Relevant bibliographies by topics / Middle Eastern Studies ; Arabic translation

Academic literature on the topic 'Middle Eastern Studies ; Arabic translation'

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Published: 4 June 2021
Last updated: 2 February 2022

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Journal articles on the topic "Middle Eastern Studies ; Arabic translation":

1

Bazzi, Samia. "Foreign metaphors and Arabic translation." Journal of Language and Politics 13, no. 1 (April 28, 2014): 120–51. http://dx.doi.org/10.1075/jlp.13.1.06baz.

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This paper attempts to bridge translation studies on metaphor with perspectives from cognitive and critical discourse studies. It provides a new contribution to the study of the interplay between language and politics by investigating the ideological motivations behind choices made by Arab journalists/translators in translating metaphors in reports of world events, in the Middle East in particular. The analytic approach adopted for the purpose of this study draws inspiration from cognitive linguistics, critical discourse studies, and descriptive translation studies. Through a comparative study of a corpus of news representations in Western and Middle Eastern sources, the study scrutinizes the role of metaphor in our perception of reality and interpretation of a news event. Based on an examination of the processing of metaphor in professional translations, the study concludes that metaphors can be classified into two main types in terms of media translation: the cultural type and the ideological type and that each of these is approached differently by translators. The generalized findings concerning these two types of translational patterns are supported by input from Arabic-speaking university-level students of translation studies, in the form of parallel translations by the students and notes on their subsequent classroom discussion.
2

Mahfouz, Safi Mahmoud. "Tragedy in the Arab Theatre: the Neglected Genre." New Theatre Quarterly 27, no. 4 (November 2011): 368–85. http://dx.doi.org/10.1017/s0266464x11000686.

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In this article Safi Mahmoud Mahfouz investigates the current state of tragedy in the Arab theatre and suggests some of the reasons behind the lack of an authentic Arabic tragedy developed from the Aristotelian tradition. Through analyses of the few translations and adaptations into Arabic of Shakespearean and classical tragedy, he both confirms and questions the claims of non-Arabic scholars that ‘the Arab mind is incapable of producing tragedy’. While the wider theatre community has been introduced to a handful of the Arab world's most prominent dramatists in translation, many are still largely unknown and none has a claim to be a tragedian. Academic studies of Arabic tragedy are insubstantial, while tragedy, in the classical sense, plays a very minor role in Arab drama, the tendency of Arab dramatists being towards comedy or melodrama. Safi Mahmoud Mahfouz is Head of the Department of English Language and Literature at UNRWA University, Amman, Jordan. His research interests include American Literature, Arabic and Middle Eastern literatures, modern and contemporary drama, contemporary poetics, comparative literature, and synchronous and asynchronous instructional technology.
3

Hughes, Andrew. "Centre For Medieval Studies Middle Eastern and Islamic Influence on Western Art & Liturgy." American Journal of Islam and Society 21, no. 2 (April 1, 2004): 149–52. http://dx.doi.org/10.35632/ajis.v21i2.1811.

