Academic literature on the topic 'Khartoum International Institute of Arabic'

This study was started with disclosure of issues faced by Indonesian students in Khartoum International Institute of Arabic Language. The main objective of this research revealed the ta’bir problem afflicting Indonesian students in learning classical Arabic, identifying the causes and knowing the impact of these problems in educational situations. To achieve the objective of this study, the method used by the researcher is descriptive analytical method. The results of this research are: 1) The ways which Indonesian students learned Arabic language in their institution have become instruments in improving Arabic language, 2) The impacts of the Indonesian dialects made difficulties for students in forming the Arabic dialect, 3) Environment in which treated the students outside the University affecting their ability in speaking classical Arabic, and 4) Weakness in disclosure affected students’ academic achievement. Then the researcher suggested solutions to solve those problems such as: 1) To help the students to develop their process in traditional Arabic, it is needed to the students to take the benefits from any means, as teacher teaches them by reading newspaper, magazine and scientific journal which gave them increase the outcome of their linguistics ability, 2) The commitment from the lectures of all subjects to speak in well-structured Arabic and avoid using slank is needed.

The study aims to examine the reality of preparing the Arabic language teacher for non-native speakers by presenting the experience of the Arabic Language Institute at the International University of Africa. Thus, it addresses the following questions: How is it possible to invest the long scientific experiences in proposal and experiment preperations to qualify Arabic language teachers for non-native speakers? What is the reality of preparing an Arabic language teacher at the Institute? How did the Arabic Language Institute process teacher preparation? What are the problems facing the preparation of the Arabic language teachers and the most important training mechanisms used in that Institute?What problems faced the implementation of the experiment of preparing an Arabic language teacher at the language Institute? To present the experiment, the study used the descriptive method. The study is important for program planners of higher education studies, course designers, and for people interested in teaching strategies and teacher training. It also provides Arabic language teachers for non-native speakers to diploma institutions. The study has found that the university experiment is distinguished as it adopts the practical track to form the cumulative experience that helps to solve teacher preparation problems.

School of Middle Eastern languages (Arabic, Hebrew and Turkish), as well as a number of languages of the Caucasus and Central Asia (Azerbaijan, Uzbekistan, Turkmenistan) is based on the intellectual heritage, tracing its history to the Department of Arabic Studies, established in 1871-1872 years when Lazarev Institute of Oriental Languages. The department provides a high level of theoretical and practical teaching of modern Arabic literary language and the spoken language of a number of Arab countries. Department annually produces 20-25 international affairs Arabists working in international, political, economic, legal, journalistic and other areas in the Russian Federation, the CIS countries and abroad.

An ‘International Institute of Islamic Thought and Civilization’ in Kuala Lumpur, Malaysia, has earned the merit of editing an interesting tract by Abū Bakr Muḥammad ibn Zakarīyā’ al-Rāzī, in Latin tradition known as Rhazes (854–925 or 935), with the title ‘Doubts on Galen’.1This sounds programmatic, but it is confined to minor details, and the author confesses that he feels very uneasy when criticizing a man whom he reveres as his most benevolent master in the medical art, but he is compelled to comply with the principle ‘magis amica veritas’ as Galen himself has always done in his time. The edition is intended to be the start of a series with the title ‘Islamic Thought’, and the director of the institute, Syed Muhammad Naquib al-Attas,2announces in his foreword its aim ‘to formulate an Islamic philosophy of science’, which he further specifies with the following words: ‘In order to learn from the past and be able to equip ourselves spiritually and intellectually for the future, we must return to the early masters of the religious and intellectual tradition of Islam, which was established upon the sacred foundation of the Holy Qur’an and the Tradition of the Holy Prophet.’ (Ref. 1, p. 3). But here we feel obliged to add that Rhazes was not the right man to inaugurate such a series, as he showed himself in his philosophical writings as an outright apostate who deemed all prophets of the revealed religions to be frauds and had even chosen as his spiritual leader, his imam, none else than Socrates.3

