Journal articles 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.

All praise and thanksgiving are for Allah (SWT) Lord of the universe,and peace and blessings be upon the Seal of the Prophets (es), his kinand all his companions, and upon all who follow him and are guided by hisMessage, until the Day of Judgment.Brothers and sisters: it gives me great pleasure to welcome you all inthe name of the International Institute of Islamic Thought at the beginningof this conference, the fourth in its series of international conferences. Weare happy and appreciate that this conference is being hosted by the Sudan,and is being held in cooperation with the University of Khartoum, to discussa matter of great importance to this Ummah: The Reform of the Methodologyof Islamic Thought, and Ways of Islamizing the Behavioml Sciences. Undoubtedly,these sciences form the general basis for the social sciences andhumanities.This is indeed the first time that the Institute has held one of its internationalconferences in an Arab country, under the auspices of a Muslim Arabpresident from an historical family whose deep concern for attempting to effectreform in this Ummah is well-known. For the benefit of the good peopleof this country, and for the audience here, we should briefly but accurately outlinethe aims and objectives of this Institute, its achievements so far, and itsmost important plans and projects, so that individuals are able to determinethe part each can play as well as the extent of their possible participation inand contribution to this good work.Many years ago, and after numerous conkrences and exhaustive studiesand consultations on the present situation of our Ummah, in addition to extensiveanalysis of our past as well as our futm aspirations, an idea crystallizedin the minds of a group of young committed Muslims. They were convincedthat the crisis of this Ummah in both essence and reality is an intellectual ...

BackgroundEACCR2 is an EDCTP-funded, Eastern African-led network established in May 2009, with 23 regional partners from Ehtiopia, Kenya, Sudan, Tanzania, and Uganda, and 8 northern partners from Germany, Netherlands, Norway, Sweden and United Kingdom. The objective is to strengthen capacity to conduct health research to international standards with specific focus on clinical trials on poverty-relevant diseases such as HIV, TB, malaria and neglected infectious diseases. EACCR2 optimises the use of shared research infrastructures and other regional capacity building resources and opportunities.ActivitiesThe activities of the network are implemented in five work packages cutting across ‘nodes’ in different countries. Capacity building programmes and studies funded by EDCTP are implemented by coordinators at the disease nodes. The Uganda Virus Research Institute (UVRI) hosts the secretariat of the consortium of five nodes located in the following institutions: Malaria Node in Kilifi-Kenya Medical Research Institute Wellcome Trust, Tanzania; Training Node in Kilimanjaro Clinical Research Institute, Tanzania; Tuberculosis Node at the National Institute of Medical Research- Muhimbili, Tanzania; the Neglected and Re-Emerging Tropical Diseases Node at the University of Khartoum, Sudan; and the HIV Node at UVRI, Uganda.Coordinators form the project implementation committee which meets via skype or teleconference every quarter to assess progress, share best practice and challenges of the network. Scientific and annual meetings are arranged every year in one of the implementing institutions. During such meetings, students, the nodes and steering committee also meet to minimise travel costs while helping teams to network.EACCR2 learns from the experiences, best practice and challenges of EACCR1 while implementing its current activities. Careful planning and consensus building from all partners has been the driving force to build and implement activities of this virtual network. EACCR2 also works closely with other EDCTP Networks of Excellence, i.e. in Central Africa (CANTAM), West Africa (WANETAM), and Southern Africa (TESA).

The International Institute of Islamic Thought (IIIT) organized a two-day seriesof intellectual panels at the Islamic Society of North America’s (ISNA)49th annual convention, held in Washington, DC over the Labor Day weekend.These events, hosted in the institute’s hospitality suite on the main floorof the Washington Convention Center, took place during 1-2 September 2012.Recently published IIIT books and other selected Arabic and English publications,as well as special collections of the late Ismail Al Faruqi’s works andmany of Ali Mazrui’s books, journal articles, and personal items, were alsoprominently displayed. At the beginning of each session, a documentary onIIIT and its goals was shown ...

Universities have historically merited a special place in world history as the locus of science, upbringing, humanism, and freedom of expression. However, modernity is routinely putting their tenacity and toughness to test by challenges of social existence, where every individual, government and society alike are transforming faced with globalization, communicative technologies, climate change and the new type of the world economy. The Institute of International Relations is therefore seeking to reiterate the irreplaceable value, virtues and vistas of a classical university in the ever-changing world of today. Since its inception, the IIR has come a long way from a small department to the major educational and methodological centre of Ukraine for training experts in international relations and foreign policy. Nevertheless, the life in the precincts of the Institute is not confined to research in the silence of laboratories or libraries. Thus, under interuniversity agreements, the IIR cooperates with more than 60 higher educational establishments from Belgium, Canada, China, Egypt, France, Germany, Great Britain, Greece, Iran, Japan, Poland, the Republic of Korea, Spain, and the US. Within the framework of international cooperation attention is also attached to the matters of professional ethics: For four consecutive years, the IIR has taken part in the Strengthening Academic Integrity in Ukraine Project (SAIUP) under the aegis of the American Councils for International Education in collaboration with the Ministry of Education and Science of Ukraine backed by the US Embassy in Ukraine. In recent years, the Institute has set up an extensive network of international project activities, as amply demonstrated by the establishment of Ukraine’s sole Centre for Arabic Studies and the Youth Information Centre of the Ukrainian Red Cross Society. Capitalizing on the generated momentum, in 2019, the IIR won an overarching victory in the competition for the establishment of the Jean Monnet Centre of Excellence under the EU’s Erasmus + Programme to become the only such project in Ukraine. The Institute of International Relations is also mindful of employability and future careers of its graduates. Such initiatives as the Career Day, traditionally bringing together the world’s leading employers, the IIR Business School and the Memorandum of Cooperation between the Institute and the Ministry of Foreign Affairs of Ukraine are there to serve this purpose. Our Institute is an opportunity to open up to the world by virtue of new knowledge, academic exchange programs and internship in the best universities. This is the place not only to meet loyal friends and wise teachers, but also to unite the IIR traditions and achievements with the global perspective and break new ground of thinking. Keywords: the Institute of International Relations, the Ministry of Foreign Affairs of Ukraine, joint degree, master classes of practitioners, case studies, language training, English-language master programmes.

The Constantinople-born Mustafa bin Abdullah Kâtip Chalabi (popularlyknown as Haji Khalifa [1609–57]) was one of the most notable Muslim scholarsof his time. Kâtip Chalabi, as he is known as in Turkish circles, was a reformistscholar known for his intellectual contributions to the social sciences(viz., [Ottoman] history, geography, and economics) and his invaluable biobibliographicaltext Kashf al-Zunūn, which contains over 14,000 entries. Heis generally considered as one of Ottoman Turkey’s most productive authors,for his writings provided an invaluable input to “the classification of knowledge”systems. For this reason, the Istanbul Foundation for Research and Education(ISAR; http://isar.academia.edu), the Turkish Centre for IslamicStudies (ISAM; http://english.isam.org), and the Cairo-based Institute of ArabicManuscripts (MSC; www.manuscriptcenter.org) decided to co-host aMarch 6-8, 2015, symposium to celebrate and address his contributions.The joint Committee for the International Kâtip Chalabi Symposiumchose “Bibliography and the Classification of Knowledge in Islamic Civilization”as its main theme and set numerous goals, among them to (a) raise basicissues related to the Islamic classification of knowledge and bibliography, (b)reveal how this tradition can be reconsidered with respect to the discipline ofbibliography, which has shifted into a new phase due to theoretical and practicaldevelopments in today’s world; (c) provide the necessary basis for discussinghis scholarly achievements; and (d) offer foundations for futureresearch that would build upon his bibliographic encyclopedia Kashf al-Zunūn‘an Asāmī al-Kutub wa al-Funūn (The Removal of Doubt from the Names ofBooks and the Arts).Since it is beyond the scope of this brief report to comment on each presentation,most of which were delivered in Arabic and Turkish with simultaneoustranslations, I have decided to provide a general overview of a selectionof papers from each thematic session.Ahmad Shawqi Benbin (Al-Khazanat al-Malakiyyah al-Hasaniyyah, Morocco),one of the first speakers, addressed “Kashf al- Zunūn and InternationalBibliography,” which related directly to the symposium’s general theme of“Kâtip Chelebi: Philosophy of the Sciences of Bibliography and Classification.”While offering a historical context within which to view Chalabi’s intellectualoutput, he traced the science of bibliography back to Abu al-Faraj ...

Ahinad ibn Abd al-Rahim, better known as Shah Wali-Allab of Delhi( 1703-1762), is perhaps the greatest intellectual figure of Islam in SouthAsia. An international seminar was organized on his thought (as containedin Hujjat-Allah al-Balighah) on February 20-22, 2001 by the Shah WaliAllahDehlavi Research Cell of the Institute of Islamic Studies, AligarhMuslim University, India.Wali-Allah was a prolofic writer in Arabic and Persian and a "syntheticthinker" like Al-Ghazali and ibn-Khaldun. He made his contribution onthe eve of the modem (colonial) period. The British in the Bay of Bengalhad their eyes set on Delhi, the Mughul seat of Muslim power. Deeplyconcerned, Wali-Allah understood his mission to be a two-fold reformationof "the religion and the state." With his favorite slogan "Back to theQur'an", he called for a complete change of the old order and sought to"reopen" the doors of jihad and ijtihad. In his resistance to the growing power of the Mrathas and Sikhs, he isbelieved to have set a tradition for the subsequent generations of MuslimIndia. Acclaimed variously by different Islamic groups as a reformer,a purifier, a revivalist and a modernizer, Wali-Allah is considered to be thespiritual and intellectual progenitor to a host of religio-political movementsin South Asia, including the Mujahidin movement, the Deobandmovement, the Aligarh movement and the Pakistan movement. Hisinfluence has also been acknowledged on the subsequent generations ofMuslim thinkers in the Indian subcontinent including Allama MuhammadIqbal and Mawlana Abul Aala Mawdudi.In his magnum opus, Hajjat-Allah al-Balighah (The ConclusiveArgument from God), Wali-Allah has worked out an "integrated scheme"of Shari'ah, or a theoretical basis for interpretation and applicationof Shari'ah against a background provided by his ideas of "humanpurposefulness" and "beneficial interests". He believed that his(pre-modern) age demanded a projection of Shari'ah with reasoned andconvincing "arguments", unraveling the secrets (deeper meanings) ofreligious symbols and injunctions ...

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

It is with deep sadness that the International Institute of IslamicThought (IIIT) announces the passing of Dr. Jamal Barzinji, its presidentand founding member, on Saturday, September 26, 2015, aftera long-standing illness.“Among the believers are men [and women] who have been true to whatthey have vowed before God” (Qur’an, 33:23).Dr. Jamal was born on December 15, 1939, in Mosul, Iraq. Onthe night of his birth his father, Imam Muhammad al-Barzinji, madethe following entry in his diary: “It was a bitterly cold night, and ason was born to me. I have named him Jamal al-Din.” His father instilledin his young son a deep and abiding love for Allah and Islam,a profound appreciation for Arabic, and a heartfelt respect and devotionfor truth and values – and young Jamal carried these passionswith him throughout his life, translating the strength of his convictionsinto action until the very last day of his life.Despite his acute and protracted illness Dr. Barzinji continuedto display his usual unwavering commitment, as well as his strengthof will and dedication, in whatever project he was involved. Withstandingchronic pain he would come to the office; when unable todo so he would work from home. He met with colleagues, oversawIIIT work, and remained engaged with the Institute until his finalhours. So engrained were these practices that the thought of not welcomingthose scholars and students who participated in the annualIIIT Summer School and Institute for Scholars never entered hismind. This life-long proponent of serving Islam expanded his work asthe years passed. He used his exceptional organizational talents andskills to help found many major Muslim institutions, among them ...

Damir Mukhetdinov got his higher education at the Institute of Arabic Language of Umm al-Qura University in Mecca (Saudi Arabia). Then he graduated from the Department of International Relations of Nizhny Novgorod State University and got a master’s degree, then - PhD (Political Science). He is the first deputy chairman of the Spiritual Administration of Muslims of the Russian Federation, a member of the Presidium of the Council of Muftis of Russia, a member of the Public Chamber of the Russian Federation, rector of the Moscow Islamic Institute, professor of St. Petersburg State University, a member of the Commission on Improving Legislation and Law Enforcement Practice of the Council for Cooperation with Religious Associations under the President of the Russian Federation, a member of the working group of the Commission on Religious Associations under the Government of the Russian Federation, a member of the Public Council of the Federal Agency for Nationalities. He was awarded the medals of the Spiritual Administration of Muslims of the European part of Russia “For Merit” and “For Spiritual Unity”; by Mufti Ravil Gainutdin decree was awarded the highest award of Muslims of Russia - the Order of Honor “Al-Fakhr”, the Order of Muslims of Russia “For Merit”. The interview comprehends the role of Islam in the modern world, including its role in maintaining peace and stability in regions of Islam. Particular attention is paid to cooperation and development of relations between the Russian Federation and the Eastern countries, including the CIS states, through religious channels. Damir Mukhetdinov emphasizes the importance of improving Islamic education in Russia, as well as the development of such scientific areas as Oriental studies, Islamic studies, Theology.

This paper documents a non-native translator’s experience in an academic setting, focusing on the challenges of translating different kinds of texts from French into English at the Institute of Languages, Makerere University. Makerere Institute of Languages (MIL) is composed of four clusters: Foreign Languages, African Languages, Communication Skills and Secretarial Studies, Service Courses and Soft Skills (Wagaba 97). The services offered include teaching language skills and culture to university students and the general public; communication skills to people who want to improve in English, French, German, Arabic, Swahili and local languages; and translation and interpretation in the languages mentioned above. These services are offered at this institute because there is no other well-recognised institution in Uganda that engages in translation or interpretation, yet there is always a big demand for them. The emphasis in this study is on teachers of French who also render translation services to a wide range of clients at the Institute of Languages. The main focus is on the experiences and opinions of non-native translators. The aim is to highlight the challenges a non-native translator encounters in the process of translating different categories of documents from French into English for purposes of validation of francophone students’ academic documents and their placement in Uganda universities, verification of academic qualification of teachers from francophone countries who come to Uganda in search of teaching jobs, and mutual understanding at international conferences held in Uganda whose delegates come from francophone countries. Selected texts will be critically examined to illustrate the specific challenges a non-native speaker encounters while translating from and into a language or languages which are not his/her first language or mother tongue. The paper deals with the following questions: What does the process of translating involve? What are the challenges encountered? Does every fluent French language teacher qualify to be a competent translator? What factors determine ‘competence’ in translation? What are the limitations faced in an academic setting? The discussion is based on the premise that competence in translation requires linguistic and intercultural competence, among other competencies. The outcome contributes to the understanding that translation in any setting is ultimately a human activity, which enables human beings to exchange information and enhance knowledge transfer regardless of cultural and linguistic differences.

The International Institute of Islamic Thought (IIIT), in partnership with IstanbulUniversity’s Faculty of Theology, organized the Reform of Educationin Muslim Societies conference on March 18-19, 2016, in Istanbul, Turkey.The conference opened with memorial lectures by Hisham Altalib (vice president,IIIT) and Fathi Malkawi (regional director, Arab World) for Jamal Barzinji(d. 2015) and Shaykh Taha Jabir Al-Alwani (d. 2016), respectively. Thissession was moderated by Yaqub Mirza (president and CEO, Sterling ManagementGroup, Inc.).Session I: Contemporary Ethics of IslamZiauddin Sardar (chair, Muslim Institute, London) began his “Education Reform:From Islamisation of Knowledge to Integration of Knowledge” by relayingthree remarks from the imprisoned Anwar Ibrahim, a main force behindthe education reform project: (1) the crisis of education is universal, (2) Muslimsshould confidently engage with the West on equal terms, and (3) the discussionof reforming education needs to involve all of society. The crux of hispaper was the shift from the “Islamization of Knowledge” to the “Integrationof Knowledge.” Contending that western disciplines are inherently biased towardwestern values and cultures because they are socially constructed and reflecttheir originators’ worldview, he said that the best way to progress is tolaunch “a multigenerational project” to integrate the best of both cultures.Abdelwahab El-Affendi (head, Political Science Department, Doha Institutefor Graduate Studies, Qatar) spoke on the “Obstacles Facing EducationReform.” He pointed out that Muslims send their children to very expensiveinternational schools that conduct their classes in English and teach westernvalues. We cannot teach “our children texts in English and French and hope[that] someday they will produce material in Arabic,” he proclaimed.Jeremy Henzell-Thomas (Centre of Islamic Studies, Cambridge University)discussed his “Towards an Expanded Glossary of Key Terms.” Citingthe need for a common understanding of modern terms and concepts, he remarkedthat our recognition of various types of intelligences and ways of ...