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Central to the conference, held during March 5-6, 2004, at Trinity College,University of Toronto (Canada), was the desire of its organizer, AndrewHughes, to find analogies in other disciplines to his speculation that theEuropean plainsong (liturgical chant) of the Middle Ages was performed in a manner similar to that of Middle Eastern music (“Continuous Music:Natural or Eastern? The Origins of Modern Performance Style”). His speculationstemmed from decades of discussions with his colleague TimothyMcGee about the nature of musical sound. Oral transmission, its replacementby various difficult-to-interpret notations, and an often polemic rejectionof Arabic influence make the investigation difficult and controversial.1McGee responded (“Some Concerns about Eastern Influence in MedievalMusic”) and later, working from practical experiments presented by agroup of graduate students attending the conference, offered a very interestingnew interpretation. Some reservations were expressed by CharlesBurnett (Warburg Institute, London), a distinguished Arabist with musicologicalqualifications. He was invited to comment on the initial round tableand the conference as a whole.Other papers relevant to music were George Sawa’s review of Arabictheories of medieval music (“The Uses of Arabic Language in MedievalRhythmic Discourses”). He referred to numerous matters that might havea bearing on European music, especially with respect to ornamentationand rhythm. Art Levine discussed other non-western musical cultures,some of which were also influenced by Islamic music, and raised questionsabout ornamentation, tuning, and the nature of pitch (e.g., what is anote? “What Can Non-Western Music Offer?”).Moving from the sound of music to words about it, Randall Rosenfelddescribed numerous pilgrimage and Crusader chronicles. They containpassages reporting that Europeans found little strange in eastern music,suggesting that eastern and western music cannot have been as dissimilaras seems to be the case today (“Frankish Reports of Central Asian andMiddle Eastern Musical Practice”). John Haines traced in detail the use ofArabic terms from Adelard of Bath’s twelfth-century translation ofEuclid’s geometrical writings to an important mid-thirteenth-centurymusical treatise, where the terms for quadrilateral shapes resemblingsquare notation are used to refer to musical symbols (“Anonymous IV’sElmuahim and Elmuarifa”). Luisa Nardini presented details of particularmelodic characteristics in Gregorian chants that identify Byzantine andGallican melodies in Gregorian repertories (“Aliens in Disguise:Byzantine and Gallican Songs as Mass Propers in Italian Sources”).In other disciplines, Philip Slavin revealed the striking similarities oftopics and words between Byzantine and Roman (Gregorian) penitentialliturgy, seeing possible origins in Jewish prayers and the fourth-centuryConstitutiones Apostolorum (“Byzantine and Western Penitential Prayers ...
4

Gibbs, Tanya. "Seeking economic cyber security: a Middle Eastern example." Journal of Money Laundering Control 23, no. 2 (May 4, 2020): 493–507. http://dx.doi.org/10.1108/jmlc-09-2019-0076.

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Purpose The transformation of the United Arab Emirates (UAE) into an important global economic player has been accompanied by digitalization that has also left it at a risk to cybercrime. Concurrent with the rise in technology use, the UAE fast became one of the most targeted countries in the world. The purpose of this paper is to discuss how the UAE has tried to cope with accelerating levels of cyber threat using legislative and regulatory efforts as well as public- and private-sector initiatives meant to raise cybersecurity awareness. Design/methodology/approach The paper surveys the UAE’s cybersecurity legislative, regulatory and educational initiatives from 2003 to 2019. Findings Because the human factor still remains the number one reason for security breaches, robust cyber laws alone are not enough to protect against cyber threats. Building public awareness and educating internet users about cyber risks and safety have become essential components of the UAE's efforts in building a more secure cyber environment for the country. Research limitations/implications The paper relies on English-language translations of primary sources (laws) originally in Arabic, as well as English-language studies from local media. This should not be considered a problem, as English is established as the language of business and commerce in the UAE. Practical implications The paper provides a detailed overview of the country’s cybersecurity environment to guide and aide practitioners with risk assessment and legal and regulatory compliance. Originality/value The paper presents a comprehensive overview of the UAE’s cybersecurity legislative, regulatory and educational environment. It also surveys government and private sector initiatives directed in protecting the country’s cyberspace.
5

Maier, John. "Hanna Mina, Fragments of Memory: A Story of a Syrian Family, Project for the Translation of Arabic and the Modern Middle East Literatures in Translation Series (Austin: Center for Middle Eastern Studies at the University of Texas at Austin, 1993). Pp. 194." International Journal of Middle East Studies 27, no. 4 (November 1995): 533–36. http://dx.doi.org/10.1017/s0020743800062693.

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Newman, Constance. "The Year of the Elephant: A Moroccan Woman’s Journey toward Independence and Other Stories, by Leila Abouzeid. Translated from the Arabic by Barbara Parmenter, introduction by Elizabeth Warnock Fernea. (Modern Middle Eastern Literature in Translation Series.) xxvii + 101 pages, map, glossary. Center for Middle Eastern Studies, University of Texas, Austin1989. Distributed by the University of Texas Press. $8.95." Middle East Studies Association Bulletin 24, no. 2 (December 1990): 243–44. http://dx.doi.org/10.1017/s0026318400023518.

