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For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary. In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method’s success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).
As in any other situation of languages in contact, Arabic spoken in the United States is changing under the influence of English. It has incorporated different linguistic innovations, and interference from English occurs on the various linguistic levels. However, in many cases this interference does not lead to language attrition, but rather to the creation of an ethnic language with special uses understood only by members of the Arab-American community. Developed out of Aleya Rouchdy's own involvement and teaching of Arabic in the United States, this book--the first of its kind--is devoted to the full range of Arabic in America. In Part I contributors discuss borrowing and the changes occurring on the various linguistic levels of Arabic and the social factors that have contributed to these changes. Other chapters in Part I deal with code-switching between English and Arabic. Part II examines the shift toward English and the maintenance of Arabic as well as the attitudes that speakers display toward Arabic. Chapters in Part ill are pedagogical in nature. The essays explore the history of the study of Arabic in the United States and examine methods and materials used in the teaching of Arabic, as well as some of the theoretical and practical implications associated with these different approaches. Primarily for readers with special interest in Arab immigration, settlement, and ethnicity, The Arabic Language in America will also engage the attention of sociologists, social historians, anthropologists, linguists, and sociolinguists, who will find the book relevant for their work.
While conventional wisdom points to the Arab-Israeli War of 1967 as the gateway for the founding of the first Arab American national political organization, such advocacy in fact began with the Syrian nationalist movement, which emerged from immigration trends at the turn of the last century. Bringing this long-neglected history to life, The Making of Arab Americans overturns the notion of an Arab population that was too diverse to share common goals. Tracing the forgotten histories of the Free Syria Society, the New Syria Party, the Arab National League, and the Institute of Arab American Affairs, the book restores a timely aspect of our understanding of an area (then called Syria) that comprises modern-day Syria, Lebanon, Jordan, Israel, and Palestine. Hani Bawardi examines the numerous Arab American political advocacy organizations that thrived before World War I, showing how they influenced Syrian and Arab nationalism. He further offers an in-depth analysis exploring how World War II helped introduce a new Arab American identity as priorities shifted and the quest for assimilation intensified. In addition, the book enriches our understanding of the years leading to the Cold War by tracing both the Arab National League's transition to the Institute of Arab American Affairs and new campaigns to enhance mutual understanding between the United States and the Middle East. Illustrated with a wealth of previously unpublished photographs and manuscripts, The Making of Arab Americans provides crucial insight for contemporary dialogues.
Reveals the important role of Muslim Americans in American politics Since the 1950s, and especially in the post-9/11 era, Muslim Americans have played outsized roles in US politics, sometimes as political dissidents and sometimes as political insiders. However, more than at any other moment in history, Muslim Americans now stand at the symbolic center of US politics and public life. This volume argues that the future of American democracy depends on whether Muslim Americans are able to exercise their political rights as citizens and whether they can find acceptance as social equals. Many believe that, over time, Muslim Americans will be accepted just as other religious minorities have been. Yet Curtis contends that this belief overlooks the real barrier to their full citizenship, which is political rather than cultural. The dominant form of American liberalism has prevented the political assimilation of American Muslims, even while leaders from Eisenhower to Obama have offered rhetorical support for their acceptance. Drawing on examples ranging from the political rhetoric of the Nation of Islam in the 1950s and 1960s to the symbolic use of fallen Muslim American service members in the 2016 election cycle, Curtis shows that the efforts of Muslim Americans to be regarded as full Americans have been going on for decades, yet never with full success. Curtis argues that policies, laws, and political rhetoric concerning Muslim Americans are quintessential American political questions. Debates about freedom of speech and religion, equal justice under law, and the war on terrorism have placed Muslim Americans at the center of public discourse. How Americans decide to view and make policy regarding Muslim Americans will play a large role in what kind of country the United States will become, and whether it will be a country that chooses freedom over fear and justice over prejudice.
This book reinterprets US-Arab relations by examining conflicts between American Cold War policies and the modernizing visions of Arab nationalists, Islamists, and communists.
This set re-issues 4 volumes originally published between 1985 and 1991. They Examine the historical process of social formation that gave rise to the communal consciousness of the Arab nation and determined its sense of identityPresent detailed analysis of resources in the Arab world, including population, employment, oil and water suppliesDiscuss dimensions of Afro-Arab co-operation and the future of Afro-Arab RelationsAnalyse the relations between state and society in the Arab World.
This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need. The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: *Background of Arabic Language Teaching; *Contexts of Arabic Language Teaching; *Communicative Competence in Arabic; *The Learners; *Assessment; *Technology Applications; *Curriculum Development, Design, and Models; *Arabic Language Program Administration and Management; and *Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.
Al- c Arabiyya is the annual journal of the American Association of Teachers of Arabic and serves scholars in the United States and abroad. Al- c Arabiyya includes scholarly articles and reviews that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy.
Both a summative description of the field and an exploration of new directions, this multidisciplinary reader addresses issues central to the fields of Arab American, US Muslim, and Southwest Asian and North African (SWANA) American studies. Taking a broad conception of the Americas, this collection simultaneously registers and critically reflects upon major themes in the field, including diaspora, migration, empire, race and racialization, securitization, and global South solidarity. The collection will be essential reading for scholars in Arab/SWANA American studies, Asian American studies, and race, ethnicity, and Indigenous studies, now and well into the future. Contributors include: Evelyn Alsultany, Carol W. N. Fadda, Hisham D. Aidi, Nadine Naber, Therí Pickens, Steven Salaita, Ella Shohat and Sarah M.A. Gualtieri.