريس اللغة العربية للناطقين بغيرها: تحديات الواقع وآفاق المستقبل" وذلك خلال الفترة من1 إلى 2 مايو 2016م في مدينة الدوحة بدولة قطر. The Arabic for Non-Native Speakers Center, in the College of Arts and Sciences at Qatar University organizes its first international conference titled “Teaching Arabic for Non-Native Speakers: Challenges of the Present, and Prospects of the Future”, during the period of 1-2 May, 2016 in Doha, Qatar.
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The AIDA10 conference and the tenth volume of AIDA proceedings show that a good deal of change and development in the field is occurring. Fewer papers deal on hitherto unknown dialects as the white spots on the map of Arabic dialects have significantly shrunk. More papers focus on syntactical issues because we now possess more and larger text collections. Papers using "change" in their titles indicate that Arabic dialectology has a long history. Perhaps the time has come to re-examine the studies of the 1940s, 50s and 60s concerning the dialects of certain regions.
1. سيمياء اللباس (الأسئلة المرتبطة باللباس وأساليبه وظروف لبس كل منها)
2. الهيئات وما يرتبط بها من التحيات والاستقبال
3. الإشارات والإيماءات (الأوامر والطلبات، المشاعر والاحاسيس، الصفات والأحوال)
The book is in three chapters:
1. Semiotics of clothing
2. Postures
3. Gestures and NVC
Edited by
George J. Brooke, Adrian H.W. Curtis, Muntasir al-Hamad and G. Rex Smith
Published by
Oxford University Press on behalf of the University of Manchester 2018
How does this course align with the Common European Framework of Reference for Languages (CEFR) standards?
Can integrating the course enhance the achievement of learning outcomes (LOs)?
What is the optimal approach to integrating the course within the curriculum?
What design challenges need to be considered to effectively achieve the course goals?
• The richness of Arabic proverbs through a cultural and linguistic lens lens
• The impact of Arabic proverbs on society, both Arab and non-Arab
• The importance of Arabic proverbs to both Arabic and non-Arabic speakers
• An introduction to the three sections:
o Inspiring—the origins of proverbs and the stories behind them
o Expressing—how do we use proverbs and the proverb in-action
o Transforming—how do proverbs change the way we communicate?
• ثراء الأمثال العربية من خلال عدسة ثقافية ولغوية
• تأثير الأمثال العربية على المجتمع، سواء العربي وغير العربي
• أهمية الأمثال العربية لكل من الناطقين بالعربية وغير الناطقين بها
مقدمة للأقسام الثلاثة:
ملهمة - أصول الأمثال والقصص التي تكمن وراءها
التعبير - كيف نستخدم الأمثال والأمثال في العمل
التحول - كيف تغير الأمثال طريقة تواصلنا؟
وعلى الرغم من أن الاستشراق يعدّ مدرسة من مدارس التفسير، ازداد الولع بالموضوع من قبل طرفي المعادلة الاستشراقية بين المصدّر الغربي والآخر العربي بعد وسم الاستشراق باعتباره أداة استعمارية كولونيالية ومذهبًا سياسيًّا، وحاول المدرسة الروسية جاهدةً النأي بالذات عن ذلك الوسم؛ إذ قدّمت مصطلح "الاستعراب" بديلًا مستبقة الجدل بعقود منذ كراتشوفسكي، للتطهّر من تلك الرؤية السلبية وللإيمان بفلسفة الدولة الروسية القارية منذ ما قبل الاتحاد السوفياتي.
ويحاول هذا البحث رصد التحول في المصطلح ودوافعه الفلسفية ومحاورة مبرراته التاريخية الاجتماعية. ومع كل ذلك، فإن سيل الكتابات التي تطرّقت لموضوع الاستشراق والعرب كثير، ولكننا نلحظ شحّا نسبيا في اتجاه دراسة الاستشراق الروسي لعدد من العوائق جلّها يقع في جهل "الآخر" الذي يمكن أن يدرس العرب باعتبارهم "آخر".