The article examines the bilateral relations between Ukraine and the UAE as well as prospects of their development. It comes as no surprise that nowadays these relations are flourishing and even have reached a strategic level. The introduction of the visa free regime for travels at the end of 2017 has had a significant impact on the state of bilateral relations. In the middle of August 2018, the third meeting of the Intergovernmental Ukrainian-UAE Commission on Trade and Economic Cooperation was held in Kyiv. The upshot was that the bilateral trade turnover in goods and services for 2018 reached almost $1 billion and counting in 2019. The number of flights between the states has also shown an upward trend. It is stated that the participation of Ukrainian enterprises in the UAE exhibitions is the most significant factor for penetrating into the UAE market and facilitating the development of bilateral cooperation to reach the medium-term target of $2 billion of trade turnover. It is mentioned that due to the efforts of both parties cultural cooperation between Ukraine and the UAE is now thriving. In April 2019, a delegation of 60 artists presented Ukrainian culture and traditions in the UAE in the course of Sharjah Heritage Days. The Embassy of the UAE in Ukraine has contributed to establishment of the Centre for Arabic Studies and Arabic Language at the Institute of International Relations of Taras Shevchenko National University of Kyiv, Semen Kuznets Kharkiv National University of Economics, and Hennadii Udovenko Diplomatic Academy of Ukraine of the Ministry of Foreign Affairs of Ukraine. Mention is also made of the fact that Mr Ambassador became the winner of the 23rd Nationwide Programme ‘Person of the year 2018.’ The article concludes that the UAE pays equal attention to economic, cultural, and humanitarian interaction, whilst also remaining committed to cultivating it. Key words: the UAE, bilateral relations, cultural cooperation, trade, the Embassy of the UAE to Ukraine.

Adams, J.M. (1976). A guide to the objective and reliable estimation of food losses in small scale farmer storage. Tropical stored Products Information, 32: 5-12. Abdulrahman, S.H.; Khawaja, G.R.; Abdullah, A.S.; Mureed, K.D. & Mahammad, T. (2013). Effects of tempertuer on the development of Ephestia cautella (walker) (Pyralidae: Lepidoptera) a case study for its possible control under storage conditions. Pakistan J. Zool., 45(6): 1573-1576. Al-Abdullah, B.; Al-Hamada, J.; Celtie, M.N. & Aslan, L. (2001). The effect of host and temperatures on some biological processes efficiency of larval parasite Bracon brevicornis (Hymenoptera: Braconidae) under laboratory conditions. Damascus Univ. J. Agric. Sci., 25(1): 345-365. Al-Ramahi, R.S. & Ali, M.H. (1983). Effect of diets on the longevity of the adult parasitoid Bracon hebetor Say. Yearbook Plant Pro. Res., 3(1): 29-38. Al-Rawi, Kh.M. & Khalfalla, A.M. (1980). Design and analysis of agricultural experiments. Directorate of residence House Print. Publ., Univ. Mosul: 488pp. (In Arabic). Al-Zadjali, T.S.; Abdallal, F.F. & El-Haidari, H.S. (2006). Insect pests attacking date palms and dates in Sultanate of Oman. Egypt. J. Agric. Res., 84: 51-59. Horak, M. (1994). A review of Cadra walker in Australia: five new native species and the tow introduced pest species (Lepidoptera: Pyralidae: Phycitinae). Aust. J. Entomol., 33(3): 245-262. Gupta, A. & Lokhande, S.A. (2013). A new host record and a new combination in Cotesia cameron (Hymenoptera: Braconidae) from India. J. Threatened Taxa, 5(2): 3678-3681. Mohsen, A.A. (2001). Control of Ephestia cautella: Lepidoptera: Pyralidae using parasitoid Bracon hebetor Say (Hymenoptera: Braconidae) gamma ray. M. Sc. Thesis, Coll. Educ. Women, Univ. Baghdad: 96pp. (In Arabic). Saray, M.H. (2010). Effect of laser in some aspects of the life performance of the insect mite Ephestia cautella: Lepidoptera: Pyralidae. Biotechnol. Res. Cent. Coll. Sci. Univ. Baghdad, 4(2): 62-66. Tarek, M.A.; Mohamed, H.A. & Al-Jalely, B.H. (2014). Bioprotective evaluation of Beauveria bassiana (Bals.) Vuill on the different stages of fig moth Ephestia cautella: (Lepidoptera: Pyralidae) in vitro. J. Kerbala Univ., 12(1): 190-196. (In Arabic). Sharma, H.C.; Ashok-Aluv, S.; Ravinder-Reddy, C.H.; Jayaraj, K.; Varaprasad, V.J.; Varaprasad-Reddy, K.M.; Belum, V.S. & Reddy-Rai, K.N. (2007). Management of sorghum and pearl millet pestin Bulk storage. Global theme on crop Improvement. International crops Research Institute for the Arid Tropics. Patan Cheru 502-324, Andra Pradesh, India: 20pp. Shawkit, M.A.; Hamad, B.S.; MassehKhder, N.A.; Hamed, A.A. & Al-Tweel, A.A. (2014). Searching capacity of Habrobracon hebetor Say (Hymenopetra: Braconidae) for its host larvae in simulated date store. J. Madenat Alelem Univ. Coll., 6(1): 30-38.

The first decade of the 15th century Hijrah is over. It saw the establishmentof the International Institute of Islamic Thought (IIIT) and was markedby the development of cooperation and collaboration between various Islamicorganizations and institutions around the world. The results have been mostencouraging. This collaboration has contributed toward the initiation of anera of discussions and debates on the Islamization of knowledge and thedevelopment of a methodology for the reconstruction of Islamic thought.Among the consequences has been the unfolding of various intellectual forums.One such intellectual forum for the last five years has been the AmericanJournal of Islamic Social Sciences (AJISS) published jointly by the IIIT andthe Association for Muslim Social Scientists (AMSS). We are greatly encouragedby its steadily increasing circulation and by the enhanced participationof social scientists as well as lay scholars.'AbdulHamid AbuSulayman, now Rector of the International IslamicUniversity (IIU). Malaysia, continues to send us his inspiring selection andcommentary of Qur'anic verses as the "Guiding Light:'In this issue, for the first time, we are induding a paper by Taha Jabiral 'Alwani, the President of the IDT and author of several scholarly titlesin Arabic. This paper is the English rendering of his lecture delivered inRabat, Morocco at a conference held under the aegis of the Islamic Educational,Scientific and Cultural Organization (ISESCO). He sketches a briefargument for establishing an Islamic alternative in thought and knowledge,not only for the benefit of Muslims, but for the common good of humanity.Another first is the paper by Eric Winkel, a multi-lingual political scientistof the faculty of IIU Malaysia, who provjdes us with an analysis of Habermasand Foucault. This paper entitled "Remembering Islam . . . " bringsthese postwar leaders of the Frankfurt school of anarchist and radical critiqueinto the discussion of the Islamic paradigm. Winkel explains thecharacterization of Habermas and Foucault of existing epistemologies as "pernicious,pervasive and truth distorting," and shows how their own vision ofthe possible future world is extremely restricted and inadequate. He suggeststhat we remember that Islam, as the divine guidance of Allah, provides thebasis for a truly emancipatory meta critique.Moving from philosophical issues to the more concrete, Ausaf Ali's paperon " . . . Islamization of Social and Behavioral Sciences" argues for a moral ...

Organized By:The Arabic Club, the Department of History and The Near Eastern Studies Program, Universityof Massachusetts at AmherstIn the heart of seminaries and orientalist America, a conference on “TheMuslims of America” was held on April 15 and 16, 1988 at the Universityof Massachusetts at Amherst. The purpose of the conference, according toits director, Professor Yvonne Yazbeck Haddad, “was to expand the scopeof scholarly investigation about the Muslim community in the United States.”The conference focused “on the manner in which Muslims in America adapttheir institutions as they become increasingly an indigenous part of America.”Twenty-seven speakers, including sixteen Muslim scholars, addressed a varietyof topics dealing with the development and experience of the American Muslimcommunity. Among the more than 150 participants were representatives fromthe International Institute of Islamic Thought, the Islamic Society of NorthAmerica, the Muslim World League, the American Islamic College, theAssociation of Muslim Social Scientists, and various academic institutionsand local Muslim communities from the United States and Canada.The conference started on Friday, April 15, with a welcome speech byMurray Schwartz, Dean, Humanities and Fine Arts, University ofMassachusetts at Amherst. Chaired by Roland Sarti, Chairman, Departmentof History at the University of Massachusetts, the first session focused onthe demographics of the Muslims of America. Carol L. Stone of IndianaUniversity presented her paper on the Census of Muslims Living in America.Carol presented statistics of various Muslim communities and explained thedifficulties in collecting such data. She estimated the number of Muslimsin America to be 4.7 million in 1986, a 24 percent increase over the 1980estimates and projected that by the year 2000 this figure is likely to be doubled.Qutbi Ahmed of McGill University and former President of the Islamic Societyof North America, discussed the nature, role and scope of various organizationsin his paper on Islamic Organizations in North America. Abdul Aziz Sachedinaof the University of Virginia presented his paper on A Minority Within aMinority: The Case Study of the Shi'a in North America. He focussed onthe migration of the various Shi’i groups and their adjustment in the Americanenvironment. Sulayman Nyang of Howard University was the last speakerof the first session. The title of his paper was Conversion and Diversion ...

Studies of the archipelago (nusantara) on the notes of foreign travelers written in the 9th and 10th of centuries are still quite rare. Indeed, there have been several studies on the notes of travelers such as Ma Huan (China), Tome Pires (Portuguese), Ibn Bathuthah (Arabic), and some others. But, these studies revolve around the notes of travelers after the 10th of century. Meanwhile, notes of travelers who came to the archipelago (nusantara) in the century before 10 AD have not got serious attention yet. This book is a travel note's report which captures various activities in India, China and Southeast Asia. This book also contains a history about how Islam met in the Sarandib area. There are many interpretations of sarandib accurate location today. The findings of Keram Kevonian in his research on the names of regions in the Indian Ocean region using Armenian language sources stated that Sarandib means Swarnadipa which was no other than Sumatra. Keywords: nusantara, records of travelers, islamization, sarandib Reference: Balka, Ilyas. The Geoghraphy of The Islamic Word As Seen By Ibn Khaldun. Oman: Ministry of Awqaf and Religious Affairs, t.thn. Buzurg ibn Syahriyar Ramahurmuz. Kitab Ajayib al-Hind; Barruhu wa Bahruhu, wa Jazairuhu, Penerjemah: Arsyad Mokhtar. Malaysia: Pulau Pinang-Malaysia, 2015. Fatimi, S.Q. Islam Comes to Malaysia. Singapore: Malaysian Sociological Institute, 1963. —. Two Letters From Maharaja to The Khalifah: A Study in the Early History of Islam in the East. t.thn. Freeman-Grenville, G.S.P. “ Some Thought on Buzurg Ibn Shahriyar Al-Ramahormuzi: The Book of The Wonders India.” Paideuma Journal, 1982: no. 28. Hasymy, A. Sejarah masuk dan berkembangnya Islam di Indonesia. Bandung: Al-Maarif, 1981. Kevonian, Keram. Suatu Catatan Perjalanan di Laut Cina, dalam buku Lobu Tua Sejarah Awal Barus, editor Claude Gulliot, Jakarta: Yayasan Obor Indonesia, 2015. Jakarta: Yayasan Obor Indonesia, 2015. Kratovsky, Ignatius. Istoria Arabskoi Geograficheskio Literatury, Tarikh Al-Adab al-Jugrafi al-'Arabiy, penerjemah: Shalahuddin 'Utsman Hasyim,. Teheran: Al-Idarah al-Tsaqafah, t.thn. Nurcholis, Nanang. “The Golden Triangle (India-China-Indonesia) Maritime Cultural Relations (A Critical Analysis on Kitab ‘Ajaib alHind by Buzurg Ibn Shahriyār (d.399 H/1009 M).” Proceeding of the International Seminar and Conference 2015: The Golden Triangle (Indonesia-India-Tiongkok) Interrelations in Religion, Science, Culture, and Economic. Semarang: Unwahas, 2015. Ramahurmuz, Buzurg Ibn syahriyar. Kitab Ajaib al-Hind: Barruhu wa Bahruhu, wa Jaziruhu. Paris: Leiden-E.J. Brill, 1883. Shimada, Ryuoto. “Southeast Asia and International Trade: Continuity and Change in Historical Perspective.” Dalam Paths to the Emerging State in Asia and Africa Springer, oleh Keijiro Otsuka dan Kaoru Sugihara (Ed), Chapter III. Berlin: Springer, 2019. Syakir, Mahmud. al-Tarikh al-Islamy; al-Tarikh al-Muashirah fi al-Qarah al-Hindi. Beirut: al-Maktab al-Islamy, 1991.

OBJECTIVES/SPECIFIC AIMS: Our overall goals are: 1. To engage, inform and educate children and families on clinical research and increase their understanding of the goals and process of participation in research studies/clinical trials; 2. To Increase participation of children, especially those who are disproportionately underrepresented, in clinical research in the Western New York region and beyond. METHODS/STUDY POPULATION: The University at Buffalo Clinical Translational Science Institute conducted meetings in schools, community coalitions while holding focus groups with children with chronic conditions and their families and community health workers to identify the general perceptions of research. These conversations then informed the development of a children’s activity book about research. Completed in 2017, our “Sofia Learns about Research” activity book presents research in a non-threatening way by presenting a child with asthma who walks through the process of learning about research, being recruited and participating in research. The book explains basic concepts about research coupled with fun games and the possibility to color. Over 1,000 copies of the activity book have been disseminated to second to fourth graders via afterschool programs, community events, and medical practice waiting rooms. Recipients of the book are directed to short surveys to provide feedback on the book and their perception of research. The parents are also given the option to sign-up for the Buffalo Research Registry in order to be contacted about research opportunities. RESULTS/ANTICIPATED RESULTS: Response has been very positive, with parents and community participants saying “It’s not just a storybook. The activities keep kids entertained while learning new concepts.” In children informally polled via a brief questionnaire pre and post story reading at an afterschool program, there was an increase in those interested in participating in a research study. In a recent event sponsored by the CTSI Community Engagement Core and other UB organizations, a group of fifty children from diverse background colored with enthusiasm several activity pages and obtained stickers for their “Research Passport”. In a recent teacher focus group we learned that the book content may fit the Science Curriculum and plan on reading sessions in inner-city schools after approval from the district. A pilot reading activity in a Montessori program revealed that second grade children were able to understand and complete the activities in the book. We are obtaining further feedback form teachers and parents in order to design simple protocol to be submitted for IRB approval to obtain more formal feed-back and outcomes in future readings. In parents and focus groups several respondents have indicated its relevance to older populations and English-language learners as well. The book has recently been translated into Spanish and Arabic through a partnership with the International Institute of Buffalo, which “welcomes, connects and empowers the foreign born”. Some of the book’s images have been modified in order to be sensitive to the readers’ culture and we are in the process of collaborating with the International Institute to disseminate it to their clients. We are in the initial phase of planning a mobile application which we anticipate will significantly enhance dissemination. DISCUSSION/SIGNIFICANCE OF IMPACT: This presentation will describe the development process, the underpinning concepts and our plans and current progress towards a more formal community and school dissemination and evaluation. This project was made possible by Team Science in that the expertise of a millennial pre-medical student and an anthropologist with high community involvement was coupled with that of a senior clinical translational researcher. Moreover, much research and attention was devoted to the creation of images that are culturally inclusive. To this end, with the exception of the cover page, we have intentionally created the book in black and white so that the child may use his/her imagination and color the way he/she sees the protagonists and the environment. Great attention was devoted to names of the protagonists with the names of the two main characters being among the most common in the world in numerous countries. Also, the book lends itself to a mobile application which will allow the reader to change colors and shapes of the protagonists to fit his/her cultural background. We are in the early planning stages and will share our progress as part of this presentation. We have strived to disseminate the book with a broad approach in our community. This phase is being followed by a more formal dissemination phase via libraries, schools and community events. This part of the project exemplifies the challenge between wanting to disseminate the book broadly while obtaining formal feedback and outcomes in compliance with regulations protecting the anonymity and/or confidentiality of children and families. Therefore for this second phase of dissemination IRB approval is being sought in order to collect more quantitative and qualitative data on the impact of the book. We have already conducted a focus group with teachers to overcome the challenges around informed consent, especially in the public school system. Our initial findings suggest this resource will improve knowledge and perception of research among children and their families. To our knowledge most of the materials explaining research to children are geared to older children and are often sponsored by pharmaceutical companies for a specific trial. If successful, this book can have a profound impact in reaching out to children outside of the research and medical environments, with the ultimate goal of increasing the child’s and family’s willingness to participate in clinical research and clinical trials.