In the course of work in the manuscript collection of the Karakalpak Institute of Humanities (Branch of the Academy of Sciences of the Republic of Uzbekistan), a collection of manuscripts, lithographs and old-printed books was identified. It consists mainly of new arrivals (the so-called “Chimbay collection” at the place of origin of most of the manuscripts, from the city of Chimbay, formerly Shakhtemir, now in the Republic of Karakalpakstan). According to the information of the Institute's employees, Uzak Rakhmatullayev (born in 1920 in the territory of the modern Chimbay district of Karakalpakstan) collected more than 300 manuscripts and printed publications in Arabic, Persian and Turkic languages and subsequently transferred the collection to the Institute. We started its scientific description. A preliminary list of manuscripts, lithographs, and old-printed books was compiled, and they were distributed by language, chronology and subject. Among these manuscripts are works on Muslim dogmatics, Korans, poetic works (poems by Ajiniyaz, Berdakh, Suleyman Bakyrghani, Ahmad Yasavi, various destans, etc.), treatises on the grammar of the Arabic language (“Tarkib al-Awamil”), historical works, samples of calligraphy on separate folios, etc., in Arabic, Persian and Turkic languages (Chagatai, Tatar, Karakalpak). Together, they represent the area of reading of a Muslim of that era (19-first half of the 20th century) and are one of the illustrations of the close literary and cultural ties between the Aral Sea region (then the Khanate of Khiva), the Volga region, and the Ottoman Empire (where a number of manuscripts were copied).

The Fourth International Conference on Islamization of Knowledge,sponsored by the International Institute of Islamic Thought, was held in collaborationwith the University of Khartoum January 15-20, 1987. The themeof the conference was “Methodology of Research, Behavioral Sciences andEducation.” The call for papers was published in the American Jouml ofIslamic Social Sciences in July, 1984 and the invitations were circulated widelyamong Muslim scholars. It was in response to these calls that abstracts werereceived and finally selected on the basis of their relevance and quality.The conference was inaugurated by the Prime Minister of the Sudan, Mr.al Sayyid al Sadiq al Mahdi. Thirty-seven research papers were presented byforeign, as well as local Sudanese scholars. The subjects includedmethodology, epistomology , education, psychology, sociology, and anthropology.The conference proved to be an historic event, especially in termsof the participation of large numbers of local scholars, teachers, students andother interested Muslims.Each presentation was followed by lively discussions and critiques. Theextraordinary interest shown by the Sudanese Muslims regarding the issues ofthe Islamization of Knowledge, was evidence of this nation’s commitment tothe process of Islamization. The director of the Friendship Hall announced atthe final session that the conference had attracted the largest crowd ever at theauditorium. In addition, the lobbies, the offices and the grounds around theauditorium were all crowded and the loud speakers had to be openedeverywhere.The following are the titles of some of the research papers presented:1. The Problems of Methodology in Islamic Thought ‘Abdul Hamid ’AbuSulayman2. Reason and Its Role in the Islamic Methodology Taha Jabir Al-‘Alwani3. Methodology of the Classification of Sciences in the Islamic Thought‘Abdul Majid Al Najjar ...

The seminar which was held on October 31, 1987 was aimed at introducingthe International Institute of Islamic Thought (IIIT) to the Muslim intellectualsin the United Kingdom. The seminar was attended by over 40 peopleof different specializations from various parts of the United Kingdom. Theseminar was divided in two sessions. The morning session was chaired byDr. Tayyib Zain al-Abidin, the representative of the Institute in Khartoum,Sudan. The speakers in this session included: Dr. ‘AbdulHamid AbuSulayman,Director General, IIIT; Mr. Mashuq Aly, Head of the Department of IslamicStudies, Lampeter University College, Wales; and Dr. Salim Al-Hasani, Man-Chester University.Dr. AbdulHamidd AbuSulayman outlined the objectives and goals of theInstitute and clarified the concept of the Islamization of Knowledge which,according to him, constituted the very raison detre of the Institute. He emphasizedthat the Muslim world lacked neither resources nor values; whatit lacked was the correct methodology of thinking in order to tackle the pressingproblems of today. The problem, therefore, is primarily a problem of thought.It is incumbent upon the Ummah to reform its methodology of thinking andof solving its problems.Dr. AbuSulayman then traced the developments that led to the establishmentof the Institute. He explained that through their work in student organizations,he and his colleagues arrived at the conclusion that political and socialwork was not enough and that there was a need for work in the field of thoughtand intellectual analysis. It was also not enough to criticise and express dismayat the present bad conditions of the Ummah. What was needed was to presentan alternative Islamic paradigm of intellectual thought and practical solutionsof the problems of the Islamic world.It was therefore decided to establish the Association of Muslim Social Scientists(AMSS) in the United States of America. Building on the experiencegained in the AMSS, the International Institute of Islamic thought was establishedas an independent organization to deal with the problem of intellectual ...

