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This volume contains contributions, in English and Hebrew, on the following topics: Biblical criticism, Medieval Biblical lexicography, Classical and Post-Classical piyyut, Medieval Hebrew poetry and science, Judeo-Arabic poetry and epistolography, Classical Arabic poetry and prose, and the history of Jewish Studies in America.
For about 150 years, scholars have attempted to identify the language of the world's first alphabetic script, and to translate some of the inscriptions that use it. Until now, their attempts have accomplished little more than identifying most of the pictographic letters and translating a few of the Semitic words. With the publication of The World's Oldest Alphabet, a new day has dawned. All of the disputed letters have been resolved, while the language has been identified conclusively as Hebrew, allowing for the translation of 16 inscriptions that date from 1842 to 1446 BC. It is the author's reading that these inscriptions expressly name three biblical figures (Asenath, Ahisamach, and Moses) and greatly illuminate the earliest Israelite history in a way that no other book has achieved, apart from the Bible.
This book offers a reading of Andalusi, Jewish, and Arabic texts that represent the 12th and 13th centuries as the end of el-Andalus (Islamic Spain).
An exploration of the fascinating Jewish thinker Simon Rawidowicz and his provocative views on Arab refugees and the fate of Israel
This volume brings together papers relating to the pronunciation of Semitic languages and the representation of their pronunciation in written form. The papers focus on sources representative of a period that stretches from late antiquity until the Middle Ages. A large proportion of them concern reading traditions of Biblical Hebrew, especially the vocalisation notation systems used to represent them. Also discussed are orthography and the written representation of prosody. Beyond Biblical Hebrew, there are studies concerning Punic, Biblical Aramaic, Syriac, and Arabic, as well as post-biblical traditions of Hebrew such as piyyuṭ and medieval Hebrew poetry. There were many parallels and interactions between these various language traditions and the volume demonstrates that important insights can be gained from such a wide range of perspectives across different historical periods.
Beginning in 1172, Judah ibn Tibbon, who was called the father of Hebrew translators, wrote a letter to his son that was full of personal and professional guidance. The detailed letter, described as an ethical will, was revised through the years and offered a vivid picture of intellectual life among Andalusi elites exiled in the south of France after 1148. S. J. Pearce sets this letter into broader context and reads it as a document of literary practice and intellectual values. She reveals how ibn Tibbon, as a translator of philosophical and religious texts, explains how his son should make his way in the family business and how to operate, textually, within Arabic literary models even when writing for a non-Arabic audience. While the letter is also full of personal criticism and admonitions, Pearce shows ibn Tibbon making a powerful argument in favor of the continuation of Arabic as a prestige language for Andalusi Jewish readers and writers, even in exile outside of the Islamic world.
Patricia Crone reassesses one of the most widely accepted dogmas in contemporary accounts of the beginnings of Islam: the supposition that Mecca was a trading center. In addition, she seeks to elucidate sources on which we should reconstruct our picture of the birth of the new religion in Arabia.
An accessible point of entry into the rich medieval religious landscape of Jewish biblical exegesis s Medieval Judeo-Arabic translations of the Hebrew Bible and their commentaries provide a rich source for understanding a formative period in the intellectual, literary, and cultural history and heritage of Jews in Islamic lands. The carefully selected texts in this volume offer intriguing insight into Arabic translations and commentaries by Rabbanite and Karaite Jewish exegetes from the tenth to the twelfth centuries CE, arranged according to the three divisions of the Torah, the Former and Latter Prophets, and the Writings. Each text is embedded within an essay discussing its exegetical context, reception, and contribution. Features: Focus on underrepresented medieval Jewish commentators of the Eastern world A list of additional resources, including major Judeo-Arabic commentators in the medieval period Previously unpublished texts from the Cairo Geniza
Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.