يرنو هذا البحث إلى الإجابة عن عديد التساؤلات التي يتناولها البحث في عناوينه الفرعية بالاتكاء على منهج النقد التاريخي سواء ولكنه في الوقت نفسه يضع القارئ في صورة الجدل القائم حول النقطة محل النقاش، ثم أتي البحث على مراجعة نقدية لكتاب "الاستشراق والعالم الإسلامي" الذي صدر مؤخرًا عام 2022م للبروفيسور محمود الحمزة باعتباره نموذج البحث.
1. Perception of Nabataean culture in Muslim sources (Ibn al-Kalbi, Hadith literature etc.).
2. Worship of Betyls / Banat Allah and the Monotheism of the Qur'an.
This paper defines this group as Qara’a and attempts to classify it by identifying its characteristics, whether linguistic, pedagogical, or psychological. Finally, after examining previously mentioned, the paper tries to address its pedagogical and educational needs and its attitudes.
competing institutional, national, and international language
policy issues. This paper aims to reveal how Qatar University’s
internal and external stakeholders perceive the future directions
of the university’s language in education policy. In particular,
through Q-methodology, we attempt to uncover social
perspectives on three educational language policy options,
proposed to the university’s higher administration, by the
strategic planning team, to respond to pressing linguistic needs
and priorities. The aim is to initiate and support a more-informed
discussion about language in education policy at Qatar University.
Results indicate strong agreement among the various perspectives
taken by the university’s stakeholders regarding the need for a
language in education policy that seeks to manage the
relationship between Arabic and English in a parallel way.
This special issue of the Language Scholar is dedicated to Arabic language learning and teaching in Higher Education. The idea of this issue stemmed out of a growing interest in researching Arabic language pedagogy and an increasing number of scholarship projects that investigate Arabic learning and teaching from different perspectives. Such work was witnessed in two international conferences that took place in March 2017 at the University of Leeds, then in April 2019 in Kings College, University of London. The conferences aimed to bring together researchers, scholars and teachers who share the interests and expertise in Arabic language pedagogy and who indeed presented an impressive range of contemporary topics that are being researched in order to advance the field of Teaching Arabic as a Second Language (TASL). In 2019 conference, the call for papers for this issue was announced and it has been a delight for us to receive a number of very interesting topics from colleagues in the UK and abroad who all strive to tackle issues faced by Arabic teachers and learners and suggest ways to overcome challenges, to develop and to promote the learning of Arabic in Higher Education.
This issue has six papers starting with Al-Hamad and Mohamed’s paper which builds on current research on error analysis with a focus on Arabic phonology and orthography. The paper presents interesting examples of phonological and orthographical errors made by 60 participants who are all English speakers studying Arabic in the UK and it showed an inclination to revert to the closest sounds to those in English language. The paper gives good insights to Arabic teachers when planning their teaching activities to support their students getting used to new phonological and orthographical systems. The second paper by Al Tubuly looks at the extent and range of cultural knowledge found in four common Arabic textbooks and shows that although these books dedicate some sections to present Arabic culture, they lack the focus on the deep culture that is needed for proper understanding of the Arabic speaking communities, their beliefs and lifestyles. The paper helps teachers to consider the missing elements of culture that they may need to supplement into their curriculums.
The third paper by Durkawi and Mouazen is a timely topic that looks at the application of the Integrated Approach (IA) in teaching and gives a practical guide to Arabic teachers who plan to use the IA in their programmes. The authors in this paper share examples of good practice and the challenges that they faced in applying the IA at different proficiency levels as well as a number of positive outcomes that they observed. Our fourth paper by El Essawi also provides analysis of Arabic textbooks on how much they focus on communication strategies. This is a topic that received very little attention in the field of TASL as communication strategies are limitedly found and even non-existent in some textbooks as revealed in this paper. El Essawi’s paper concludes with pedagogical suggestions on how to incorporate communication strategies in classroom activities and teaching materials for the objectives of orientation, exposure and practice.