The global spread of Salafism, though it began in the 1960s and 1970s, only started to attract significant attention from scholars and analysts outside of Islamic studies as well as journalists, politicians, and the general public following the September 11, 2001 terrorist attacks perpetrated by Al-Qaeda Central. After the attacks, Salafism—or, as it was pejoratively labeled by its critics inside and outside of the Islamic tradition, “Wahhabism”—was accused of being the ideological basis of all expressions of Sunni militancy from North America and Europe to West and East Africa, the Arab world, and into Asia. According to this narrative, Usama bin Laden, Ayman al-Za- wahiri, Abu Bakr al-Baghdadi, and other Sunni jihadis were merely putting into action the commands of medieval ‘ulama such as Ibn Taymiyya, the eighteenth century Najdi Hanbali Muhammad ibn ‘Abd al-Wahhab, and modern revolutionary ideologues like Sayyid Qutb and ‘Abdullah ‘Azzam. To eradicate terrorism, you must eliminate or neuter Salafism, say its critics. The reality, of course, is far more complex than this simplistic nar- rative purports. Salafism, though its adherents share the same core set of creedal beliefs and methodological approaches toward the interpretation of the Qur’an and hadith and Sunni legal canon, comes in many forms, from the scholastic and hierarchical Salafism of the ‘ulama in Saudi Arabia and other Muslim majority countries to the decentralized, self-described Salafi groups in Europe and North America who cluster around a single char- ismatic preacher who often has limited formal religious education. What unifies these different expressions of Salafism is a core canon of religious and legal texts and set of scholars who are widely respected and referenced in Salafi circles. Thurston grounds his fieldwork and text-based analysis of Salafism in Nigeria, Africa’s most populous country and home to one of the world’s largest single Muslim national populations, through the lens of this canon, which he defines as a “communally negotiated set of texts that is governed by rules of interpretation and appropriation” (1). He argues fur- ther that in the history of Nigerian Salafism, one can trace the major stages that the global Salafi movement has navigated as it spread from the Arab Middle East to what are erroneously often seen as “peripheral” areas of the Islamic world, Africa and parts of Asia. The book is based on extensive fieldwork in Nigeria including interviews with key Nigerian Salafi scholars and other leading figures as well as a wide range of textual primary sourc- es including British and Nigerian archival documents, international and national news media reports, leaked US embassy cables, and a significant number of religious lectures and sermons and writings by Nigerian Salafis in Arabic and Hausa. In Chapter One, Thurston argues that the Salafi canon gives individ- ual and groups of Salafis a sense of identity and membership in a unique and, to them, superior religious community that is linked closely to their understanding and reading of sacred history and the revered figures of the Prophet Muhammad and the Ṣaḥāba. Salafism as an intellectual current, theology, and methodological approach is transmitted through this can- on which serves not only as a vehicle for proselytization but also a rule- book through which the boundaries of what is and is not “Salafism” are determined by its adherents and leading authorities. The book’s analytical framework and approach toward understanding Salafism, which rests on seeing it as a textual tradition, runs counter to the popular but problematic tendency in much of the existing discussion and even scholarly literature on Salafism that defines it as a literalist, one-dimensional, and puritani- cal creed with a singular focus on the Qur’an and hadith canon. Salafis, Thurston argues, do not simply derive religious and legal rulings in linear fashion from the Qur’an and Prophetic Sunna but rather engage in a co- herent and uniform process of aligning today’s Salafi community with a set of normative practices and beliefs laid out by key Salafi scholars from the recent past. Thurston divides the emergence of a distinct “Salafi” current within Sunnis into two phases. The first stretches from 1880 to 1950, as Sun- ni scholars from around the Muslim-majority world whose approaches shared a common hadith-centered methodology came into closer contact. The second is from the 1960s through the present, as key Salafi institutions (such as the Islamic University of Medina and other Saudi Salafi bodies) were founded and began attracting and (perhaps most importantly) fund- ing and sponsoring Sunni students from countries such as Nigeria to come study in Saudi Arabia, where they were deeply embedded in the Salafi tra- dition before returning to their home countries where, in turn, they spread Salafism among local Muslims. Nigeria’s Muslim-majority north, as with other regions such as Yemen’s northern Sa‘ada governorate, proved to be a fertile ground for Salafism in large part because it enabled local Muslims from more humble social backgrounds to challenge the longtime domi- nance of hereditary ruling families and the established religious class. In northern Nigeria the latter was and continues to be dominated by Sufi or- ders and their shaykhs whose long-running claim to communal leadership faced new and substantive theological and resource challenges following the return of Nigerian seminary students from Saudi Arabia’s Salafi scho- lastic institutions in the 1990s and early 2000s. In Chapters Two and Three, Thurston traces the history of Nigerian and other African students in Saudi Arabia, which significantly expanded following the 1961 founding of the Islamic University of Medina (which remains the preeminent Salafi seminary and university in the world) and after active outreach across the Sunni Muslim world by the Saudi govern- ment and Salafi religious elite to attract students through lucrative funding and scholarship packages. The process of developing an African Salafism was not one-dimensional or imposed from the top-down by Saudi Salafi elites, but instead saw Nigerian and other African Salafi students partici- pate actively in shaping and theorizing Salafi da‘wa that took into account the specifics of each African country and Islamic religious and social envi- ronment. In Nigeria and other parts of West and East Africa, this included considering the historically dominant position of Sufi orders and popular practices such as devotion to saints and grave and shrine visitation. African and Saudi Salafis also forged relationships with local African partners, in- cluding powerful political figures such as Ahmadu Bello and his religious adviser Abubakar Gumi, by attracting them with the benefits of establishing ties with wealthy international Islamic organizations founded and backed by the Saudi state, including the Muslim World League. Nigerian Salafis returning from their studies in Saudi Arabia actively promoted their Salafi canon among local Muslims, waging an aggressive proselytization campaign that sought to chip away at the dominance of traditional political and religious elites, the Sufi shaykhs. This process is covered in Chapter Four. Drawing on key sets of legal and exegetical writ- ings by Ibn Taymiyya, Muhammad ibn ‘Abd al-Wahhab, and other Salafi scholars, Nigerian Salafis sought to introduce a framework—represented by the canon—through which their students and adherents approach re- ligious interpretation and practice. By mastering one’s understanding and ability to correctly interpret scripture and the hadith, Salafis believe, one will also live a more ethical life based on a core set of “Salafi” principles that govern not only religious but also political, social, and economic life. Salaf- ism, Thurston argues, drawing on the work of Terje Østebø on Ethiopian Salafism, becomes localized within a specific environment.As part of their da‘wa campaigns, Nigerian Salafis have utilized media and new technology to debate their rivals and critics as well as to broad- en their own influence over Nigerian Muslims and national society more broadly, actions analyzed in Chapter Five. Using the Internet, video and audio recorded sermons and religious lectures, books and pamphlets, and oral proselytization and preaching, Nigerian Salafis, like other Muslim ac- tivists and groups, see in media and technology an extension of the phys- ical infrastructure provided by institutions such as mosques and religious schools. This media/cyber infrastructure is as, if not increasingly more, valuable as the control of physical space because it allows for the rapid spread of ideas beyond what would have historically been possible for local religious preachers and missionaries. Instead of preaching political revo- lution, Nigerian Salafi activists sought to win greater access to the media including radio airtime because they believed this would ultimately lead to the triumph of their religious message despite the power of skeptical to downright hostile local audiences among the Sufi orders and non-Salafis dedicated to the Maliki juridical canon.In the realm of politics, the subject of Chapter Six, Nigeria’s Salafis base their political ideology on the core tenets of the Salafi creed and canon, tenets which cast Salafism as being not only the purest but the only true version of Islam, and require of Salafis to establish moral reform of a way- ward Muslim society. Salafi scholars seek to bring about social, political, and religious reform, which collectively represent a “return” to the Prophet Muhammad’s Islam, by speaking truth to power and advising and repri- manding, as necessary, Muslim political rulers. In navigating the multi-po- lar and complex realm of national and regional politics, Thurston argues, Nigerian Salafi scholars educated in Saudi Arabia unwittingly opened the door to cruder and more extreme, militant voices of figures lacking the same level of study of the Salafi canon or Sunni Islam generally. The most infamous of the latter is “Boko Haram,” the jihadi-insurgent group today based around Lake Chad in Nigeria, Chad, and Niger, which calls itself Jama‘at Ahl al-Sunna li-l-Da‘wa wa-l-Jihad and is led by the bombastic Abubakar Shekau. Boko Haram, under the leadership first of the revivalist preacher Mu- hammad Yusuf and then Shekau, is covered at length in the book’s third and final part, which is composed of two chapters. Yusuf, unlike mainstream Nigerian Salafis, sought to weaponize the Salafi canon against the state in- stead of using it as a tool to bring about desired reforms. Drawing on the writings of influential Arab jihadi ideologues including Abu Muhammad al-Maqdisi and the apocalyptic revolutionary Juhayman al-‘Utaybi, the lat- ter of whom participated in the 1979 seizure of the Grand Mosque in Mecca, Yusuf cited key Salafi concepts such as al-walā’ min al-mu’minīn wa-l-bara’ ‘an al-kāfirīn (loyalty to the Believers and disavowal of the Disbelievers) and beliefs about absolute monotheism (tawḥīd) as the basis of his revival- ist preaching. Based on these principle, he claimed, Muslims must not only fulfill their ritual duties such as prayer and fasting during Ramadan but also actively fight “unbelief” (kufr) and “apostasy” (ridda) and bring about God’s rule on earth, following the correct path of the community of the Prophet Abraham (Millat Ibrāhīm) referenced in multiple Qur’anic verses and outlined as a theological project for action by al-Maqdisi in a lengthy book of that name that has had a profound influence on the formation of modern Sunni jihadism. Instead of seeing Boko Haram, particularly under Shekau’s leadership, as a “Salafi” or “jihadi-Salafi” group, Thurston argues it is a case study of how a group that at one point in its history adhered to Salafism can move away from and beyond it. In the case of Shekau and his “post-Salafism,” he writes, the group, like Islamic State, has shifted away from the Salafi canon and toward a jihadism that uses only stripped-down elements from the canon and does so solely to propagate a militaristic form of jihad. Even when referencing historical religious authorities such as Ibn Taymiyya, Thurston points out, Boko Haram and Islamic State leaders and members often do so through the lens of modern Sunni jihadi ideologues like Juhay- man al-‘Utaybi, al-Maqdisi, and Abu Mus‘ab al-Zarqawi, figures who have come to form a Sunni jihadi canon of texts, intellectuals, and ideologues. Shekau, in short, has given up canonical Salafism and moved toward a more bombastic and scholastically more heterodox and less-Salafi-than- jihadi creed of political violence. Thurston also pushes back against the often crude stereotyping of Af- rican Islamic traditions and movements that sees African Muslims as being defined by their “syncretic” mix of traditional African religious traditions and “orthodox” Islam, the latter usually a stand-in for “Arab” and “Middle Eastern” Islam. Islam and Islamic movements in Africa have developed in social and political environments that are not mirrors to the dominant models of the Arab world (in particular, Egypt). He convincingly points out that analysis of all forms of African Islamic social and political mobi- lization through a Middle East and Egypt-heavy lens obscures much more than it elucidates. The book includes useful glossaries of key individuals and Arabic terms referenced in the text as well as a translation of a sermon by the late, revered Salafi scholar Muhammad Nasir al-Din al-Albani that is part of the mainstream Salafi canon. Extensive in its coverage of the his- tory, evolution, and sociopolitical and religious development of Salafism in Nigeria as well as the key role played by Saudi Salafi universities and religious institutions and quasi-state NGOs, the book expands the schol- arly literature on Salafism, Islam in Africa, and political Islam and Islamic social movements. It also contributing to ongoing debates and discussions on approaches to the study of the role of texts and textual traditions in the formation of individual and communal religious identity. Christopher AnzaloneResearch Fellow, International Security ProgramBelfer Center for Science and International Affairs, Harvard University& PhD candidate, Institute of Islamic Studies, McGill University

06–782Baumgardner, Robert J. (Texas A&M U, USA; Robert_Baumgardner@tamu-commerce.edu), The appeal of English in Mexican commerce. World Englishes (Blackwell) 25.2 (2006), 251–266.06–783Bunta, Ferenc (Temple U, USA), Ingrid Davidovich & David Ingram, The relationship between the phonological complexity of a bilingual child's words and those of the target languages. International Journal of Bilingualism (Kingston Press), 10.1 (2006), 71–88.06–784Christiansen, Pia Vanting (Roskilde U, Denmark), Language policy in the European Union: European/English/Elite/Equal/Esperanto Union?Language Problems & Language Planning (John Benjamins) 30.1 (2006), 21–44.06–785Cook, Vivian, Benedetta Bassetti, Chise Kasai, Miho Sasaki & Jun Arata Takahashi, Do bilinguals have different concepts? The case of shape and material in Japanese L2 users of English. International Journal of Bilingualism (Kingston Press) 10.2 (2006), 137–152.06–786Costa, Albert (U Barcelona, Spain; acosta@ub.edu), Wido La Heij & Eduardo Navarrette, The dynamics of bilingual lexical access. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 137–151.06–787Dagenais, Diane, Elaine Day & Kelleen Toohey (Simon Fraser U, Canada), A multilingual child's literacy practices and contrasting identities in the figured worlds of French immersion classrooms. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 205–218.06–788Dailey-O'Cain, Jennifer & Grit Liebscher, Language learners' use of discourse markers as evidence for a mixed code. International Journal of Bilingualism (Kingston Press), 10.1 (2006), 89–109.06–789De Groot, Annette M. B. (U Amsterdam, The Netherlands; a.m.b.degroot@uva.nl) & Ingrid K. Christoffels, Language control in bilinguals: Monolingual tasks and simultaneous interpreting. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 189–201.06–790Finkbeiner, Matthew (Harvard U, USA; msf@wjh.harvard.edu), Tamar H. Gollan & Alfonso Caramazza, Lexical access in bilingual speakers: What's the (hard) problem?Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 153–166.06–791Francis, Norbert (Northern Arizona U, USA), Democratic language policy for multilingual educational systems: An interdisciplinary approach. Language Problems & Language Planning (John Benjamins) 29.3 (2005), 211–230.06–792Glaser, Evelyne (Johannes Kepler U, Austria), Plurilingualism in Europe: More than a means for communication. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 195–208.06–793Hélot, Christine (U Marc Bloch, France) & Andrea young, Notion of diversity in language education: Policy and practice at primary level in France. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 242–257.06–794Hernandez, Arturo E. (U Houston, USA; aehernandez@uh.edu) & Gayane Meschyan, Executive function is necessary to enhance lexical processing in a less proficient L2: Evidence from fMRI during picture naming. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 177–188.06–795Herrero, Elba Alicia (New Jersey City U, USA), Using Dominican oral literature and discourse to support literacy learning among low-achieving students from the Dominican Republic. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 219–238.06–796Kroll, Judith F. (Pennsylvania State U, USA; jfk7@psu.edu), Susan C. Bobb & Zofia Wodniecka, Language selectivity is the exception, not the rule: Arguments against a fixed locus of language selection in bilingual speech. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 119–135.06–797Leung, Constant (King's College London, UK; constant.leung@kcl.ac.uk), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252.06–798Low, Winnie W. M. (Pentecostal Lam Hon Kwong School of Hong Kong, China) & Dan Lu, Persistent use of mixed code: An exploration of its functions in Hong Kong schools. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 181–204.06–799Lung, Rachel (Lingnan U, Hong Kong, China; wclung@ln.edu.hk), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237.06–800Maloof, Valerie Miller (Gwinnett County Public Schools, USA), Donald L. Rubin & Ann Neville Miller, Cultural competence and identity in cross-cultural adaptation: The role of a Vietnamese heritage language school. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 255–273.06–801Matiki, Alfred J. (U Botswana, Gaborone, Botswana), Literacy, ethnolinguistic diversity and transitional bilingual education in Malawi. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 239–254.06–802Mills, Jean, Talking about silence: Gender and the construction of multilingual identities. International Journal of Bilingualism (Kingston Press) 10.1 (2006), 1–16.06–803Montrul, Silvina, On the bilingual competence of Spanish heritage speakers: Syntax, lexical-semantics and processing. International Journal of Bilingualism (Kingston Press) 10.1 (2006), 37–69.06–804Mooko, Theophilus (U Botswana, Gaborone, Botswana), Counteracting the threat of language death: The case of minority languages in Botswana. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 109–125.06–805Müller-Saini, Gotelind (U Heidelberg, Germany) & Gregor Benton, Esperanto and Chinese anarchism 1907–1920: The translation from diaspora to homeland. Language Problems & Language Planning (John Benjamins) 30.1 (2006), 45–73.06–806Myers-Scotton, Carol (U South Carolina, USA; carolms@gwm.sc.edu), Natural codeswitching knocks on the laboratory door. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 203–212.06–807Napier, Jemina (Macquarie U, Australia; jemina.napier@ling.mq.edu.au), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223.06–808Park, Hyeon-Sook, Structural characteristics of proper nouns in Korean–Swedish discourse. International Journal of Bilingualism (Kingston Press) 10.1 (2006), 17–36.06–809Queen, Robin M., Phrase-final intonation in narratives told by Turkish–German bilinguals. International Journal of Bilingualism (Kingston Press) 10.2 (2006), 153–178.06–810Roelofs, Ardi (Nijmegen Institute for Cognition and Information, Nijmegen, the Netherlands; ardi@mpi.nl) & Kim Verhoef, Modeling the control of phonological encoding in bilingual speakers. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 167–176.06–811Rosenhouse, Judith, Lubna Haik & Liat Kishon-Rabin, Speech perception in adverse listening conditions in Arabic–Hebrew bilinguals. International Journal of Bilingualism (Kingston Press) 10.2 (2006), 119–135.06–812Salomon, Frank (U Wisconsin–Madison, USA) & Emilio Chambi Apaza, Vernacular literacy on the Lake Titicaca High Plains, Peru. Reading Research Quarterly (International Reading Association) 41.3 (2006), 304-326.06–813Sandel, Todd L. (U Oklahoma, Norman, USA), Wen-Yu Chao & Chung-Hui Liang, Language shift and language accommodation across family generations in Taiwan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 126–147.06–814Scott Shenk, Petra, The interactional and syntactic importance of prosody in Spanish–English bilingual discourse. International Journal of Bilingualism (Kingston Press) 10.2 (2006), 179–205.06–815Smith, Daniel J., Thresholds leading to shift: Spanish/English codeswitching and convergence in Georgia, U.S.A., International Journal of Bilingualism (Kingston Press) 10.2 (2006), 207–240.