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Frantz-Murphy, Gladys. "Arabic Papyrology and Middle Eastern Studies." Middle East Studies Association Bulletin 19, no. 1 (July 1985): 34–48. http://dx.doi.org/10.1017/s0026318400014802.

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Arabic Papyrology is relevant to more than the first three hundred years of Islamic Egypt. In its larger sense, papyrology is the use of documentary sources for the study of civilization. To limit the definition of Arabic papyrology by the medium on which documents are written would be to ignore the possibility of millenia-long historical investigation. Analysis of time-series of like documents—for example, marriage or sales contracts—without regard to the change from papyrus to paper, will permit the unprecedented study of a particular institution over time, as well as understanding of variations in language and formulary. Arabic papyrology, hence, presents us with the possibility of in-depth cross-cultural studies of institutions which lie at the very foundations of Middle Eastern civilization.
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Hämeen-Anttila, Jaakko. "Middle Eastern Studies in Finland." Middle East Studies Association Bulletin 38, no. 1 (June 2004): 41–43. http://dx.doi.org/10.1017/s0026318400046411.

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The tradition of Middle Eastern studies in Finland is long but rather thin. The chair for Oriental Languages (mainly Hebrew and Aramaic) was established at Turku University in 1640, changing its name (Linguarum Orientalium Professio) several times over the years before becoming Semitic Languages. After the great fire destroyed almost the whole city of Turku, the university was relocated to Helsinki in 1828. In the mid-19th century, the chair was held by G.A. Wallin (d. 1852), an explorer of the Arabian Peninsula (and a visitor to the holy city of Mecca) and one of the first scholars, worldwide, to study Arabic dialects. In the latter part of the 19th century, Assyriology became the most flourishing field of Middle Eastern Studies in Finland, several great Assyriologists, such as Knut Tallqvist (d. 1949), holding the chair of Oriental Languages. Though concentrating on Assyriology, Assyriologists also kept alive Arabic philological studies, which gained additional weight in the 1960s when the Assyriologist and Comparative Semitist Jussi Aro (d. 1983) was appointed as professor. He retrained himself as a dialectologist, working with Lebanese dialects. It was only in 1980 that a chair for Arabic Language was established and another dialectologist, Heikki Palva, was appointed to it in 1982. After the retirement of Professor Palva in 1998, the chair was renamed Arabic and Islamic Studies. The chair, at the Institute for Asian and African Studies (IAAS, University of Helsinki), has been held by the present writer, Jaakko Hämeen-Anttila, since 2000.
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Shtanov, A. V. "School of Middle Eastern languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 256–59. http://dx.doi.org/10.24833/2071-8160-2014-5-38-256-259.

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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.
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Rew, Joung Yole. "The Present Situation of Islamic and Middle Eastern Studies in Korea (South)." Middle East Studies Association Bulletin 25, no. 2 (December 1991): 181–83. http://dx.doi.org/10.1017/s0026318400024263.

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Although the first contact between Korea and the Middle East dates back to the ninth or twelfth century, academic interests in Islamic and Middle Eastern Studies began in 1965 with the establishment of the Department of Arabic Language and Literature at the Hankuk University of Foreign Studies in Seoul.The birth of the Third Republic of Korea in 1961 signaled a new diplomatic move into the non-aligned world, particularly the Arab Middle East as it gained in importance in the international political and economic community. At the same time, the Korean economy began to expand and her trade found markets in the Middle East. These developments are some of the important factors which gave birth to the Department of Arabic Language and Literature.
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You might also be interested in the extended bibliographies on the topic 'Middle Eastern Studies ; Arabic translation' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Middle Eastern Studies ; Arabic translation":

1

Semlali, Hicham. "Translating deixis : a subjective experience." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/1844.