The fifth paper here by Golfetto shifts the readers’ attention to the students as it investigates the learning experience of Arabic heritage learners. The study, which focused on heritage learners in Italian universities, presents an argument that supports the merging of heritage and non-heritage learning classes. It lists the benefits of merging them including the creation of a more homogenous and authentic learning environment that supports linguistic variation in the class and bridges learning gaps. Finally, the issue concludes with the sixth paper by Khalil providing a comparative linguistic description of Modern Standard Arabic and the Cairene dialect at phonological, lexical and grammatical levels with many examples from the two Arabic varieties. The paper is a useful reference to learners and teachers who incorporate linguistic variation in their programmes. It also provides a framework that can easily be followed by other researchers and scholars who wish to analyse other Arabic varieties.
We are grateful to all our authors who shared here their scholarship and research work and made it available to a wide range of readers. We are also deeply thankful to our reviewers, in alphabetical order, Yolanda Cerda, James Dickins, Hanem El-Farahaty, Giorgia Ferrari, Kassem Wahba and Shahira Yacout, who dedicated their time, efforts and knowledge to review these papers and provide invaluable advice. Huge thanks go to the Language Scholar managers Irene Addison-Child and Milada Walkova who put a lot of efforts on checking papers, communication with authors and reviewers and putting all of this work together. We hope that this special issue will provide a good reference for many Arabic teachers and researchers who strive to advance the field of Arabic language pedagogy.
Rasha Soliman (on behalf of the Language Scholar editorial team)
different linguistic and pedagogical challenges. However, this paper focuses on the orthographic
phonological-based errors resulting of this relationship and tries to explain these errors committed
by learners, since Arabic and English have different phonological systems. For this purpose, a study
was conducted on a corpus of about 250 pages generated by the written production of sixty-one
English-speaking A1 learners of Arabic as a second language (acc. CEFR) at the Manchester
Metropolitan University to examine how the phonological competence at the early stages of
learning Arabic reflects on their orthographic production. It is hoped that the results of this study
will provide answers for linguist researchers and educationists alike.
بيئة التعلّم من نقص الوسائل التعليمية المساندة التي تعزز عملية التعلّم بعمومها،
وتسهّل على المعلّم تحقيق الأهداف التعليمية المرجوة خاصة في فصول المحتوى.
ولذا فإن هذه الدراسة تعرض لوحات تعليمية صيغت لخدمة هذا الهدف، وقد
اختصت الدراسة بجانب من جوانب العربية ألا وهو الشعر العربي ومحاولة عرضه
للأعاجم في لوحات تعليمية.
ومن التحديات الكثيرة التي تطرح نفسها ما يمثّله الشعر العربي بتفرّعاته للإنسان
» ديوان العرب « العربي في ماضيه وحاضره، وارتباط هذا الشعر الذي سمي
بالموروث الثقافي والديني والتاريخي والطبيعي والسياسي للعرب، وعليه فقد تنوعت
مدارسه وأساليبه والحركات النشطة فيه، ومثلت كل منها فلسفة خاصة وتجربة فريدة
جديرة بالعرض لها.
ومن هنا، فستحاول هذه الدراسة تقديم تصوّر عن تقديم فصول محتوى لمادة
زاخرة كالشعر العربي، في لوحات تعليمية، مستعرضة التجربة والتحريات التي
بقيت قائمة، كما تحاول استشراف بعض الحلول والآفاق التي يمكن أن تنتقل بتعليم
فصول المحتوى للأعاجم إلى فضاءات جديدة تخدم الأهداف التعليمية التي يحاولون
الوصول إليها.
The AIDA10 conference and the tenth volume of AIDA proceedings show that a good deal of change and development in the field is occurring. Fewer papers deal on hitherto unknown dialects as the white spots on the map of Arabic dialects have significantly shrunk. More papers focus on syntactical issues because we now possess more and larger text collections. Papers using "change" in their titles indicate that Arabic dialectology has a long history. Perhaps the time has come to re-examine the studies of the 1940s, 50s and 60s concerning the dialects of certain regions.