The articles collected in this volume have their origin in an international workshop dedicated to “Experience and Knowledge Structures in Arabic and Latin Sciences.” Specialists from Great Britain, France, Denmark, Spain, Morocco, the United States, and Germany gathered in Berlin in 1996 in the context of an interdisciplinary research project on the history of mechanical thinking at the Max Planck Institute for the History of Science. The workshop initiated a process of discussion focused on problems of the intercultural transmission and transformation of knowledge. The present double issue is an outcome of this ongoing discussion.

The difficulties facing Western students owing to diglossia have led a number of Western universities to incorporate a study abroad period in their Arabic Foreign Language (AFL) courses. This period plays a very important role in building students' motivation and offers them a life-enriching experience of acculturation. Students who are ready to learn Arabic in an Arabic-speaking country are in need of reliable information about Arabic Second Language programmes (ASL) in the :\rab world. At present, the only documented information available to these learners and/or course organisers is the brochures that are produced for publicity purposes. ""hether these programmes are based on sound pedagogic beliefs and assumptions, and whether or not they manage to implement these in their syllabuses, methodologies. teaching activities and materials, remains a question to which only an empirical study of ASL programmes can provide an answer. This research examines the underlying assumptions of the Modem Standard Arabic (MSA) programmes offered in Cairo by the International Language Institute (ILl) - Sahafeyeen. The case study evaluates and describes the ILl MSA programme at the levels of "design" and "procedure", and makes suggestions for development and changes. The thesis comprises an Introduction, and seven chapters including the Conclusion. The Introduction outlines the aim and scope of the study, explains its importance, gives an overview of similar studies conducted in other Arab countries and presents an outline of the different chapters. Chapter 1 sets the scene for the study and provides background and context for the case study. It highlights the increasing demand for learning Arabic in the West in relation to the study abroad programmes. The chapter discusses diglossia as the major problem facing Western learners of Arabic, which directs them to the Arab world, where they can learn a dialect and at the same time acquire acculturation. The chapter also describes the ASL setting in Cairo. Chapter 2 explains and discusses the research methodology chosen, the data-gathering tools and the practical steps based on Lynch's (1996) Context Adaptive Model. Chapter 3 examines how the ILl is presented in the available printed documents. Chapters 4, 5 and 6 constitute the core of this study. Chapter 4 looks at the ILl teachers, examines their beliefs and language learning experiences to provide a deeper insight into their classroom techniques and teaching methodologies. Chapter 5 focuses on the learners as a prime source of information and draws upon their beliefs, needs and background to offer an in-depth description and evaluation of the ILl programme. Chapter 6 analyses the ILl classroom procedures with the aim of revealing the ILl methodology in actual use as opposed to its presentation in the brochures and publicity materials. Chapte: 7, the Conclusion, summarises the findings of the study and suggests recommendatIOns for development and improvement.