05–566Abu-Rabia, Salim (U of Haifa, Israel), Social aspects and reading, writing, and working memory skills in Arabic, Hebrew, English, and Circassian: the quadrilingual case of Circassians. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 27–58.05–567Bao, Zhiming (National U of Singapore, Singapore; ellbaozm@nus.edu.sg), The aspectual gsystem of Singapore English and the systemic substratist explanation. Journal of Linguistics (Cambridge, UK) 41.2, (2005), 237–267.05–568Barwick, Linda (U of Sydney, Australia; Linda.Barwick@arts.usyd.edu.au), Allan Marett, Michael Walsh, Lysbeth Ford & Nicholas Reid, Communities of interest: issues in establishing a digital resource on Murrinh-patha song at Wadeye (Port Keats), NT. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 383–397.05–569Berns, Margie (Purdue U, USA; berns@purdue.edu), Expanding on the Expanding Circle: where do WE go from here?World Englishes (Oxford, UK) 24.1 (2005), 85–93.05–570Bolton, Kingsley (Stockholm U, Sweden: kingsley.bolton@english.su.se), Where WE stands: approaches, issues, and debate in world Englishes. World Englishes (Oxford, UK) 24.1 (2005), 69–83.05–571Carter, Julie A. (The Wolfson Centre, London, UK; j.carter@ich.ucl.ac.uk), Gladys M. Murira, Joseph Gona, Brian G. R. Neville & Charles R. J. C. Newton, Issues in the development of cross-cultural assessments of speech and language for children. International Journal of Language & Communication Disorders (London, UK) 40.4 (2005), 385–401.05–572CoetzeeVan Rooy, Susan (Potchefstroom, S. Africa; basascvr@puk.ac.za) & Bertus Van Rooy, South African English: labels, comprehensibility and status. World Englishes (Oxford, UK) 24.1 (2005), 1–19.05–573de Haan, Mariëtte & Ed Elbers (U of Utrecht, the Netherlands; m.dehaan@fss.uu.nl), Reshaping diversity in a local classroom: communication and identity issues in multicultural schools in the Netherlands. Language & Communication (Amsterdam, the Netherlands) 25.3 (2005), 315–333.05–574Dogançay-Aktuna, Seran (Southern Illinois U Edwardsville, USA; saktuna@siue.edu) & Zeynep Kiziltepe, English in Turkey. World Englishes (Oxford, UK) 24.2 (2005), 253–265.05–575Hiraga, Yuko (Keio U, Japan; nene_terada@hotmail.com), British attitudes towards six varieties of English in the USA and Britain. World Englishes (Oxford, UK) 24.3 (2005), 289–308.05–576Joseph, Clara A. B. (U of Calgary, Canada; ejoseph@ucalgary.ca), Language in contact and literatures in conflict: text, context, and pedagogy. World Englishes (Oxford, UK) 24.2 (2005), 131–143.05–577Lai, Mee-Ling (Hong Kong Institute of Education, Hong Kong, China; mllai@ied.edu.hk), Language attitudes of the first postcolonial generation in Hong Kong secondary schools. Language in Society (Cambridge, UK), 34.3 (2005), 363–388.05–578Moraa Michieka, Martha (Purdue U, USA; michieka@purdue.edu), English in Kenya: a sociolinguistic profile. World Englishes (Oxford, UK) 24.2 (2005), 173–186.05–579Nickerson, Catherine (Radboud U Nijmegen, the Netherlands; c.nickerson@let.ru.nl), English as alingua francain international business contexts. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 367–380.05–580Ouhiala-Salminen, Leena, Charles Mirjaliisa & Anne Kankaanranta (Helsinki School of Economics, Finland; leena.louhiala@hkkk.fi), English as alingua francain Nordic corporate mergers: two case companies. English for Specific Purposes (Amsterdam, the Netherlands) 24.4. (2005), 410–421.05–581Planken, Brigitte (Radboud U Nijmegen, the Netherlands; b.planken@let.ru.nl), Managing rapport inlingua francasales negotiations: a comparison of professional and aspiring negotiators. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 381–400.05–582Rajagopalan, Kanavillil (State U at Campinas (UNICAMP), Brazil), Language politics in Latin America. AILA Review (Amsterdam, the Netherlands) 18 (2005), 76–93.05–583Seargeant, Philip (U of London, UK; pseargeant@ioe.ac.uk), Globalisation and reconfigured English in Japan. World Englishes (Oxford, UK) 24.3 (2005), 309–319.05–584Smith, Geoff P. (University of Hong Kong, Hong Kong, China), Chinese language sources for Chinese Pidgin English: what we know and what we need to know. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 72–79.05–585Sweeting, Anthony & Edward Vickers (U of Hong Kong, Hong Kong, China; sweetone@mac.com), On colonizing ‘colonialism’: the discourses of the history of English in Hong Kong. World Englishes (Oxford, UK) 24.2 (2005), 113–130.05–586Tanaka, Hiroko (U of Essex; htanaka@essex.ac.uk), Grammar and the ‘timing’ of social action: word order and preference organization in Japanese. Language in Society (Cambridge, UK), 34.3 (2005), 389–430.

This volume, one of the most important and timely publications of the International Institute of Islamic Thought (IIIT), represents the latest effort by scholars associated with the organization to formulate an educational program for Muslims. Ziauddin Sardar and Jeremy Henzell-Thomas revise and update the attempts by Ismail Faruqi and fellow founders of IIIT in the 1980s to address the crisis of education faced then by Muslim societies.That is appropriate, for the crisis has not disappeared with the passage of time. If anything, it has become greater and now encompasses Muslims worldwide—not just those in Muslim societies. And, as the authors of this volume note repeatedly, it has captured the attention of educators in the US, UK, and most other European nations.Now, eschewing the older Islamization of knowledge approach, Sardar and Henzell-Thomas propose the integration of knowledge. They set aside the old paradigm while offering minimal comments about the shortcomings that warrant such a change, perhaps so as to avoid giving rise to unnecessary quarrels. Major attention must be accorded, therefore, what the authors understand integration of knowledge to be and how it might address the needs of their specific audience—Muslim societies. One must wonder, all the same, why the audience is so defined. After all, the crisis of education affects people everywhere, Muslims in Muslim and non-Muslim societies as well as non-Muslims living in Muslim and non-Muslim societies. How do differences in political and economic problems faced by these various groups affect the educational goals to be achieved and who is affected by them?Another preliminary objection concerns the way both the earlier IIIT reformers and those involved in the new project ignore or neglect the critique of shortcomings in educational approaches launched in the US early in the twentieth century by Robert Maynard Hutchins and Mortimer Adler, a critique that culminated in the Great Books movement. It, or, more accurately, offshoots of it, have given rise to attempts at general or liberal education in numerous American and European institutions. Especially pertinent for the integration of knowledge project is how these offshoots of the Great Books movement, ostensibly centered on Western writings at the outset, have gradually come to incorporate fundamental texts from the Golden Age of the Arabic and Islamic tradition. Today more than ever, it is essential to promote the cultural phenomena common to all. Only greater awareness of the extent to which we are one people will allow us to counter those who seek to divide us and thereby fuel enmity.Finally, no attention is accorded here to how the issues identified with the crisis of education are addressed in other faith traditions or to the way members of those traditions attempt to integrate the teachings of revealed texts with ones arising from simple human reasoning. Such a broader focus would have permitted the authors to propose an approach that might resonate with the general malaise expressed by many educators and suggest a way forward that all, not just Muslims, could embrace.Still, these preliminary objections are just that, preliminary. To assess their merit, it is essential to consider carefully what is actually proposed in the volume under review. It consists of a Foreword setting forth the basic principles of the revised project and four chapters. The first, “Mapping the Terrain,” is by Sardar, as is the second, “From Islamization to Integration of Knowledge.” Henzell-Thomas is the author of the third and fourth chapters, “The Integration We Seek” and “Towards a Language of Integration.”

06–475Al-Ali, Mohammed N. (Jordan U of Science and Technology, Irbid, Jordan), Genre-pragmatic strategies in English letter-of-application writing of Jordanian Arabic–English bilinguals. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 119–139.06–476Anderson, Bill (Massey U College of Education, New Zealand; w.g.anderson@massey.ac.nz), Writing power into online discussion. Computers and Composition (Elsevier) 23.1 (2006), 108–124.06–477Blaır, Kristine & Cheryl Hoy (Bowling Green State U, USA; kblair@bgnet.bgsu.edu), Paying attention to adult learners online: The pedagogy and politics of community. Computers and Composition (Elsevier) 23.1 (2006), 32–48.06–478Blakelock, Jane & Tracy E. Smith (Wright State U, USA; jane.blakelock@wright.edu) Distance learning: From multiple snapshots, a composite portrait. Computers and Composition (Elsevier) 23.1 (2006), 139–161.06–479Bulley, Míchael, Wasthatnecessary?English Today (Cambridge University Press) 22.2 (2006), 47–49.06–480Chi-Fen, Emily Chen (National Kaohsiung First U of Science and Technology, Taiwan; emchen@ccms.nkfust.edu.tw), The development of email literacy: From writing to peers to writing to authority figures.Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 35–55.06–481Chikamatsu, Nobuko (DePaul U, Chicago, USA; nchikama@condor.depaul.edu), Developmental word recognition: A study of L1 English readers of L2 Japanese. The Modern Language Journal (Blackwell) 90.1 (2006), 67–85.06–482DePew, Kevin Eric (Old Dominion U, USA; Kdepew@odu.edu), T. A. Fishman, Julia E. Romberger & Bridget Fahey Ruetenik, Designing efficiencies: The parallel narratives of distance education and composition studies. Computers and Composition (Elsevier) 23.1 (2006), 49–67.06–483Dix, Stephanie (Hamilton, New Zealand; stephd@waikato.ac.nz), ‘What did I change and why did I do it?’ Young writers' revision practices. Literacy (Blackwell) 40.1 (2006), 3–10.06–484Donohue, James P. (London, UK; jdonohue@hillcroft.ac.uk), How to support a one-handed economist: The role of modalisation in economic forecasting. English for Specific Purposes (Elsevier) 25.2 (2006), 200–216.06–485Eisenhart, Christopher (U Massachusetts at Dartmouth, USA), The Humanist scholar as public expert. Written Communication (Sage) 23.2 (2006), 150–172.06–486Foy, Judith G. & Virginia Mann (Loyola Marymount U, USA; jfoy@lmu.edu), Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading (Blackwell) 29.2 (2006), 143–161.06–487Gruba, Paul (U Melbourne, Australia), Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 77–92.06–488Halliday, Lorna F. (MRC Institute of Hearing Research, Nottingham, UK) & Dorothy V. M. Bishop, Auditory frequency discrimination in children with dyslexia. Journal of Research in Reading (Blackwell) 29.2 (2006), 213–228.06–489Hayes, John R. (Carnegie Mellon U, USA) & N. Ann Chenoweth, Is working memory involved in the transcribing and editing of texts?Written Communication (Sage) 23.2 (2006), 135–149.06–490Hewett, Beth L. (Forest Hill, MD, USA; beth.hewett@comcast.net), Synchronous online conference-based instruction: A study of whiteboard interactions and student writing. Computers and Composition (Elsevier) 23.1 (2006), 4–31.06–491Hilton, Mary (U Cambridge, UK; mhiltonhom@aol.com), Damaging confusions in England's KS2 reading tests: A response to Anne Kispal. Literacy (Blackwell) 40.1 (2006), 36–41.06–492Hock Seng, Goh (U Pendikikan Sultan Idris, Malaysia) & Fatimah Hashim, Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 26 pp.06–493Khuwaileh, Abdullah A. (Abu Dhabi, Al-ain, United Arab Emirates), Medical rhetoric: A contrastive study of Arabic and English in the UAE. English Today (Cambridge University Press) 22.2 (2006), 38–44.06–494Kondo-Brown, Kimi (U Hawaii at Manoa, USA), Affective variables and Japanese L2 reading ability. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 17 pp.06–495Lee, Jin Sook (U California, USA), Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 93–113.06–496Macaruso, Paul (Community College of Rhode Island, USA; pmacaruso@ccri.edu), Pamela E. Hook & Robert McCabe, The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading (Blackwell) 29.2 (2006), 162–172.06–497Magnet, Anne (U Burgundy, France; anne.magnet@u-bourgogne.fr) & Didier Carnet, Letters to the editor: Still vigorous after all these years? A presentation of the discursive and linguistic features of the genre. English for Specific Purposes (Elsevier) 25.2 (2006), 173–199.06–498Miller-Cochran, Susan K. & Rochelle L. Rodrigo (Mesa Community College, USA; susan.miller@mail.mc.maricopa.edu), Determining effective distance learning designs through usability testing. Computers and Composition (Elsevier) 23.1 (2006), 91–107.06–499Nelson, Mark Evan (U California, USA; menelson@berkeley.edu), Mode, meaning, and synaestesia in multimedia L2 writing. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 55–76.06–500Nikolov, Marianne (U Pécs, Hungary; nikolov@nostromo.pte.hu), Test-taking strategies of 12- and 13-year-old Hungarian learners of EFL: Why whales have migraines. Language Learning (Blackwell) 56.1 (2006), 1–51.06–501Parks, Susan, Diane Huot, Josiane Hamers & France H.-Lemonnier (U Laval, Canada; susan.parks@lli.ulaval.ca), ‘History of theatre’ web sites: A brief history of the writing process in a high school ESL language arts class. Journal of Second Language Writing (Elsevier) 14.4 (2005), 233–258.06–502Pigada, Maria & Norbert Schmitt (U Nottingham, UK), Vocabulary acquisition from extensive reading: a case study. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 28 pp.06–503Powell, Daisy (Institute of Education, U London, UK; d.powell@ioe.ac.uk), David Plaut & Elaine Funnell, Does the PMSP connectionist model of single word reading learn to read in the same way as a child?Journal of Research in Reading (Blackwell) 29.2 (2006), 229–250.06–504Reichelt, Melinda (U Toledo, USA; melinda.reichelt@utoledo.edu), English-language writing instruction in Poland. Journal of Second Language Writing (Elsevier) 14.4 (2005), 215–232.06–505Reilly, Colleen A. & Joseph John Williams (U North Carolina, USA; reillyc@uncw.edu), The price of free software: Labor, ethics, and context in distance education. Computers and Composition (Elsevier) 23.1 (2006), 68–90.06–506Reimer, Jason F. (California State U, USA; jreimer@csusb.edu), Developmental changes in the allocation of semantic feedback during visual word recognition. Journal of Research in Reading (Blackwell) 29.2 (2006), 194–212.06–507Richter, Tobias (U Cologne, Germany), What is wrong with ANOVA and Multiple Regression? Analyzing sentence reading times with hierarchical linear models. Discourse Processes (Erlbaum) 41.3 (2006), 221–250.06–508Roca De Larios, Julio (U of Murcia, Spain; jrl@um.es), Rosa M. Manchón & Liz Murphy, Generating text in native and foreign language writing: a temporal analysis of problem-solving formulation processes. The Modern Language Journal (Blackwell) 90.1 (2006), 100–114.06–509Spencer, Ken (U Hull, UK; k.a.spencer@hull.ac.uk), Phonics self-teaching materials for foundation literacy. Literacy (Blackwell) 40.1 (2006), 42–50.06–510Spooner, Alice L. R. (U Central Lancashire, UK; aspooner@uclan.ac.uk), Susan E. Gathercole & Alan D. Baddeley, Does weak reading comprehension reflect an integration deficit?Journal of Research in Reading (Blackwell) 29.2 (2006), 173–193.06–511Swarts, Jason (North Carolina State U, USA), Coherent fragments: The problem of mobility and genred information. Written Communication (Sage) 23.2 (2006), 173–201.06–512Walsh, Maureen, The ‘textual shift’: examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 24–37.06–513Wilson, Andrew (Lancaster U, UK; eiaaw@exchange.lancs.ac.uk), Development and application of a content analysis dictionary for body boundary research. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 105–110.06–514Yusun Kang, Jennifer (Harvard U Graduate School of Education, USA; jennifer_kang@post.harvard.edu), Written narratives as an index of L2 competence in Korean EFL learners. Journal of Second Language Writing (Elsevier) 14.4 (2005), 259–279.