1. سيمياء اللباس (الأسئلة المرتبطة باللباس وأساليبه وظروف لبس كل منها)
2. الهيئات وما يرتبط بها من التحيات والاستقبال
3. الإشارات والإيماءات (الأوامر والطلبات، المشاعر والاحاسيس، الصفات والأحوال)
The book is in three chapters:
1. Semiotics of clothing
2. Postures
3. Gestures and NVC
Edited by
George J. Brooke, Adrian H.W. Curtis, Muntasir al-Hamad and G. Rex Smith
Published by
Oxford University Press on behalf of the University of Manchester 2018
How does this course align with the Common European Framework of Reference for Languages (CEFR) standards?
Can integrating the course enhance the achievement of learning outcomes (LOs)?
What is the optimal approach to integrating the course within the curriculum?
What design challenges need to be considered to effectively achieve the course goals?
• The richness of Arabic proverbs through a cultural and linguistic lens lens
• The impact of Arabic proverbs on society, both Arab and non-Arab
• The importance of Arabic proverbs to both Arabic and non-Arabic speakers
• An introduction to the three sections:
o Inspiring—the origins of proverbs and the stories behind them
o Expressing—how do we use proverbs and the proverb in-action
o Transforming—how do proverbs change the way we communicate?
• ثراء الأمثال العربية من خلال عدسة ثقافية ولغوية
• تأثير الأمثال العربية على المجتمع، سواء العربي وغير العربي
• أهمية الأمثال العربية لكل من الناطقين بالعربية وغير الناطقين بها
مقدمة للأقسام الثلاثة:
ملهمة - أصول الأمثال والقصص التي تكمن وراءها
التعبير - كيف نستخدم الأمثال والأمثال في العمل
التحول - كيف تغير الأمثال طريقة تواصلنا؟
وعلى الرغم من أن الاستشراق يعدّ مدرسة من مدارس التفسير، ازداد الولع بالموضوع من قبل طرفي المعادلة الاستشراقية بين المصدّر الغربي والآخر العربي بعد وسم الاستشراق باعتباره أداة استعمارية كولونيالية ومذهبًا سياسيًّا، وحاول المدرسة الروسية جاهدةً النأي بالذات عن ذلك الوسم؛ إذ قدّمت مصطلح "الاستعراب" بديلًا مستبقة الجدل بعقود منذ كراتشوفسكي، للتطهّر من تلك الرؤية السلبية وللإيمان بفلسفة الدولة الروسية القارية منذ ما قبل الاتحاد السوفياتي.
ويحاول هذا البحث رصد التحول في المصطلح ودوافعه الفلسفية ومحاورة مبرراته التاريخية الاجتماعية. ومع كل ذلك، فإن سيل الكتابات التي تطرّقت لموضوع الاستشراق والعرب كثير، ولكننا نلحظ شحّا نسبيا في اتجاه دراسة الاستشراق الروسي لعدد من العوائق جلّها يقع في جهل "الآخر" الذي يمكن أن يدرس العرب باعتبارهم "آخر".
يرنو هذا البحث إلى الإجابة عن عديد التساؤلات التي يتناولها البحث في عناوينه الفرعية بالاتكاء على منهج النقد التاريخي سواء ولكنه في الوقت نفسه يضع القارئ في صورة الجدل القائم حول النقطة محل النقاش، ثم أتي البحث على مراجعة نقدية لكتاب "الاستشراق والعالم الإسلامي" الذي صدر مؤخرًا عام 2022م للبروفيسور محمود الحمزة باعتباره نموذج البحث.
1. Perception of Nabataean culture in Muslim sources (Ibn al-Kalbi, Hadith literature etc.).
2. Worship of Betyls / Banat Allah and the Monotheism of the Qur'an.
This paper defines this group as Qara’a and attempts to classify it by identifying its characteristics, whether linguistic, pedagogical, or psychological. Finally, after examining previously mentioned, the paper tries to address its pedagogical and educational needs and its attitudes.
competing institutional, national, and international language
policy issues. This paper aims to reveal how Qatar University’s
internal and external stakeholders perceive the future directions
of the university’s language in education policy. In particular,
through Q-methodology, we attempt to uncover social
perspectives on three educational language policy options,
proposed to the university’s higher administration, by the
strategic planning team, to respond to pressing linguistic needs
and priorities. The aim is to initiate and support a more-informed
discussion about language in education policy at Qatar University.