The study is funded by Doha International Family Institute (DIFI), a member of Qatar Foundation, and is a collaboration between the Muslim Resource Centre for Social Support and Integration of London, Ontario; University of Guelph, Ontario; and University of Calgary, Alberta, all located in Canada; and the Doha International Family Institute, Qatar. The study received research ethics approval from the University of Guelph and the University of Calgary. This study aims to assess the impact of pre- and post-migration on marital relationships and family dynamics for Arab refugee families resettled in Canada. The study also examines the role of professional service providers in supporting these Arab refugee families. The unique experiences of Arab families displaced from their countries due to war and political conflict, and the various hardships experienced during their stay in transit countries, impact their family relations and interactions within the nuclear family context and their interconnectedness with their extended families. Furthermore, these families encounter various challenges within their resettlement process that interrupt their integration. Understanding the impact of traumatic experiences within the pre-migration journey as well as the impact of post-migration stressors on recently settled Arab refugee families in Canada provides insight into the shift in spousal and family relationships. Refugee research studies that focus on the impact of pre-migration trauma and displacement, the migration journey, and post-migration settlement on family relationships are scarce. Since the majority of global refugees in recent years come from Arab regions, mainly Syria, as a result of armed conflicts, this study is focused on the unique experiences of Arab refugee families fleeing conflict zones. The Canadian role in recently resettling a large influx of Arab refugees and assisting them to successfully integrate has not been without challenges. Traumatic pre-migration experiences as a result of being subjected to and/or witnessing violence, separation from and loss of family members, and loss of property and social status coupled with experiences of hardships in transit countries have a profound impact on families and their integration. Refugees are subjected to individual and collective traumatic experiences associated with cultural or ethnic disconnection, mental health struggles, and discrimination and racism. These experiences have been shown to impact family interactions. Arab refugee families have different definitions of “family” and “home” from Eurocentric conceptualizations which are grounded in individualistic worldviews. The discrepancy between collectivism and individualism is mainly recognized by collectivist newcomers as challenges in the areas of gender norms, expectations regarding parenting and the physical discipline of children, and diverse aspects of the family’s daily life. For this study, we interviewed 30 adults, all Arab refugees (14 Syrian and 16 Iraqi – 17 males, 13 females) residing in London, Ontario, Canada for a period of time ranging from six months to seven years. The study participants were married couples with and without children. During the semi-structured interviews, the participants were asked to reflect on their family life during pre-migration – in the country of origin before and during the war and in the transit country – and post-migration in Canada. The inter - views were conducted in Arabic, audio-recorded, and transcribed. We also conducted one focus group with seven service providers from diverse sectors in London, Ontario who work with Arab refugee families. The study used the underlying principles of constructivist grounded theory methodology to guide interviewing and a thematic analysis was performed. MAXQDA software was used to facilitate coding and the identification of key themes within the transcribed interviews. We also conducted a thematic analysis of the focus group transcription. The thematic analysis of the individual interviews identified four key themes: • Gender role changes influence spousal relationships; • Traumatic experiences bring suffering and resilience to family well-being; • Levels of marital conflict are higher following post-migration settlement; • Post-migration experiences challenge family values. The outcome of the thematic analysis of the service provider focus group identified three key themes: • The complex needs of newly arrived Arab refugee families; • Gaps in the services available to Arab refugee families; • Key aspects of training for cultural competencies. The key themes from the individual interviews demonstrate: (i) the dramatic sociocul - tural changes associated with migration that particularly emphasize different gender norms; (ii) the impact of trauma and the refugee experience itself on family relation - ships and personal well-being; (iii) the unique and complex aspects of the family journey; and (iv) how valued aspects of cultural and religious values and traditions are linked in complex ways for these Arab refugee families. These outcomes are consist - ent with previous studies. The study finds that women were strongly involved in supporting their spouses in every aspect of family life and tried to maintain their spouses’ tolerance towards stressors. The struggles of husbands to fulfill their roles as the providers and protec - tors throughout the migratory journey were evident. Some parents experienced role shifts that they understood to be due to the unstable conditions in which they were living but these changes were considered to be temporary. Despite the diversity of refugee family experiences, they shared some commonalities in how they experi - enced changes that were frightening for families, as well as some that enhanced safety and stability. These latter changes related to safety were welcomed by these fami - lies. Some of these families reported that they sought professional help, while others dealt with changes by becoming more distant in their marital relationship. The risk of violence increased as the result of trauma, integration stressors, and escalation in marital issues. These outcomes illustrate the importance of taking into consideration the complexity of the integration process in light of post-trauma and post-migration changes and the timespan each family needs to adjust and integrate. Moreover, these families expressed hope for a better future for their children and stated that they were willing to accept change for the sake of their children as well. At the same time, these parents voiced the significance of preserving their cultural and religious values and beliefs. The service providers identified gaps in service provision to refugee families in some key areas. These included the unpreparedness of professionals and insufficiency of the resources available for newcomer families from all levels of government. This was particularly relevant in the context of meeting the needs of the large influx of Syrian refugees who were resettled in Canada within the period of November 2015 to January 2017. Furthermore, language skills and addressing trauma needs were found to require more than one year to address. The service providers identified that a longer time span of government assistance for these families was necessary. In terms of training, the service providers pinpointed the value of learning more about culturally appropriate interventions and receiving professional development to enhance their work with refugee families. In light of these findings, we recommend an increased use of culturally integrative interventions and programs to provide both formal and informal support for families within their communities. Furthermore, future research that examines the impact of culturally-based training, cultural brokers, and various culturally integrative practices will contribute to understanding best practices. These findings with regard to refugee family relationships and experiences are exploratory in their nature and support future research that extends understanding in the area of spousal relationships, inter - generational stressors during adolescence, and parenting/gender role changes.