The Arab world witnessed an influx of satellite channels during the 1990s and in the early years of the first decade of the new century. Many analysts in the Arab world applauded this influx as a potential tool for political change in the Arab countries. Two stations were at the heart of the new optimism: Al-Jazeera and Al Arabiya, the two most prominent 24-hour news channels in the region. Al-Jazeera proved to be more controversial because in its early years of broadcasting it managed to break taboos in the Arab media by tackling issues of human rights and hosting Arab dissidents. Also, its coverage of international conflicts (primarily Afghanistan and Iraq) has marked it as a counter-hegemonic news outlet. For the first time, the flow of news went from South to North. Some scholars who study Arab satellite media, and Al-Jazeera specifically, have gone so far as to suggest that it has created a new Arab public sphere (Lynch, Miladi). However, the political developments in the Arab world, mainly the recent revolutions in Tunisia and Egypt and what is now happening in Bahrain, Libya, and Yemen, have raised questions as to how credible these suggestions are. And are we going to claim the same powers for social media in the Arab world? This article takes the form of a personal reflection on how successful (or not) Arab satellite channels are proving to be as a tool for political change and reform in the Arab world. Are these channels editorially free from Arab governments’ political and economic interests? And could new media (notably social networking sites) achieve what satellite channels have been unable to over the last two decades? 1996 saw the launch of Al-Jazeera, the first 24-hour news channel in the Arab world. However, it didn’t have much of an impact on the media scene in the region until 1998 and gained its controversial reputation through its coverage of the Afghanistan and Iraq wars (see Zayani; Miles; Allan and Zelizer; El-Nawawy and Iskandar). In the Arab world, it gained popularity with its compelling talk shows and open discussions of human rights and democracy (Alterman). But its dominance didn’t last long. In 2003, Al Walid Al Ibrahim, son-in-law of the late King Fahd of Saudi Arabia (1921-2005) established Al Arabiya, the second 24-hour news channel in the Arab world, just before the start of the Iraq war. Many scholars and analysts saw in this a direct response to the popularity that Al-Jazeera was achieving with the Arab audiences. Al Arabiya, however, didn’t achieve the level of popularity that Al-Jazeera enjoyed throughout its years of broadcasting (Shapiro). Al Arabiya and Al-Jazeera Arabic subsequently became rivals representing political and national interests and not just news competitors. Indeed, one of Wikileaks’ latest revelations states that Al-Jazeera changed its coverage to suit Qatari foreign policy. The US ambassador to Qatar, Joseph LeBaron, was reported as saying: The Qatari prime minister, Hamad bin Jassim al-Thani, had joked in an interview that Al-Jazeera had caused the Gulf State such headaches that it might be better to sell it. But the ambassador remarked: “Such statements must not be taken at face value.” He went on: “Al-Jazeera’s ability to influence public opinion throughout the region is a substantial source of leverage for Qatar, one which it is unlikely to relinquish. Moreover, the network can also be used as a chip to improve relations. For example, Al-Jazeera’s more favourable coverage of Saudi Arabia's royal family has facilitated Qatari–Saudi reconciliation over the past year.” (Booth). The unspoken political rivalry between Saudi Arabia and Qatar on Lebanese domestic disputes, over Iran, and over the Palestinian internal conflict was played out in the two channels. This brings us to my central question: can Arab satellite channels, and specifically Al-Jazeera Arabic and Al Arabiya, be regarded as tools for democratic political change? In the recent revolution in Tunisia (spring 2011), satellite channels had to catch up with what social media were reporting: and Al-Jazeera more so than Al Arabiya because of previous encounters between Al-Jazeera and Zein Al Abidine bin Ali’s regime (Greenslade, The Guardian). Bin Ali controlled the country’s media and access to satellite media to suit his interests. Al-Jazeera was banned from Tunisia on several occasions and had their offices closed down. Bin Ali allowed private TV stations to operate but under indirect state control when it came to politics and what Ben Ali’s regime viewed as national and security interests. Should we therefore give social networking credit for facilitating the revolution in Tunisia? Yes, we should. We should give it credit for operating as a mobilising tool. The people were ready, the political moment came, and the people used it. Four out of ten Tunisians are connected to the Internet; almost 20 per cent of the Tunisian population are on Facebook (Mourtada and Salem). We are talking about a newly media-literate population who have access to the new technology and know how to use it. On this point, it is important to note that eight out of ten Facebook users in Tunisia are under the age of 30 (Mourtada and Salem). Public defiance and displays of popular anger were sustained by new media outlets (Miladi). Facebook pages have become sites of networking and spaces for exchanging and disseminating news about the protests (Miladi). Pages such as “The people of Tunisia are burning themselves, Mr President” had around 15,000 members. “Wall-posts” specifying the date and place of upcoming protest became very familiar on social media websites. They even managed to survive government attempts to disable and block these sites. Tunisian and non-Tunisians alike became involved in spreading the message through these sites and Arab transnationalism and support for the revolution came to a head. Many adjacent countries had Facebook pages showing support for the Tunisian revolution. And one of the most prominent of these pages was “Egyptians supporting the Tunisian revolution.” There can be little doubt, therefore, that the success of the Tunisian revolution encouraged the youth of Egypt (estimated at 80 per cent of its Facebook users) to rise up and persist in their call for change and political reform. Little did Wael Ghonim and his friends on the “Kolinah Khaled Said” (“We are all Khaled Said”) Facebook page know where their call for demonstrations on the 25 January 2011 would lead. In the wake of the Tunisian victory, the “We are all Khaled Said” page (Said was a young man who died under torture by Egyptian police) garnered 100,000 hits and most of these virtual supporters then took to the streets on 25 January which was where the Egyptian revolution started. Egyptians were the first Arab youth to have used the Internet as a political platform and tool to mobilise people for change. Egypt has the largest and most active blogosphere in the Arab world. The Egyptian bloggers were the first to reveal corruption and initiated calls for change as early as 2007 (Saleh). A few victories were achieved, such as the firing and sentencing of two police officers condemned for torturing Imad Al Kabeer in 2007 (BBC Arabic). However, these early Egyptian bloggers faced significant jail sentences and prosecution (BBC News). Several movements were orchestrated via Facebook, including the 6 April uprising of 2007, but at this time such resistance invariably ended in persecution and even more oppression. The 25 January revolution therefore took the regime by surprise. In response, former Egyptian president Hosni Mubarak and his entourage (who controlled the state media and privately owned TV stations such as Dream TV) started making declarations that “Egypt is not Tunisia,” but the youth of Egypt were determined to prove them wrong. Significantly, Mubarak’s first reaction was to block Twitter, then Facebook, as well as disrupting mobile phone text-messaging and Blackberry-messaging services. Then, on Thursday 27 January, the regime attempted to shut down the Internet as a whole. Al-Jazeera Arabic quickly picked up on the events in Egypt and began live coverage from Cairo’s Tahrir Square, which resulted in Mubarak’s block of Al-Jazeera’s transmission in Egypt and the withdrawal of its operational licences. One joke exchanged with Tunisian activists on Facebook was that Egyptians, too, had “Ammar 404” (the nickname of the government censor in Tunisia). It was not long, however, before Arab activists from across the regions started exchanging codes and software that allowed Egyptians to access the Internet, despite the government blockades. Egyptian computer science students also worked on ways to access the Worldwide Web and overcome the government’s blockade (Shouier) and Google launched a special service to allow people in Egypt to send Twitter messages by dialling a phone number and leaving a voice message (Oreskovic, Reuters). Facebook group pages like Akher Khabar’s “Latest News” and Rased’s “RNN” were then used by the Egyptian diaspora to share all the information they could get from friends and family back home, bypassing more traditional modes of communication. This transnational support group was crucial in communicating their fellow citizens’ messages to the rest of the world; through them, news made its way onto Facebook and then through to the other Arab nations and beyond. My own personal observation of these pages during the period 25 January to 12 February revealed that the usage of social media platforms such as Facebook and Twitter changed markedly, shifting from being merely social in nature to becoming rapidly and primarily political, not only among Arab users in the Arab world, as Mourtada and Salem argue, but also throughout the Arabian diaspora. In the case of Libya’s revolution, also, social media may be seen to be a mobilising tool in the hands of both Libyans at home and across the Libyan diaspora. Libya has around 4 per cent of its population on Facebook (Mourtada and Salem), and with Gaddafi’s regime cracking down on the Internet, the Libyan diaspora has often been the source of information for what is happening inside the country. Factual information, images, and videos were circulated via the February 17th website (in Arabic and in English) to appeal to Arab and international audiences for help. Facebook and Twitter were where the hash tag “#Feb17th” was created. Omar Amer, head of the UK’s Libyan youth movement based in Manchester, told Channel 4: “I can call Benghazi or Tripoli and obtain accurate information from the people on the ground, then report it straight onto Twitter” (Channel 4 News). Websites inspired by #Feb17th were spread online and Facebook pages dedicated to news about the Libyan uprisings quickly had thousands of supporters (Channel 4 News). Social media networks have thus created an international show of solidarity for the pro-democracy protestors in Libya, and Amer was able to report that they have received overwhelming support from all around the globe. I think that it must therefore be concluded that the role Arab satellite channels were playing a few years ago has now been transferred to social media websites which, in turn, have changed from being merely social/cultural to political platforms. Moreover, the nature of the medium has meant that the diasporas of the nations concerned have been instrumental to the success of the uprisings back home. However, it would be wrong to suggest that broadcast media have been totally redundant in the revolutionary process. Throughout the Tunisian and Egyptian revolutions, Al-Jazeera became a disseminating tool for user-generated content. A call for Arab citizens to send their footage of unfolding events to the Al-Jazeera website for it to re-broadcast on its TV screens was a key factor in the dissemination of what was happening. The role Al-Jazeera played in supporting the Egyptian revolution especially (which caused some Arab analysts to give it the name “channel of revolutions”), was quickly followed by criticism for their lack of coverage of the pro-democracy protests in Bahrain. The killing of peaceful protestors in Bahrain did not get airtime the way that the killing of Egyptian pro-democracy protestors had. Tweets, Facebook posts and comments came pouring in, questioning the lack of coverage from Bahrain. Al Arabiya followed Al-Jazeera’s lead. Bahrain was put last on the running order of the coverage of the “Arab revolutions.” Newspaper articles across the Arab world were questioning the absence of “the opinion and other opinion” (Al-Jazeera’s Arabic motto) when it came to Bahrain (see Al Akhbar). Al Jazeera’s editor-in-chief, Hassan El Shoubaki, told Lebanese newspaper Al Akhbar that they were not deliberately absent but had logistical problems with the coverage since Al-Jazeera is banned in Bahrain (Hadad). However, it can be argued that Al-Jazeera was also banned in Egypt and Tunisia and that didn’t stop the channel from reporting or remodelling its screen to host and “rebroadcast” an activist-generated content. This brings us back to the Wikileaks’ revelation mentioned earlier. Al-Jazeera’s coverage of the Bahraini protests is influenced by Qatari foreign policy and, in the case of Bahrain, is arguably abiding by Qatar’s commitment to Gulf Cooperation Council security treaties. (This is one of the occasions where Al Arabiya and Al-Jazeera appear to have shared the same editorial guidelines, influenced by Qatari and Saudi Arabian shared policy.) Nevertheless, the Bahraini protests continue to dominate the social networks sites and information has kept flowing from Bahrain and it will continue to do so because of these platforms. The same scenario is also unfolding in Syria, but this time Al-Jazeera Arabic is taking a cautious stance while Al Arabiya has given the protests full coverage. Once again, the politics are obvious: Qatar is a supporter of the Syrian regime, while Saudi Arabia has long been battling politically with Syria on issues related to Lebanon, Palestine, and Iran (this position might change with Syria seeking support on tackling its own domestic unrest from the Saudi regime). All this confirms that there are limits to what satellite channels in the Arab world can do to be part of a process for democratic political reform. The Arab media world is not free of the political and economic influence of its governments, its owners or the various political parties struggling for control. However, this is clearly not a phenomenon unique to the Arab world. Where, or when, has media reporting ever been totally “free”? So is this, then, the age of new media? Could the Internet be a free space for Arab citizens to express their opinion and fulfil their democratic aspirations in bringing about freedom of speech and political freedom generally? Is it able to form the new Arab public sphere? Recent events show that the potential is there. What happened in Tunisia and Egypt was effectively the seizure of power by the people as part of a collective will to overthrow dictators and autocratic regimes and to effect democratic change from within (i.e. not having it imposed by foreign powers). The political moment in Tunisia was right and the people receptive; the army refused to respond violently to the protests and members of bin Ali’s government rose up against him. The political and social scene in Egypt became receptive after the people felt empowered by events in Tunis. Will this transnational empowerment now spread to other Arab countries open to change notwithstanding the tribal and sectarian alliances that characterise their populations? Further, since new media have proven to be “dangerous tools” in the hands of the citizens of Tunisia and Egypt, will other Arab regimes clamp down on them or hijack them for their own interests as they did the satellite channels previously? Maybe, but new media technology is arguably ahead of the game and I am sure that those regimes stand to be taken by surprise by another wave of revolutions facilitated by a new online tool. So far, Arab leaders have been of one voice in blaming the media for the protests (uprisings) their countries are witnessing—from Tunisia to Syria via Egypt, Yemen, Bahrain and Libya. As Khatib puts it: “It is as if the social, economic, and political problems the people are protesting against would disappear if only the media would stop talking about them.” Yet what is evident so far is that they won’t. The media, and social networks in particular, do not of themselves generate revolutions but they can facilitate them in ways that we are only just beginning to understand. References Allan, Stuart, and Barbie Zelizer. Reporting War: Journalism in War Time. London: Routledge, 2004. Alterman, John. New Media New Politics? From Satellite Television to the Internet in the Arab World. Washington: Washington Institute for Near East Policy, 1998. BBC News. “Egypt Blogger Jailed for ‘Insult,’” 22 Feb. 2007. 1 Mar. 2011 ‹http://news.bbc.co.uk/go/pr/fr/-/1/hi/world/middle_east/6385849.stm›. BBC Arabic. “Three Years Jail Sentence for Two Police Officers in Egypt in a Torture Case.” 5 Nov. 2007. 26 Mar. 2011 ‹http://news.bbc.co.uk/hi/arabic/middle_east_news/newsid_7079000/7079123.stm›. Booth, Robert. “WikiLeaks Cables Claim Al-Jazeera Changed Coverage to Suit Qatari Foreign Policy.” The Guardian 6 Dec. 2010. 22 Feb. 2011 ‹http://www.guardian.co.uk/world/2010/dec/05/wikileaks-cables-al-jazeera-qatari-foreign-policy›. Channel 4 News. “Arab Revolt: Social Media and People’s Revolution.” 25 Feb. 2011. 3 Mar. 2011 ‹http://www.channel4.com/news/arab-revolt-social-media-and-the-peoples-revolution›. El-Nawawy, Mohammed, and Adel Iskandar. Al Jazeera. USA: Westview, 2002. Greenslade, Roy. “Tunisia Breaks Ties with Qatar over Al-Jazeera.” The Guardian 26 Oct. 2006. 23 Mar. 2011 ‹http://www.guardian.co.uk/media/greenslade/2006/oct/26/tunisiabreakstieswithqatar›. Hadad, Layal. “Al thowra al Arabiya tawqafet Eindah masharef al khaleegj” (The Arab Revolution Stopped at the Doorsteps of the Gulf). Al Akhbar 19 Feb. 2011. 20 Feb. 2011 ‹http://www.al-akhbar.com/node/4614›. Khatib, Lina. “How to Lose Friends and Alienate Your People.” Jadaliyya 26 Mar. 2011. 27 Mar. 2011 ‹http://www.jadaliyya.com/pages/index/1014/how-to-lose-friends-and-alienate-your-people›. Lynch, Marc. Voices of the New Arab Public: Iraq, Al-Jazeera, and Middle East Politics Today. New York: Columbia UP, 2006. Miladi, Noureddine. “Tunisia A Media Led Revolution?” Al Jazeera 17 Jan. 2011. 2 Mar. 2011 ‹http://english.aljazeera.net/indepth/opinion/2011/01/2011116142317498666.html#›. Miles, Hugh. Al Jazeera: How Arab TV News Challenged the World. London: Abacus, 2005. Mourtada, Rasha, and Fadi Salem. “Arab Social Media Report, Facebook Usage: Factors and Analysis.” Dubai School of Government 1.1 (Jan. 2011). Oreskovic, Alexei. “Google Inc Launched a Special Service...” Reuters 1 Feb. 2011. 28 Jan. 2011 ‹http://www.reuters.com/article/2011/02/01/us-egypt-protest-google-idUSTRE71005F20110201›. Saleh, Heba. “Egypt Bloggers Fear State Curbs.” BBC News 22 Feb. 2007. 28 Jan. 2011 ‹http://news.bbc.co.uk/go/pr/fr/-/1/hi/world/middle_east/6386613.stm›. Shapiro, Samantha. “The War inside the Arab Newsroom.” The New York Times 2 Jan. 2005. Shouier, Mohammed. “Al Tahrir Qanat al Naser … Nawara Najemm” (Liberation, Victory Channel… and Nawara Najem). Al Akhbar 17 Feb. 2011. Zayani, Mohammed. The Al-Jazeera Phenomenon: Critical Perspectives on Arab Media. London: Pluto, 2005.