Results indicate strong agreement among the various perspectives
taken by the university’s stakeholders regarding the need for a
language in education policy that seeks to manage the
relationship between Arabic and English in a parallel way.
This special issue of the Language Scholar is dedicated to Arabic language learning and teaching in Higher Education. The idea of this issue stemmed out of a growing interest in researching Arabic language pedagogy and an increasing number of scholarship projects that investigate Arabic learning and teaching from different perspectives. Such work was witnessed in two international conferences that took place in March 2017 at the University of Leeds, then in April 2019 in Kings College, University of London. The conferences aimed to bring together researchers, scholars and teachers who share the interests and expertise in Arabic language pedagogy and who indeed presented an impressive range of contemporary topics that are being researched in order to advance the field of Teaching Arabic as a Second Language (TASL). In 2019 conference, the call for papers for this issue was announced and it has been a delight for us to receive a number of very interesting topics from colleagues in the UK and abroad who all strive to tackle issues faced by Arabic teachers and learners and suggest ways to overcome challenges, to develop and to promote the learning of Arabic in Higher Education.
This issue has six papers starting with Al-Hamad and Mohamed’s paper which builds on current research on error analysis with a focus on Arabic phonology and orthography. The paper presents interesting examples of phonological and orthographical errors made by 60 participants who are all English speakers studying Arabic in the UK and it showed an inclination to revert to the closest sounds to those in English language. The paper gives good insights to Arabic teachers when planning their teaching activities to support their students getting used to new phonological and orthographical systems. The second paper by Al Tubuly looks at the extent and range of cultural knowledge found in four common Arabic textbooks and shows that although these books dedicate some sections to present Arabic culture, they lack the focus on the deep culture that is needed for proper understanding of the Arabic speaking communities, their beliefs and lifestyles. The paper helps teachers to consider the missing elements of culture that they may need to supplement into their curriculums.
The third paper by Durkawi and Mouazen is a timely topic that looks at the application of the Integrated Approach (IA) in teaching and gives a practical guide to Arabic teachers who plan to use the IA in their programmes. The authors in this paper share examples of good practice and the challenges that they faced in applying the IA at different proficiency levels as well as a number of positive outcomes that they observed. Our fourth paper by El Essawi also provides analysis of Arabic textbooks on how much they focus on communication strategies. This is a topic that received very little attention in the field of TASL as communication strategies are limitedly found and even non-existent in some textbooks as revealed in this paper. El Essawi’s paper concludes with pedagogical suggestions on how to incorporate communication strategies in classroom activities and teaching materials for the objectives of orientation, exposure and practice.
The fifth paper here by Golfetto shifts the readers’ attention to the students as it investigates the learning experience of Arabic heritage learners. The study, which focused on heritage learners in Italian universities, presents an argument that supports the merging of heritage and non-heritage learning classes. It lists the benefits of merging them including the creation of a more homogenous and authentic learning environment that supports linguistic variation in the class and bridges learning gaps. Finally, the issue concludes with the sixth paper by Khalil providing a comparative linguistic description of Modern Standard Arabic and the Cairene dialect at phonological, lexical and grammatical levels with many examples from the two Arabic varieties. The paper is a useful reference to learners and teachers who incorporate linguistic variation in their programmes. It also provides a framework that can easily be followed by other researchers and scholars who wish to analyse other Arabic varieties.
We are grateful to all our authors who shared here their scholarship and research work and made it available to a wide range of readers. We are also deeply thankful to our reviewers, in alphabetical order, Yolanda Cerda, James Dickins, Hanem El-Farahaty, Giorgia Ferrari, Kassem Wahba and Shahira Yacout, who dedicated their time, efforts and knowledge to review these papers and provide invaluable advice. Huge thanks go to the Language Scholar managers Irene Addison-Child and Milada Walkova who put a lot of efforts on checking papers, communication with authors and reviewers and putting all of this work together. We hope that this special issue will provide a good reference for many Arabic teachers and researchers who strive to advance the field of Arabic language pedagogy.