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This thesis describes some of the conscious cognitive processes that are inherent in equivalence formation commencing from the transfer of deixis and culminating in the experience of source-to-target and target-to-source indexicality. Its scope is interdisciplinary and the methodology is varied depending on the segment of analysis. It combines a process-oriented analysis with a product based assessment. The stance is also partly subjective because it is based on the personal experience of the translator-researcher of four translating operations. Besides, the structure of the thesis is modular since the main objective is to develop a holistic translation model founded on verbal behaviourism. This approach seeks to put the translator back at the centre of translation theory. All the deictic and indexical aspects of the source-to-target and target-to-source lexico-grammatical, semantico-pragmatic, textual, literary, poetic, discursive, political, ideological and socio-cultural movements are monitored in order to identify the intrinsic cognitive, psycholinguistic and sociolinguistic rules which govern the verbal behaviour of the translator. That is why the focus is on the translator’s parole though without any negligence of the influence of langue. As complex linguistic forms, deictic expressions and indexicalities are closely tracked and examined at different phases of the translating process commencing from the lexico-grammatical segment and moving to higher levels of textuality. The deictic projection of the translator-researcher is evaluated during the appropriation and manipulation of the deictic centre of the implied author. The aim is to unravel how the system-common and systemspecific forms preside over the cycle of equivalence formation starting from the source cue, moving to the intermediate draft versions and culminating in an actual target performance. Taking the standpoint of the anthropological linguist, nearformal correspondence is found to depend on intersystemic coincidence as to the similarities and differences between the content of the source form and the equivalent. Relativities of reading, translating and rewriting are identified as the places where the translator essentially exercises her/his creativity and fulfils her/his subjectivity in terms of competence and intuition. Based on decision theory, the verbal behaviour of the translator is defined in terms of the creation of a source-to-target deictic relationship during an indexical reaction to source cues. As equivalence emerges, it sets an interlinguistic precedence. This latter target form often develops into a socially motivated target icon thanks to the overt and covert intersubjective verbal cooperation between the members of a community of practice. The decision-making operation of the individual translator turns into an act of conscious and, sometimes, subconscious verbal reinforcement of established equivalents. It is also based on the elimination of some viable target options which either collapse from the final target performance during the rewriting phase or remain dormant in bilingual lexicographies. The encounter of the translator with different genres also divulges how bilingual competence, poetic attitude, literary prejudice, political affiliation, ideological conviction and sociocultural assumptions shape the mode of the intersubjective, intertextual, interliterary and intercultural dialogue that is eventually held between two universes of discourse. The target re-contextualisation and by implication the decontextualisation of the source ideological grounding are also explained in terms of the aspiration of the translator to adhere to a set of prevailing target linguistic, literary, poetic and socio-cultural norms. Thus target choice, be it informed or instinctive, grows to be a permanently negotiable verbal process among the active subjectivities of any given community of translators.
2

Alzahrani, Mohammed Omar. "THE READER'S TURN: THE PACKAGING AND RECEPTION OF CONTEMPORARY ARABIC LITERATURE IN ARABIC AND IN ENGLISH TRANSLATION." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1606425465610702.

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Alblooshi, Fatima Khalifa. "The Role of Paratextual Elements in the Reception of Translation of Arabic Novels into English." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1617719565200925.

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Hackenburg, Clint R. "An Arabic-to-English Translation of the Religious Debate between the Nestorian Patriarch Timothy I and the 'Abbāsid Caliph al-Mahdī." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245399770.

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Assaoui, Hicham. "Variability in Comprehension: A Look at the Proficiency Level and Working Memory Functions Among Nonnative Readers of Arabic." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612419.