06–536Abd-el-Jawad, Hassan R. (Sultan Qaboos U, Oman), Why do minority languages persist? The case of Circassian in Jordan. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 51–74.06–537Athanasopoulos, Panos (U Essex, UK; pathan@essex.ac.uk), Effects of the grammatical representation of number on cognition in bilinguals. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 89–96.06–538Bialystok, Ellen (York U, Canada; ellenb@yorku.ca), Catherine Mcbride-Chang & Gigi Luk, Bilingualism, language proficiency and learning to read in two writing systems. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 580–590.06–539Broersma, Mirjam (Max Planck Institute for Psycholinguistics, Netherlands; mirjam.broersma@mpi.nl) & Kees de Bot, Triggered codeswitching: A corpus-based evaluation of the original triggering hypothesis and a new alternative. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 1–13.06–540Cahnmann, Melisa (U Georgia, Athens, USA; cahnmann@uga.edu) & Manka M. Varghese, Critical advocacy and bilingual education in the United States. Linguistics and Education (Elsevier) 16.1 (2005), 59–73.06–541Creese, Angela (U Birmingham, UK), Arvind Bhatt, Nirmala Bhojani & Peter Martin, Multicultural, heritage and learner identities in complementary schools. Language and Education (Multilingual Matters) 20.1 (2006), 23–4306–542Deuchar, Margaret (U Wales, Bangor, UK; m.deuchar@bangor.ac.uk), Congruence and Welsh–English code-switching. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 255–269.06–543Dong, Yanping (Guangdong U of Foreign Studies, China; ypdong@mail.gdufs.edu.cn), Shichun Gui & Brian Macwhinney, Shared and separate meanings in the bilingual mental lexicon. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 221–238.06–544du Plessis, Theo (U Free State, South Africa; dplesslt.hum@mail.uovs.ac.za), From monolingual to bilingual higher education: The repositioning of historically Afrikaans-medium universities in South Africa. Language Policy (Springer) 5.1 (2006), 87–113.06–545Étienne, Corinne (U Massachusetts, USA; corinne.etienne@umb.edu), The lexical particularities of French in the Haitian press: Readers' perceptions and appropriation. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 257–277.06–546Fargha, Mohammed & Madeline Haggan (Kuwait U, Kuwait), Compliment behaviour in bilingual Kuwaiti college students. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 94–118.06–547Francis, Norbert (Northern Arizona U, USA; norbert.francis@nau.edu), Bilingual children's writing: Self-correction and revision of written narratives in Spanish and Nahuatl. Linguistics and Education (Elsevier) 16.1 (2005), 74–92.06–548Hayes, Renée (U Sunderland, UK; rhayes@mundo-r.com), Conversation, negotiation, and the word as deed: Linguistic interaction in a dual language program. Linguistics and Education (Elsevier) 16.1 (2005), 93–112.06–549Martin, Peter (U East London, UK), Arvind Bhatt, Nirmala Bhojani & Angela Creese, Managing bilingual interaction in a Gujarati complementary school in Leicester. Language and Education (Multilingual Matters) 20.1 (2006), 5–22.06–550McGroarty, Mary (Northern Arizona U, USA; mary.mcgroarty@nau.edu), Neoliberal collusion or strategic simultaneity? On multiple rationales for language-in-education policies. Language Policy (Springer) 5.1 (2006), 3–13.06–551Mooko, Theophilus (U Botswana, Gaborone, Botswana), Counteracting the threat of language death: The case of minority languages in Botswana. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 109–125.06–552Nicoladis, Elena (U Alberta, Canada; elenan@ualberta.ca), Cross-linguistic transfer in adjective–noun strings by preschool bilingual children. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 15–32.06–553Nikula, Tarja (U Jyväskylä, Finland; tnikula@cc.jyu.fi), English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education (Elsevier) 16.1 (2005), 27–58.06–554Padilla, Francisca, Maria Teresa Bajo & Pedro Macizo (U Granada, Spain; mbajo@ugr.es), Articulatory suppression in language interpretation: Working memory capacity, dual tasking and word knowledge. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 207–219.06–555Palozzi, Vincent J. (Indiana U, USA; vpalozzi@indiana.edu), Assessing voter attitude toward language policy issues in the United States. Language Policy (Springer) 5.1 (2006), 15–39.06–556Petrovic, John E. (U Alabama, USA; Petrovic@bamaed.ua.edu), The conservative restoration and neoliberal defenses of bilingual education. Language Policy (Springer) 4.4 (2005), 395–416.06–557Robertson, Leena Helavaara (Middlesex U, UK), Learning to read ‘properly’ by moving between parallel literacy classes. Language and Education (Multilingual Matters) 20.1 (2006), 44–61.06–558Reyes, Iliana (U Arizona, USA; ireyes@email.arizona.edu) & Arturo E. Hernández, Sentence interpretation strategies in emergent bilingual children and adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 51–69.06–559Rolla San Francisco, Andrea, María Carlo, Diane August & Catherine E. Snow (Harvard U Graduate School, USA; snowcat@gse.harvard.edu), The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 229–246.06–560Sandel, Todd L. (U Oklahoma, Norman, USA), Wen-Yu Chao & Chung-Hui Liang, Language shift and language accommodation across family generations in Taiwan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 126–147.06–561Sundara, Megha, Linda Polka & Shari Baum (McGill U, USA; msundara@u.washington.edu), Production of coronal stops by simultaneous bilingual adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 97–114.06–562Tan, Charlene (Nanyang Technological U, Singapore), Change and continuity: Chinese language policy in Singapore. Language Policy (Springer) 5.1 (2006), 41–62.06–563Taube-Schiffnorman, Marlene (Concordia U, Canada; marlene_taubeschiff@yahoo.ca) & Norman Segalowitz, Within-language attention control in second language processing. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 195–206.06–564Thabit Saeed, Aziz & Shehdeh Fareh (U Sharjah, UAE), Difficulties encountered by bilingual Arab learners in translating Arabic ‘fa’ into English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 19–32.06–565Uchikoshi, Yuuko (Harvard U, USA; yuchikoshi@ucdavis.edu), English vocabulary development in bilingual kindergarteners: What are the best predictors?Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 33–49.06–566Veii, Kazuvire (U Surrey, UK & U Namibia) & John Everatt (j.everatt@surrey.ac.uk), Predictors of reading among Herero–English bilingual Namibian school children. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 239–254.06–567Wu, Chao-Jung (U Leicester, UK), Look w talking: language choices and culture of learning in UK Chinese classrooms. Language and Education (Multilingual Matters) 20.1 (2006), 62–75.06–568Yamamoto, Masayo (Kwansei Gakuin U, Japan), What makes who choose what languages to whom? Language use in Japanese–Filipino interlingual families in Japan. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 588–606.06–569Zwanziger, Elizabeth (Boston U, USA; eezp@bu.edu), Shanley E. M. Allen & Fred Genesee, Cross-linguistic influence in bilingual acquisition: Subject omission in learners of Inuktitut and English. Journal of Child Language (Cambridge University Press) 32 (2005), 893–909.

06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@hawaii.edu), Timothy R. Levine, Hee Sun Park, Kelli Jean K. Asada & John A. Banas, Tests of a theory of communicative responsibility. Journal of Language and Social Psychology (Sage) 24.4 (2005), 358–381.06–23Belz, Julie A. (The Pennsylvania State U, USA; jab63@psu.edu) & Nina Vyatkina, Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 17–48.06–24Bird, Stephen (U Brunei Darussalam, Brunei; sbird@fass.ubd.edu.bn), Language learning edutainment: Mixing motives in digital resources. RELC Journal (Sage) 36.3 (2005), 311–339.06–25Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy. Language and Education (Multilingual Matters) 19.6 (2005), 467–482.06–26Chung, Yang-Gyun (International Languages Program, Ottawa, Canada; jchung2536@rogers.com), Barbara Graves, Mari Wesche & Marion Barfurth, Computer-mediated communication in Korean–English chat rooms: Tandem learning in an international languages program. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 49–86.06–27Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects, Language and Speech (Kingston Press) 47.3 (2004), 207–239.06–28Csizér, Kata (Eötvös U, Budapest, Hungary; weinkata@yahoo.com) & Zoltán Dörnyei, Language learners' motivational profiles and their motivated learning behavior. Language Learning (Blackwell) 55.4 (2005), 613–659.06–29Davis, Adrian (Macao Polytechnic Institute, Macao, China; ajdavis@ipm.edu.mo), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Multilingual Matters) 17.4 (2003), 207–222.06–30Deterding, David (Nanyang Technological U, Singapore; dhdeter@nie.edu.sg), Listening to Estuary English in Singapore. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 425–440.06–31Dörnyei, Zoltán (U Nottingham, UK; zoltan.dornyei@nottingham.ac.uk) & Kata Csizér, The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology (Sage) 24.4 (2005), 327–357.06–32Enk, Anneke van (Simon Fraser U, Burnaby, Canada), Diane Dagenais & Kelleen Toohey, A socio-cultural perspective on school-based literacy research: Some emerging considerations. Language and Education (Multilingual Matters) 19.6 (2005), 496–512.06–33Foster, Pauline & Amy Snyder Ohta (St Mary's College, U London, UK), Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics (Oxford University Press) 26.3 (2005), 402–430.06–34Furmanovsky, Michael (Ryukoku U, Japan), Japanese students' reflections on a short-term language program. The Language Teacher (Japan Association for Language Teaching) 29.12 (2005), 3–9.06–35Gass, Susan (Michigan State U, USA; gass@msu.edu), Alison Mackey & Lauren Ross-Feldman, Task-based interactions in classroom and laboratory settings. Language Learning (Blackwell) 55.4 (2005), 575–611.06–36Gatbonton, Elizabeth, Pavel Trofimovich & Michael Magid (Concordia U, USA), Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 489–512.06–37Gerjets, Peter & Friedrich Hesse (Knowledge Media Research Center, Germany; p.gerjets@iwm-kmrc.de), When are powerful learning environments effective? The role of learner activities and of students' conceptions of educational technology. International Journal of Educational Research (Elsevier) 41.6 (2004), 445–465.06–38Golombek, Paula & Stefanie Jordan (The Pennsylvania State U, USA), Becoming ‘black lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 513–534.06–39Green, Christopher (Hong Kong Polytechnic U, Hong Kong, China; egchrisg@polyu.edu.hk), Integrating extensive reading in the task-based curriculum. ELT Journal (Oxford University Press) 59.4 (2005), 306–311.06–40Hardison, Debra M. (Michigan State U, USA; hardiso2@msu.edu), Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 579–596.06–41Harwood, Nigel (U Essex, UK; nharwood@essex.ac.uk), ‘We do not seem to have a theory … the theory I present here attempts to fill this gap’: Inclusive and exclusive pronouns in academic writing. Applied Linguistics (Oxford University Press) 26.3 (2005), 343–375.06–42Hauser, Eric (U Electro-Communications, Japan), Coding ‘corrective recasts’: The maintenance of meaning and more fundamental problems. Applied Linguistics (Oxford University Press) 26.3 (2005), 293–316.06–43Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu), Differences in language skills: Heritage language learner subgroups and foreign language learners. The Modern Language Journal (Blackwell) 89.4 (2005), 563–581.06–44Koprowski, Mark (markkoprowski@yahoo.com), Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal (Oxford University Press) 59.4 (2005), 322–332.06–45LaFrance, Adéle (U Toronto, Canada; alafrance@oise.utoronto.ca) & Alexandra Gottardo, A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 559–578.06–46Nassaji, Hossein (U Victoria, Canada), Input modality and remembering name-referent associations in vocabulary learning. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.1 (2004), 39–55.06–47Nguyen, Hanh Thi (Hawaii Pacific U, USA; htnguyen@hawaii.edu) & Guy Kellogg, Emergent identities in on-line discussions for second language learning. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 111–136.06–48Norton, Julie (U Leicester, UK; jen7@le.ac.uk), The paired format in the Cambridge Speaking Tests. ELT Journal (Oxford University Press) 59.4 (2005), 287–297.06–49North, Sarah (The Open U, UK), Disciplinary variation in the use of theme in undergraduate essays. Applied Linguistics (Oxford University Press) 26.3 (2005), 431–452.06–50Nunan, David (U Hong Kong, China), Styles and strategies in the language classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 9–11.06–51Paribakht, T. Sima (U Ottawa, Canada; paribakh@uottawa.ca), The influence of first language lexicalization on second language lexical inferencing: A study of Farsi-speaking learners of English as a foreign language. Language Learning (Blackwell) 55.4 (2005), 701–748.06–52Potts, Diana (U British Columbia, Canada; djpotts7@hotmail.com), Pedagogy, purpose, and the second language learner in on-line communities. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 137–160.06–53Pretorius, Elizabeth J. (U South Africa, Pretoria, South Africa; pretoej@unisa.ac.za), English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 521–539.06–54Ramírez Verdugo, Dolores (Universidad Autónoma de Madrid, Spain; dolores.ramirez@uam.es), The nature and patterning of native and non-native intonation in the expression of certainty and uncertainty: Pragmatic effects. Journal of Pragmatics (Elsevier) 37.12 (2005), 2086–2115.06–55Riney, Timothy J., Naoyuki Takagi & Kumiko Inutsu (Interntional Christian U, Japan), Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 441–466.06–56Rossiter, Marian J. (U Alberta, Canada), Developmental sequences of L2 communication strategies. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey, USA) 15.1 & 15.2 (2005), 55–66.06–57Rubdy, Rani (Nanyang Technological U, Singapore; rsrubdy@nie.edu.sg), A multi-thrust approach to fostering a research culture. ELT Journal (Oxford University Press) 59.4 (2005), 277–286.06–58Schneider, Jason (jasoncschneider@yahoo.com), Teaching grammar through community issues. ELT Journal (Oxford University Press) 59.4 (2005), 298–305.06–59Shaaban, Kassim (American U Beirut, Lebanon), A proposed framework for incorporating moral education into the ESL/EFL classroom. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 201–217.06–60Sider, Steve R. (U Western Ontario, Canada), Growing up overseas: Perceptions of second language attrition and retrieval amongst expatriate children in India. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.2 (2004), 117–138.06–61Spiliotopoulus, Valia (U Toronto, Canada; valia.spiliotopoulos@ubc.ca) & Stephen Carey, Investigating the role of identity in writing using electronic bulletin boards. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 87–109.06–62Sueyoshi, Ayano (Michigan State U, USA; hardiso2@msu.edu) & Debra M. Hardison, The role of gestures and facial cues in second language listening comprehension. Language Learning (Blackwell) 55.4 (2005), 661–699.06–63Taguchi, Naoko (Carnegie Mellon U, USA; taguchi@andrew.cmu.edu), Comprehending implied meaning in English as a foreign language. The Modern Language Journal (Blackwell) 89.4 (2005), 543–562.06–64Taillefer, Gail F. (Université Toulouse I Sciences Sociales, France; gail.taillefer@univ-tlse1.fr), Foreign language reading and study abroad: Cross-cultural and cross-linguistic questions. The Modern Language Journal (Blackwell) 89.4 (2005), 503–528.06–65Tani-Fukuchi, Naoko (Kwansei Gakuin U, Japan), Japanese learner psychology and assessment of affect in foreign language study. The Language Teacher (Japan Association for Language Teaching) 29.4 (2005), 3–9.06–66Tani-Fukuchi, Naoko (Kwansei Gakuin U, Hyogo, Japan) & Robin Sakamoto, Affective dimensions of the Japanese foreign language learner: Implications for psychological learner development in Japan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.4 (2005), 333–350.06–67Thoms, Joshua (U Iowa, USA; joshua_thomas@uiowa.edu), Jianling Liao & Anja Szustak, The use of L1 in an L2 on-line chat activity. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 161–182.06–68Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu), The selective marking of past tense: Insights from Indian learners of English. International Journal of Applied Linguistics (Blackwell) 15.3 (2005), 364–378.06–69Tocalli-Beller, Agustina & Merrill Swain (U Toronto, Canada; atocalli-beller@oise.utoronto.ca), Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics (Blackwell) 15.1 (2005), 5–28.06–70Trofimovich, Pavel (Concordia U, Quebec, Canada; pavel@education.concordia.ca), Spoken-word processing in native and second languages: An investigation of auditory word priming. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 479–504.06–71Tuveng, Elena (U Oslo, Norway) & Astri Heen Wold, The collaboration of teacher and language-minority children in masking comprehension problems in the language of instruction: A case study in an urban Norwegian school. Language and Education (Multilingual Matters) 19.6 (2005), 513–536.06–72Warga, Muriel (Karl Franzens U, Graz, Austria), ‘Je serais très merciable’: Formulaic vs. creatively produced speech in learners' request closings. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 67–94.