Rasha Soliman (on behalf of the Language Scholar editorial team)
different linguistic and pedagogical challenges. However, this paper focuses on the orthographic
phonological-based errors resulting of this relationship and tries to explain these errors committed
by learners, since Arabic and English have different phonological systems. For this purpose, a study
was conducted on a corpus of about 250 pages generated by the written production of sixty-one
English-speaking A1 learners of Arabic as a second language (acc. CEFR) at the Manchester
Metropolitan University to examine how the phonological competence at the early stages of
learning Arabic reflects on their orthographic production. It is hoped that the results of this study
will provide answers for linguist researchers and educationists alike.
بيئة التعلّم من نقص الوسائل التعليمية المساندة التي تعزز عملية التعلّم بعمومها،
وتسهّل على المعلّم تحقيق الأهداف التعليمية المرجوة خاصة في فصول المحتوى.
ولذا فإن هذه الدراسة تعرض لوحات تعليمية صيغت لخدمة هذا الهدف، وقد
اختصت الدراسة بجانب من جوانب العربية ألا وهو الشعر العربي ومحاولة عرضه
للأعاجم في لوحات تعليمية.
ومن التحديات الكثيرة التي تطرح نفسها ما يمثّله الشعر العربي بتفرّعاته للإنسان
» ديوان العرب « العربي في ماضيه وحاضره، وارتباط هذا الشعر الذي سمي
بالموروث الثقافي والديني والتاريخي والطبيعي والسياسي للعرب، وعليه فقد تنوعت
مدارسه وأساليبه والحركات النشطة فيه، ومثلت كل منها فلسفة خاصة وتجربة فريدة
جديرة بالعرض لها.
ومن هنا، فستحاول هذه الدراسة تقديم تصوّر عن تقديم فصول محتوى لمادة
زاخرة كالشعر العربي، في لوحات تعليمية، مستعرضة التجربة والتحريات التي
بقيت قائمة، كما تحاول استشراف بعض الحلول والآفاق التي يمكن أن تنتقل بتعليم
فصول المحتوى للأعاجم إلى فضاءات جديدة تخدم الأهداف التعليمية التي يحاولون
الوصول إليها.
تتغيا هذه الدراسة تحليل الأغلاط اللغوية التي يقع فيها متعلمو اللغة العربية لغة أجنبية من دارسيها في المستوى الجامعي. ويتركز التحليل على أغلاط نقل القدرة ومحاولة وضع تفسيرات لتلك الأغلاط، حيث يعتقد أن متعلمي اللغة الثانية غالبا ما يحاكون بغير وعي اللغة الأم في تعبيرهم باللغة الثانية فتنشأ أغلاط مردّها إلى نقل القدرة.
وتعتمد الدراسة على عينة كتابية لستين طالبا جامعيا، وقد قسمت الأغلاط على المستويات التالية: التركيبي، والصرفي، والمعجمي، والدلالي، كما تمت الإشارة إلى بعض الأغلاط الصوتية الظاهر أثرها في الكتابة.
وتأمل هذه الدراسة أن تقدم عددا من المقترحات لأطراف العملية التعليمة من متعلّم ومعلّم وواضع منهاج هذه الأغلاط، للتعامل معها وفق خطة منهجية واضحة، ومحاولة وضعها نصب أعينهم لتفاديها في أي عملية التعليم للوصول لكفاءة لغوية أفضل.
Abstract:
The paper analyze the written errors made by English speakers that are studying Arabic as a foreign language at a university level. The analysis deals with the errors that can be traced to language transfer and explain their structure, Learners of L2 subconsciously rely on their L1 to communicate in L1. It is interesting to look at how L1 influences the learning process of L2.
The paper will discuss the finding of 60 undergraduate writing exam sheets. The errors were divided into the following main domains: syntactical, etymological, lexical and semantic errors, and shed light when possible on phonological challenges that might have been reflected in writing.
This paper aims to make students acknowledge errors due to language transfer and help to avoid them in future performances, as well as improve their competencies in Arabic. It will also provide teachers with a list of most common errors that they need to pay attention to, and it might offer some recommendations of solutions to some of these errors.
Geopolitical changes in the region
Language Context
I. Sociopolitical Changes
II. Bilingualism
III. Diglossia
The Qatar TASL Landscape
I. Learners
II. Teachers
III. Teaching Resources
Arabic for Non-Native Speakers Center: Case Study
A. Historical Background
B. Arabic for Non-Native Speakers Center
I. Teachers
II. Students
III. Academic Practices
• Courses: Full-time and Part-time
• Pedagogy and Approaches:
• Educational Resources
IV. Challenges
• Market Demand
• SA vs. Dialect
• Immersive Environment
• Appropriate Educational Resources
• Finance
• Weather
Conclusion
References
This paper intends to provide a fresh reading to Obodas Inscription (Ein Avdat, 85-125 AD). this reading is based on suggesting a new meaning for the conditional article which subsequently affects the metric system in the earliest attested Arabic text.
- Intended Goals of Jurisprudence Rules
- Religious Minorities Laws
To introduce an historical view of the Political environment in the Arab World/Middle East/ Middle East and North Africa/ Near East since the Arab Renaissance 19th century.
To explore the motivation of the current REVILUTIONS in the Arab World.
Arab Spring: New Media serve the CAUSE: the movement from the traditional vanguard led revolutions.
Do Arabs deserve democracy, anyway…???
To investigate and offer a model of reputation management and image building.
To make recommendations for managing reputations and building images.
This event was open to 14-19 year olds and their personal tutors only.
This event was open to 14-19 year olds and their personal tutors only.
This study session will include a full screening of the film "The Message". in Arabic with English subtitles
In this GCSE study session, students have been introduced to contemporary Arabic cinema through a film screening, which will enable students to develop the ability to communicate effectively in Arabic. GCSE language exercises based on the events depicted in the film will encourage students to take part in reading, writing, speaking and listening activities; as well as enhancing positive attitudes to Arabic learning.
This event was open to 14-19 year olds and their personal tutors only.
This study session will include a full screening of the film A Thousand Months. in Arabic with English subtitles.
This A Level guide was coupled with a study session have introduced students to contemporary Arabic cinema through a film screening, enabling them to develop skills to communicate effectively in Arabic and transfer various meanings into English. Using motion picture as the stimulus, A Level language exercises based on the events depicted in the film will encourage students to take part in reading, writing, speaking and listening activities; as well as enhancing positive attitudes to Arabic learning.
This event was open to 14-19 year old and their personal tutors only.
1. The importance of “Non-Verbal Cues” in human conversation.
2. NVC dimensions: time (monochronic vs polychronic), space and context.
3. The Arab culture (as a High-context culture) compared to other cultures.
4. An introduction in the Types of NVC (e.g. gestures, Proxemics, Kinesics … etc).
5. An introduction to the clothes semiotics.
6. Presentation from the speaker’s book (in Arabic): “Signs & Gestures: NVC in Qatari Culture” by Qatar University. It contains more than four hundred (400) entries for signs and gestures that are unique to the Qatari society, some may be in common with other cultures. It presents the intangible cultural side of Qatari heritage in line with the UNESCO convention of 2003 headlined “The Convention for the Safeguarding of the Intangible Cultural Heritage”.
أشارت دراسة أجرتها الحكومة اليابانية إلى ارتفاع كبير في الإقبال على تعلم اللغة اليابانية، إذ تجاوز عدد دارسيها من الأجانب أربعة ملايين طالب. وتعزو الدراسة هذا الإقبال إلى ازدياد الاهتمام بالثقافة اليابانية بالإضافة إلى الجهود التي تبذلها الحكومة للترويج لتعلم اللغة اليابانية واستخدامها.
تاريخ البث: 16/10/2013
On ISIS and the radicalization of young British-Muslims
The Arabic for Non-Native Speakers Center, in the College of Arts and Sciences at Qatar University organizes its first international conference titled “Teaching Arabic for Non-Native Speakers: Challenges of the Present, and Prospects of the Future”, during the period of 1-2 May, 2016 in Doha, Qatar.