07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann, Gender processing in first and second languages: The role of noun termination. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1090–1101.07–202Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–203Castagnaro, P. (Temple U, Japan), Audiolingual method and behaviorism: From misunderstanding to myth. Applied Linguistics (Oxford University Press) 27.3 (2006), 519–526.07–204Chang, Anna Ching-Shyang & John Read (Hsing-Wu College, Taiwan), The effects of listening support on the listening performance of EFL learners. TESOL Quarterly 40.2 (2006), 375–397.07–205Cieślicka, Anna (Adam Mickiewicz U, Poznań, Poland), Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research (Sage) 22.2 (2006), 115–144.07–206Cots J. (U Lleida, Spain; jmcots@dal.udl.es), Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching. ELT Journal (Oxford University Press) 60.4 (2006), 336–345.07–207Curdt-Christiansen, Xiao Lan (Nanyang Technological U, Singapore), Teaching and learning Chinese: Heritage language classroom discourse in Montreal Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 189–207.07–208Ellis, Nick C. (U Michigan, USA), Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics (Oxford University Press) 27.2 (2006), 164–194.07–209Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics (Oxford University Press) 27.3 (2006), 431–463.07–210Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–211Erlam, R. (U Auckland, New Zealand), Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics (Oxford University Press) 27.3 (2006), 464–491.07–212Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–213Folse, Keith S. (U Central Florida, USA), The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly 40.2 (2006), 273–293.07–214Goad, Heather (McGill U, Montreal, Canada) & Lydia White, Ultimate attainment in interlanguage grammars: A prosodic approach. Second Language Research (Sage) 22.3 (2006), 243–268.07–215Gullberg, Marianne (Max Planck Institute for Psycholinguistics, Germany; marianne.gullberg@mpi.nl), Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 103–124.07–216Hall, Joan Kelly, An Cheng & Matthew Carlson (Pennsylvania State U, USA), Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics (Oxford University Press) 27.2 (2006), 220–204.07–217Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–218Hawkey, Roger (U Bristol, UK; roger@hawkey58.freeserve.co.uk), Teacher and learner perceptions of language learning activity. ELT Journal (Oxford University Press) 60.3 (2006), 242–252.07–219Hawkins, Roger (U Essex, UK) & Hajime Hattori, Interpretation of English multiplewh-questions by Japanese speakers: A missing uninterpretable feature account. Second Language Research (Sage) 22.3 (2006), 269–301.07–220Hayes-Harb, Rachel (U Utah, USA), Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes. TESOL Quarterly 40.2 (2006), 321–339.07–221Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu), Computer-mediated communication in ESL teacher education. ELT Journal (Oxford University Press) 60.3 (2006), 233–241.07–222Hong-Nam, Kyungsim (U North Texas, USA; ksh0030@unt.edu) & Alexandra Leavell, Language learning strategy use of ESL students in an intensive English learning context. System (Elsevier) 34.3 (2006), 399–415.07–223Hopp, Holger (U Groningen, the Netherlands), Syntactic features and reanalysis in near-native processing. Second Language Research (Sage) 22.3 (2006), 369–397.07–224Jungheim, Nicholas (Waseda U, Japan; jungheim@waseda.jp), Learner and native speaker perspectives on a culturally-specific Japanese refusal. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 125–143.07–225Kim, Youngkyu (Ewha Womens U, Korea), Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a Foreign Language. TESOL Quarterly 40.2 (2006), 341–373.07–226Lai, Chun & Yong Zhao (Michigan State U, USA; laichun1@msu.edu), Noticing and text-based chat. Language Learning & Technology (University of Hawaii) 10.3 (2006), 102–120.07–227Lee, Siok H. & James Muncie (Simon Fraser U, Canada), From receptive to productive: Improving ESL learners' use of vocabulary in a postreading composition task. TESOL Quarterly 40.2 (2006), 295–320.07–228Lee, Y. (DePaul U, USA; ylee19@depaul.edu), Towards respecification of communicative competence: Condition of L2 Instruction or its objective?Applied Linguistics (Oxford University Press) 27.3 (2006), 349–376.07–229Lew, Robert (Adam Mickiewicz U, Poznań, Poland; rlew@amu.edu.pl) & Anna Dziemianko, A new type of folk-inspired definition in English monolingual learners' dictionaries and its usefulness for conveying syntactic information. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 225–242.07–230Liaw, Meei-ling (National Taichung U, Taiwan; meeilingliaw@gmail.com), E-learning and the development of intercultural competence. Language Learning & Technology (University of Hawaii) 10.3 (2006), 49–64.07–231Lieberman, Moti (American U, USA; aoshima@american.edu), Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–232Lin, Huifen (Kun Shan U, China; huifen5612@yahoo.com.tw) & Tsuiping Chen, Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organisers in facilitating EFL learners' comprehension of an animation-based content lesson. System (Elsevier) 34.3 (2006), 416–431.07–233Liu, Meihua (Tsinghua U, China; ellenlmh@yahoo.com), Anxiety in Chinese EFL students at different proficiency levels. System (Elsevier) 34.3 (2006), 301–316.07–234Lotz, Anja (Philipps-Universität Marburg, Germany) & Annette Kinder, Transfer in artificial grammar learning: The role of repetition information. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.4 (2006), 707–715.07–235Lozano, Cristobal (Universidad Autónoma de Madrid, Spain), Focus and split-intransitivity: The acquisition of word order alternations in non-native Spanish. Second Language Research (Sage) 22.2 (2006), 145–187.07–236Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–237McCafferty, Steven (U Nevada, USA; mccaffes@unlv.nevada.edu), Gesture and the materialization of second language prosody. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 197–209.07–238Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–239Palfreyman, David (Zayed U, United Arab Emirates; David.Palfreyman@zu.ac.ae), Social context and resources for language learning. System (Elsevier) 34.3 (2006), 352–370.07–240Qing Ma (U Louvain, Belgium) & Peter Kelly, Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 15–45.07–241Reinders, Hayo & Marilyn Lewis (U Auckland, NZ), An evaluative checklist for self-access materials. ELT Journal (Oxford University Press) 60.3 (2006), 272–278.07–242Rule, Sarah (U Southampton, UK) & Emma Marsden, The acquisition of functional categories in early French second language grammars: The use of finite and non-finite verbs in negative contexts. Second Language Research (Sage) 22.2 (2006), 188–218.07–243Shin, Dong-Shin (U Massachusetts, Amherst, USA; dongshin@educ.umass.edu), ESL students' computer-mediated communication practices: Context configuration. Language Learning & Technology (University of Hawaii) 10.3 (2006), 65–84.07–244Sime, Daniela (U Strathclyde, UK; daniela.sime@strath.ac.uk), What do learners make of teachers' gestures in the language classroom?International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 211–230.07–245Slabakova, Roumyana (U Iowa, USA), Is there a critical period for semantics?Second Language Research (Sage) 22.3 (2006), 302–338.07–246Slevc, L. Robert (U California, San Diego, USA; slevc@psy.ucsd.edu) & Akira Miyake, Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science (Blackwell) 17.8 (2006), 675–681.07–247Sorace, Antonella (U Edinburgh, UK) & Francesca Filiaci, Anaphora resolution in near-native speakers of Italian. Second Language Research (Sage) 22.3 (2006), 339–368.07–248Stam, Gale (National-Louis U, USA; gstam@nl.edu), Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 145–171.07–249Subrahmanyam, Kaveri (California State U, Los Angeles, USA) & Hsin-Hua Nancy Chen, A crosslinguistic study of children's noun learning: The case of object and substance words. First Language (Sage) 26.2 (2006), 141–160.07–250Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–251ten Hacken, Pius (Swansea U, UK; p.ten-hacken@swansea.ac.uk), Andrea Abel & Judith Knapp, Word formation in an electronic learners' dictionary: ELDIT. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 243–256.07–252Thi Hoang Oanh, Duong (Hue U, Vietnam; dthoangoahn@gmail.com) & Nguyen Thu Hien, Memorization and EFL students' strategies at university level in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–253Waters, A. (U Lancaster, UK; A.Waters@lancaster.ac.uk), Thinking and language learning. ELT Journal (Oxford University Press) 60.4 (2006), 319–327.07–254Williams, Peter (U East London, UK; pete.williams@rixcentre.org), Developing methods to evaluate web usability with people with learning difficulties. British Journal of Special Education (Blackwell) 33.4 (2006), 173–179.07–255Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–256Yoshii, Makoto (Prefectural U Kumamoto, Japan; yoshii@pu-kumamoto.ac.jp), L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology (University of Hawaii) 10.3 (2006), 85–101.07–257Yoshioka, Keiko (Leiden U, the Netherlands; k.yoshioka@let.leidenuniv.nl) & Eric Kellerman, Gestural introduction of ground reference in L2 narrative discourse. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 173–195.07–258Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

05–225Acevedo Butcher, Carmen (Sogang U, Korea), The case against the ‘native speaker’. English Today (Cambridge, UK) 21.2 (2005), 13–24.05–226Barcroft, Joe & Mitchell S. Sommers (Washington U in St. Louis, USA; barcroft@wustl.edu), Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 387–414.05–227Barr, David, Jonathan Leakey & Alexandre Ranchoux (U of Ulster, UK), Told like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 55–78.05–228Belz, Julie A. (Pennsylvania State U, USA), Intercultural questioning, discovery and tension in Internet-mediated language learning partnerships. Language and Intercultural Communication (Clevedon, UK) 5.1 (2005), 3–39.05–229Berry, Roger (Lingan U, Hong Kong, China), Who do they think ‘we’ is? Learners' awareness of personality in pedagogic grammars. Language Awareness (Clevedon, UK) 14.2/3 (2005), 84–97.05–230Braun, Sabine (U of Tübingen, Germany; sabine.braun@uni-tuebingen.de), From pedagogically relevant corpora to authentic language learning contents. ReCALL (Cambridge, UK) 17.1 (2005), 47–64.05–231Chambers, Angela (U of Limerick, Ireland; Angela.Chambers@ul.ie), Integrating corpus consultation in language studies. Language Learning & Technology (Hawaii, Manoa, USA) 9.2 (2005), 111–125.05–232Cortés, Ileana, Jesús Ramirez, María Rivera, Marta Viada & Joan Fayer (U of Puerto Rico, Puerto Rico), Dame un hamburger plain con ketchup y papitas. English Today (Cambridge, UK) 21.2 (2005), 35–42.05–233Dewaele, Jean-Marc (U of London, UK), Sociodemographic, psychological and politicocultural correlates in Flemish students' attitudes towards French and English. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 118–137.05–234Elkhafaifi, Hussein (Washington U, USA; hme3@u.washington.edu), Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 206–220.05–235Flowerdew, Lynne (Hong Kong U of Science and Technology, Hong Kong, China; lclynne@ust.hk), Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 135–147.05–236Fortune, Alan (King's College London, UK), Learners' use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness (Clevedon, UK) 14.1 (2005), 21–39.05–237Garner, Mark & Erik Borg (Northumbria U, UK; mark.garner@unn.ac.uk), An ecological perspective on content-based instruction. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 119–134.05–238Gourlay, Lesley (Napier U, UK; l.gourlay@napier.ac.uk), Directions and indirect action: learner adaptation of a classroom task. ELT Journal (Oxford, UK) 59.3 (2005), 209–216.05–239Granville, Stella & Laura Dison (U of the Witwatersrand, Johannesburg, South Africa; granvils@iweb.co.za), Thinking about thinking: integrating self-reflection into an academic literacy course. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 99–118.05–240Greidanus, Tine, Bianca Beks (Vrije Universiteit Amsterdam, the Netherlands; t.greidanus@worldonline.nl) & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 221–233.05–241Gumock Jeon-Ellis, Robert Debski & Gillian Wigglesworth (U of Melbourne, Australia), Oral interaction around computers in the project oriented CALL classroom. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 121–145.05–242Haig, Yvonne, Oliver Rhonda & Judith Rochecouste (Edith Cowan U, Australia), Adolescent speech networks and communicative competence. English in Australia (Norwood, Australia) 141 (2004), 49–57.05–243Harwood, Nigel (U of Essex, UK; nharwood@essex.ac.uk), What do we want EAP teaching materials for?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 149–161.05–244Heift, Trude (Simon Fraser U, Canada; heift@sfu.ca.), Inspectable learner reports for web-based language learning. ReCALL (Cambridge, UK) 17.1 (2005), 32–46.05–245Ibrahim, Nizar (Lebanese U, Lebanon; pronizar@yahoo.com) & Susan Penfield, Dynamic diversity: new dimensions in mixed composition classes. ELT Journal (Oxford, UK) 59.3 (2005), 217–225.05–246Jepson, Kevin (Monterey Institute of International Studies, USA), Conversations – and negotiated interaction – in text and voice chat rooms. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 79–98.05–247Juffs, Alan (U of Pittsburgh, USA; juffs@pitt.edu), The influence of first language on the processing ofwh-movement in English as a second language. Second Language Research (London, UK) 21.2 (2005), 121–151.05–248Knight, Paul (The Open U, UK; P. T. Knight@open.ac.uk), Learner interaction using email: the effects of task modification. ReCALL (Cambridge, UK), 17.1 (2005), 101–121.05–249Kondo, Takako (U of Essex, UK), Overpassivization in second language acquisition. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 129–161.05–250Lewin, Beverly A. (Tel Aviv U, Israel; lewinb@post.tau.ac.il), Hedging: an exploratory study of authors and readers identification of ‘toning down’ in scientific texts. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 163–178.05–251Malmqvist, Anita (Umeå U, Sweden), How does group discussion in reconstruction tasks affect written language output. Language Awareness (Clevedon, UK) 14.2/3 (2005), 128–142.05–252Menard-Warwick, Julia (U of California, USA; jemwarwick@ucdavis.edu), Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL. TESOL Quarterly (Alexandria, VA, USA) 39.2, 165–186.05–253Mirzaiean, Vahid & Alan Ramsay (Tehran, Iran), Content-based support for Persian learners of English. ReCALL (Cambridge, UK) 17.1 (2005), 139–154.05–254Morrison, Bruce (The Hong Kong Polytechnic U, Hong Kong, China), Evaluating learning gain in a self-access language learning centre. Language Teaching Research (London, UK) 9.3 (2005), 267–293.05–255Murphy, Linda (The Open U, UK), Attending to form and meaning: the experience of adult distance learners of French, German and Spanish. Language Teaching Research (London, UK) 9.3 (2005), 295–317.05–256Oliver, Rhonda, Yvonne Haig (Edith Cowan U, Australia; rhonda.oliver@ecu.edu.au) & Judith Rochecouste, Communicative competence in oral language assessment. Language and Education (Clevedon, UK) 19.3 (2005), 212–222.05–257Papadopoulou, Despina (Aristotle U of Thessaloniki, Greece), Reading-time studies of second language ambiguity resolution. Second Language Research (London, UK) 21.2 (2005), 98–120.05–258Payne, Scott J. & Brenda M. Ross (Pennsylvania State U, USA), Synchronous CMC, working memory, and L2 oral proficiency development. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 35–54.05–259Rogerson-Revell, Pamela (U of Leicester, UK; pmrr1@le.ac.uk), A hybrid approach to developing CALL materials: authoring with Macromedia's Dreamweaver/Coursebuilder. ReCALL (Cambridge, UK) 17.1 (2005), 122–138.05–260Smith, Ross (PricewaterhouseCoopers, Spain), Global English: gift or curse?English Today (Cambridge, UK) 21.2 (2005), 56–62.05–261St-Hilaire, Aonghas (Washington, DC, USA), Louisiana French immersion education: cultural identity and grassroots community development. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 158–172.05–262Todd, Richard W. (King Mogkut's U of Technology, Thailand; irictodd@kmutt.ac.th), ‘In an aeroplane, yes, in an aeroplane’: within-unit repetitions in classroom discourse. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 189–209.05–263Uschi, Felix (Monash U, Australia; uschi.felix@arts.monash.edu.au), E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches. ReCALL (Cambridge, UK) 17.1 (2005), 85–100.05–264Volle, Lisa M. (Central Texas College, USA), Analyzing oral skills in voice and e-mail and online interviews. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 145–163.05–265Williams, John N. (Cambridge U, UK; jnw12@cam.ac.uk), Learning without awareness. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 269–304.05–266Yongqi Gu, Peter, Guangwei Hu & Lawrence Jun Zhang (Nanyang Technological U, Singapore; yqpgu@nie.edu.sg), Investigating language learner strategies among lower primary school pupils in Singapore. Language and Education (Clevedon, UK) 19.4 (2005), 281–303.

Sharing this article, the act of writing and then having it read, legitimises the point of it – that is, we (and we speak on behalf of each other here) managed to negotiate western academic expectations and norms from a just-as-legitimate-but-not-always-heard female Buginese perspective written in Standard Australian English (not my first choice-of-language and I speak on behalf of myself). At times we transgressed roles, guiding and following each other through different academic, cultural, social, and linguistic domains until we stumbled upon ways of legitimating our entanglement of experiences, when we heard the similar, faint, drum beat across boundaries and journeys.This article is one storying of the results of this four year relationship between a Buginese PhD candidate and an Indigenous Australian supervisor – both in the writing of the article and the processes that we are writing about. This is our process of knowing and validating knowledge through sharing, collaboration and cultural exchange. Neither the successful PhD thesis nor this article draw from authoethnography but they are outcomes of a lived, research standpoint that fiercely fought to centre a Muslim-Buginese perspective as much as possible, due to the nature of a postgraduate program. In the effort to find a way to not privilege Western ways of knowing to the detriment of my standpoint and position, we had to find a way to at times privilege my way of knowing the world alongside a Western one. There had to be a beat that transgressed cultural and linguistic differences and that allowed for a legitimised dialogic, intersubjective dance.The PhD research focused on potential dialogue between Australian culture and Buginese culture in terms of feminism and its resulting cultural hybridity where some Australian feminist thoughts are applicable to Buginese culture but some are not. Therefore, the PhD study centred a Buginese standpoint while moving back and forth amongst Australian feminist discourses and the dominant expectations of a western academic process. The PhD research was part of a greater Indonesian tertiary movement to include, study, challenge and extend feminist literary programs and how this could be respectfully and culturally appropriately achieved. This article is written by both of us but the core knowledge comes from a Buginese standpoint, that is, the principal supervisor learned from the PhD candidate and then applied her understanding of Indigenous standpoint theory, Tuhiwahi Smith’s decolonising methodologies and Spivakian self-reflexivity to aid the candidate’s development of her dancing methodology. For this reason, the rest of this article is written from the first-person perspective of Dr Abbas.The PhD study was a literary analysis on five stories from Helen Garner’s Postcards from Surfers (1985). My work translated these five stories from English into Indonesian and discussed some challenges that occurred in the process of translation. By using Edward Said’s work on contrapuntal reading and Robert Warrior’s metaphor of the subaltern dancing, I, the embodied learner and the cultural translator, moved back and forth between Buginese culture and Australian culture to consider how Australian women and men are represented and how mainstream Australian society engages with, or challenges, discourses of patriarchy and power. This movement back and forth was theorised as ‘dancing’. Ultimately, another dance was performed at the end of the thesis waltz between the work which centred my Buginese standpoint and academia as a Western tertiary institution.I have been dancing with Australian feminism for over four years. My use of the word ‘dancing’ signified my challenge to articulate and engage with Australian culture, literature, and feminism by viewing it from a Buginese perspective as opposed to a ‘Non-Western’ perspective. As a Buginese woman and scholar, I centred my specific cultural standpoints instead of accepting them generally and therefore dismissed the altering label of ‘Non-Western’. Juxtaposing Australian feminism with Buginese culture was not easy. However, as my research progressed I saw interesting cultural differences between Australian and Buginese cultures that could result in a hybridized way of engaging feminist issues. At times, my cultural standpoint took the lead in directing the research or the point, at other times a Western beat was more prominent, for example, using the English language to voice my work.The Buginese, also known as the Bugis, along with the Makassar, the Mandar, and the Toraja, are one of the four main ethnic groups of the province of South Sulawesi in Indonesia. The population of the Buginese in South Sulawesi spreads into major states (Bone, Wajo, Soppeng, and Sidenreng) and some minor states (Pare-Pare, Suppa, and Sinjai). Like other ethnic groups living in other islands of Indonesia such as the Javanese, the Sundanese, the Minang, the Batak, the Balinese, and the Ambonese, the Buginese have their own culture and traditions. The Buginese, especially those who live in the villages, are still bounded strictly by ade’ (custom) or pangadereng (customary law). This concept of ade’ provides living guidelines for Buginese and consists of five components including ade’, bicara, rapang, wari’, and sara’. Pelras clarifies that pangadereng is ‘adat-hood’, a corpus of interlinked ruling principles which, besides ade’ (custom), includes also bicara (jurisprudence), rapang (models of good behaviour which ensure the proper functioning of society), wari’ (rules of descent and hierarchy) and sara’ (Islamic law and institution, derived from the Arabic shari’a) (190). So, pangadereng is an overall norm which includes advice on how Buginese should behave towards fellow human beings and social institutions on a reciprocal basis. In addition, the Buginese together with Makassarese, mind what is called siri’ (honour and shame), that is the sense of honour and shame. In the life of the Buginese-Makassar people, the most basic element is siri’. For them, no other value merits to be more detected and preserved. Siri’ is their life, their self-respect and their dignity. This is why, in order to uphold and to defend it when it has been stained or they consider it has been stained by somebody, the Bugis-Makassar people are ready to sacrifice everything, including their most precious life, for the sake of its restoration. So goes the saying.... ‘When one’s honour is at stake, without any afterthought one fights’ (Pelras 206).Buginese is one of Indonesia’s ethnic groups where men and women are intended to perform equal roles in society, especially those who live in the Buginese states of South Sulawesi where they are still bound strictly by ade’ (custom) or pangadereng (customary law). These two basic concepts are guidelines for daily life, both in the family and the work place. Buginese also praise what is called siri’, a sense of honour and shame. It is because of this sense of honour and shame that we have a saying, siri’ emmi ri onroang ri lino (people live only for siri’) which means one lives only for honour and prestige. Siri’ had to remain a guiding principle in my theoretical and methodological approach to my PhD research. It is also a guiding principle in the resulting pedagogical praxis that this work has established for my course in Australian culture and literature at Hasanuddin University. I was not prepared to compromise my own ethical and cultural identity and position yet will admit, at times, I felt pressured to do so if I was going to be seen to be performing legitimate scholarly work. Novera argues that:Little research has focused specifically on the adjustment of Indonesian students in Australia. Hasanah (1997) and Philips (1994) note that Indonesian students encounter difficulties in fulfilling certain Western academic requirements, particularly in relation to critical thinking. These studies do not explore the broad range of academic and social problems. Yet this is a fruitful area for research, not just because of the importance of Indonesian students to Australia, and the importance of the Australia-Indonesia relationship to both neighbouring nations, but also because adjustment problems are magnified by cultural differences. There are clear differences between Indonesian and Australian cultures, so that a study of Indonesian students in Australia might also be of broader academic interest […]Studies of international student adjustment discuss a range of problems, including the pressures created by new role and behavioural expectations, language difficulties, financial problems, social difficulties, homesickness, difficulties in dealing with university and other authorities, academic difficulties, and lack of assertiveness inside and outside the classroom. (467)While both my supervisor and I would agree that I faced all of these obstacles during my PhD candidature, this article is focusing solely on the battle to present my methodology, a dialogic encounter between Buginese feminism and mainstream Australian culture using Helen Garner’s short stories, to a Western process and have it be “legitimised”. Endang writes that short stories are becoming more popular in the industrial era in Indonesia and they have become vehicles for writers to articulate the realities of social life such as poverty, marginalization, and unfairness (141-144). In addition, Noor states that the short story has become a new literary form particularly effective for assisting writers in their goal to help the marginalized because its shortness can function as a weapon to directly “scoop up” the targeted issues and “knock them out at a blow” (Endang 144-145). Indeed, Helen Garner uses short stories in a way similar to that described by Endang: as a defiant act towards the government and current circumstances (145). My study of Helen Garner’s short stories explored the way her stories engage with and resist gender relations and inequality between men and women in Australian society through four themes prevalent in the narratives: the kitchen, landscape, language, and sexuality. I wrote my thesis in standard Australian English and I complied with expected forms, formatting, referencing, structuring etc. My thesis also included the Buginese translations of some of Garner’s work. However, the theoretical approaches that informed my analysis cannot be separated from the personal. In the title, I use the term ‘dancing’ to indicate a dialogue with white Australian women by moving back and forth between Australian culture and Buginese culture. I use the term ‘dancing’ as an extension of Edward Said’s work on contrapuntal reading but employ it as a signifier of my movement between insider and outsider (of Australian feminism), that is, I extend it from just a literary reading to a whole body experience. According to Ashcroft and Ahluwalia, the “essence of Said’s argument is to know something is to have power over it, and conversely, to have power is to know the world in your own terms” (83). Ashcroft and Ahluwalia add how through music, particularly the work of pianist Glenn Gould, Said formulated a way of reading imperial and postcolonial texts contrapuntally. Such a reading acknowledges the hybridity of cultures, histories and literatures, allowing the reader to move back and forth between an internal and an external standpoint of cultural references and attitudes in “an effort to draw out, extend, give emphasis and voice to what is silent or marginally present or ideologically represented” (Said 66). While theorising about the potential dance between Australian and Buginese feminisms in my work, I was living the dance in my day-to-day Australian university experience. Trying to accommodate the expected requirements of a PhD thesis, while at the same time ensuring that I maintained my own personal, cultural and professional dignity, that is ade’, and siri’, required some fancy footwork. Siri’ is central to my Buginese worldview and had to be positioned as such in my PhD thesis. Also, the realities that women are still marginalized and that gender inequality and disparities persist in Indonesian society become a motivation to carry out my PhD study. The opportunity to study Australian culture and literature in that country, allowed me to increase my global and local complexity as an individual, what Pieterse refers to as “ a process of hybridization” and to become as Beck terms an “actor” and “manager’’ of my life (as cited in Edmunds 1). Gaining greater autonomy and reconceptualising both masculinity and femininity, while dominant themes in Garner’s work, are also issues I address in my personal and professional goals. In other words, this study resulted in hybridized knowledge of Australian concepts of feminism and Buginese societies that offers a reference for students to understand and engage with different feminist thought. By learning how feminism is understood differently by Australians and Buginese, my Indonesian students can decide what aspects of feminist ideas from a Western perspective can be applied to Buginese culture without transgressing Buginese customs and habits.There are few Australian literary works that have been translated into Indonesian. Those that have include Peter Carey’s True History of the Kelly Gang (2007) and My Life is a Fake (2009), James Vance Marshall’s Walkabout (1957), Emma Darcy’s The Billionaire Bridegroom (2010) , Sally Morgan’s My Place (1987), and Colleen McCullogh’s The Thorn Birds (1978). My translation of five short stories from Postcards from Surfers complemented these works and enriched the diversity of Indonesian translations of world literary works, the bulk of which tends to come from the United Kingdom, America, the Middle East, and Japan. However, actually getting through the process of PhD research followed by examination required my supervisor and I to negotiate cross-cultural terrain, academic agendas and Western expectations of what legitimate thesis writing should look like. Employing Said’s contrapuntal pedagogy and Warrior’s notion of subaltern dancing became my illegitimate methodological frame.Said points out that contrapuntal analysis means that students and teachers can cross-culturally “elucidate a complex and uneven topography” (318). He adds that “we must be able to think through and interpret together experiences that are discrepant, each with its particular agenda and pace of development, its own internal formations, its internal coherence and system of external relationships, all of them co-existing and interacting with others” (32). Contrapuntal is a metaphor Said derived from musical theory, meaning to counterpoint or add a rhythm or melody, in this case, Buginese and Anglo-Australian feminisms. Warrior argues for an indigenous critique of how power and knowledge is read and in doing so he writes that “the subaltern can dance, and so sometimes can the intellectual” (85). In his rereading of Spivak, he argues that subaltern and intellectual positions can meet “and in meeting, create the possibility of communication” (86). He refers to this as dancing partly because it implicitly acknowledges without silencing the voices of the subaltern (once the subaltern speaks it is no longer the subaltern, so the notion of dancing allows for communication, “a movement from subalternity to something else” (90) which can mark “a new sort of non-complicitous relationship to a family, community or class of origin” (91). By “non-complicit” Warrior means that when a member of the subaltern becomes a scholar and therefore a member of those who historically silence the subaltern, there are other methods for communicating, of moving, between political and cultural spaces that allow for a multiplicity of voices and responses. Warrior uses a traditional Osage in-losh-ka dance as an example of how he physically and intellectually interacts with multiple voices and positions:While the music plays, our usual differences, including subalternity and intellectuality, and even gender in its own way, are levelled. For those of us moving to the music, the rules change, and those who know the steps and the songs and those who can keep up with the whirl of bodies, music and colours hold nearly every advantage over station or money. The music ends, of course, but I know I take my knowledge of the dance away and into my life as a critic, and I would argue that those levelled moments remain with us after we leave the drum, change our clothes, and go back to the rest of our lives. (93)For Warrior, the dance becomes theory into practice. For me, it became not only a way to soundly and “appropriately” present my methodology and purpose, but it also became my day to day interactions, as a female Buginese scholar, with western, Australian academic and cultural worldviews and expectations.One of the biggest movements I had to justify was my use of the first person “I”, in my thesis, to signify my identity as a Buginese woman and position myself as an insider of my community with a hybrid western feminism with Australia in mind. Perrault argues that “Writing “I” has been an emancipatory project for women” (2). In the context of my PhD thesis, uttering ‘I’ confirmed my position and aims. However, this act of explicitly situating my own identity and cultural position in my research and thesis was considered one of the more illegitimate acts. In one of the examiner reports, it was stated that situating myself centrally was fraught but that I managed to avoid the pitfalls. Judy Long argues that writing in the female first person challenges patriarchal control and order (127). For me, writing in the first person was essential if I had any chance of maintaining my Buginese identity and voice, in both my thesis and in my Australian tertiary experience. As Trinh-Minh writes, “S/he who writes, writes. In uncertainty, in necessity. And does not ask whether s/he is given permission to do so or not” (8).Van Dijk, cited in Hamilton, notes that the west and north are bound by an academic ethnocentrism and this is a particular area my own research had to negotiate. Methodologically I provided a comparative rather than a universalising perspective, engaging with middle-class, heterosexual, western, white women feminism but not privileging them. It is important for Buginese to use language discourses as a weapon to gain power, particularly because as McGlynn claims, “generally Indonesians are not particularly outspoken” (38). My research was shaped by a combination of ongoing dedication to promote women’s empowerment in the Buginese context and my role as an academic teaching English literature at the university level. I applied interpretive principles that will enable my students to see how the ideas of feminism conveyed through western literature can positively improve the quality of women’s lives and be implemented in Buginese culture without compromising our identity as Indonesians and Buginese people. At the same time, my literary translation provides a cultural comparison with Australia that allows a space for further conversations to occur. However, while attempting to negotiate western and Indonesian discourses in my thesis, I was also physically and emotionally trying to negotiate how to do this as a Muslim Buginese female PhD candidate in an Anglo-Australian academic institution. The notion of ‘dancing’ was employed as a signifier of movement between insider and outsider knowledge. Throughout the research process and my thesis I ‘danced’ with Australian feminism, traditional patriarchal Buginese society, Western academic expectations and my own emerging Indonesian feminist perspective. To ensure siri’ remained the pedagogical and ethical basis of my approach I applied Edward Said’s work on contrapuntal reading and Robert Warrior’s employment of a traditional Osage dance as a self-reflexive, embodied praxis, that is, I extended it from just a literary reading to a whole body experience. The notion of ‘dance’ allows for movement, change, contact, tension, touch and distance: it means that for those who have historically been marginalised or confined, they are no longer silenced. The metaphoric act of dancing allowed me to legitimise my PhD work – it was successfully awarded – and to negotiate a western tertiary institute in Australia with my own Buginese knowledge, culture and purpose.ReferencesAshcroft., B., and P. Ahluwalia. Edward Said. London: Routledge, 1999.Carey, Peter. True History of the Kelly Gang: A Novel. Random House LLC, 2007.Carey, Peter. My Life as a Fake: A NNovel. Random House LLC, 2009.Darcy, Emma. Billionaire Bridegroom 2319. Harlequin, 2010.Endang, Fransisca. "Disseminating Indonesian Postcoloniality into English Literature (a Case Study of 'Clara')." Jurnal Sastra Inggris 8.2: 2008.Edmunds, Kim. "The Impact of an Australian Higher Education on Gender Relations in Indonesia." ISANA International Conference "Student Success in International Education", 2007Garner, Helen. Postcards from Surfers. Melbourne: McPhee/Gribble, 1985.Hamilton, Deborah, Deborah Schriffrin, and Heidi E. Tannen, ed. The Handbook of Discourse Analysis. Victoria: Balckwll, 2001.Long, Judy. 1999. Telling Women's Lives: Subject/Narrator/Reader/Text. New York: New York UP, 1999.McGlynn, John H. "Silent Voices, Muted Expressions: Indonesian Literature Today." Manoa 12.1 (2000): 38-44.Morgan, Sally. My Place. Fremantle Press, 1987.Pelras, Christian. The Bugis. Oxford: Blackwell, 1996. Perreault, Jeanne. Writing Selves: Contemporary Feminist Autography. London & Minneapolis: University of Minnesota, 1995.Pieterse, J.N. Globalisation as Hybridisation. In M. Featherstone, S. Lash, and R. Robertson, eds., Global Modernities. London: Sage Publications, 1995.Marshall, James V. Walkabout. London: Puffin, 1957.McCullough, C. The Thorn Birds Sydney: Harper Collins, 1978.Minh-ha, Trinh T. Woman, Native, Other: Writing, Postcoloniality and Feminism. Bloomington: Indiana University, 1989.Novera, Isvet Amri. "Indonesian Postgraduate Students Studying in Australia: An Examination of Their Academic, Social and Cultural Experiences." International Education Journal 5.4 (2004): 475-487.Said, Edward. Culture and Imperialism. New York: Vintage Book, 1993. Smith, Linda Tuhiwai. Decolonizing Methodologies: Research and Indigenous Peoples. Zed Books, 1999.Spivak, Gayatri Chakravorty. "Can the Subaltern Speak?" In C. Nelson and L. Grossberg, eds., Marxism and Interpretation of Culture. Chicago: University of lllinois, 1988. 271-313.Spivak, Gayatri Chakravorty. In Other Worlds: Essays in Cultural Politics. New York: Routledge, 1988.Warrior, Robert. ""The Subaltern Can Dance, and So Sometimes Can the Intellectual." Interventions: International Journal of Postcolonial Studies 13.1 (2011): 85-94.