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This paper investigates the influence of readers' linguistic proficiency level and working memory functions on the reading behaviors and processes of readers of Arabic as a foreign language (henceforth RAFL). Two aspects of reading comprehension, speed and accuracy, are examined in light of readers' word decoding efficiency, recall performances, response times, scores, and readers' responses to two quantitative tests: a questionnaire and an interview. Twenty-four subjects participated in this study and were divided into two subgroups based on their proficiency level. The proficiency of these subjects was determined based on their academic level and their overall GPA in Arabic. All subjects completed a series of reading passages, in two separate sessions, followed by comprehension questions. Reading and answer time on the reading passages and questions were timed and scored. Data was also collected retrospectively using a questionnaire and an interview. The results suggest that reading comprehension and the ability to select and implement specific reading processes are impacted by the proficiency level of subjects as well as their word decoding skills. A strong correlation between comprehension outcomes and working memory functions was also found. That is, working memory capacity was found to be influential on the reading behaviors of readers especially at the sentence level with better performances reported for readers with larger and more elaborate vocabulary repertoire. Based on these results, some implications and conclusions are discussed for both Arabic reading research and foreign language classroom.
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Clark, Allen Stanley. "The Crisis of Translation in the Western Media: A Critical Discourse Analysis of al-Qācida Communiqués." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1257195409.

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Key, Alexander. "A Linguistic Frame of Mind: ar-Rāġib al-Iṣfahānī and What It Meant to be Ambiguous." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10361.

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The mediaeval Islamicate world was dominated by a language-obsessed culture that placed great value on words and their meanings. These words and meanings could, for those who used them, make the difference between both earthly success or failure, and salvation or damnation in the hereafter. Scholars were also conscious of the contingency of the links between words and their meanings, and the potential this created for ambiguity. This dissertation is about the mechanisms, models, and assumptions those scholars used to manage linguistic ambiguity. My investigation focuses on ar-Rāġib al-Iṣfahānī (fl. ≤ 409/1018), one such language-obsessed scholar. I provide a comprehensive review of his life, works, and times. He put together a portfolio of intellectual positions in exegesis, theology, ethics, and poetics that was guided by a philosophy of language which accepted and negotiated linguistic ambiguity. Underpinning that philosophy was a theory of meaning that used the pairing of expression and idea (lafẓ and maʿnā) to deal with polysemy, the intent of the speaker, and the function of the lexicon. Ar-Rāġib’s philosophy was emblematic of what I call the Arabic Language Tradition, the shared assumptions of which constituted an indigenous philosophy of language that was able to supply its own answers to the central questions of linguistics and then use those answers across all of the genres encompassed by its scholarship, from grammar to poetics, law, and theology. It was an Arabic Language Tradition that is best understood through comparison to an alternative Classical Language Tradition that had its roots in the Organon and a theory of meaning with little space for ambiguity. Re-telling Islamic intellectual history through the lens of language in this way shows us that in addition to the well-known and oft-studied Islamic engagement with Hellenistic philosophy there was another, indigenous, tradition with its own answers to the problems of mediaeval scholarship. This Arabic Language Tradition saw in language a solution to these problems, rather than seeing language as just another hurdle to be overcome.
Near Eastern Languages and Civilizations
8

Kashou, Hanan Hussam. "War and Exile In Contemporary Iraqi Women’s Novels." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1386038139.

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Niehoff, Patricia LeVeque. "The acquisition of Arabic language, literature, and culture from a socio-educational perspective : student attitudes and perceptions of Arabs and the Arab world /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382030341.

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Al-Bassam, Sulayman. "Adapting Shakespearean drama for and in the Middle East : process and product." Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/21087.

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This dissertation chronicles the development of a series of plays, collectively referred to as The Arab Shakespeare Trilogy, from the perspective of their playwright Sulayman Al-Bassam. Together, The Al-Hamlet Summit (2002-2005), Richard III, An Arab Tragedy (2007-2009), and The Speaker's Progress (2011-2012) register the eruptive social, political, and cultural contexts of the Arab world during the first decade of the twenty-first century while negotiating the adaptation of Shakespeare's plays to a form thought-provoking and entertaining to audiences both within and outside the Middle East. The document outlines the inception of the project, which includes both personal and historical context, and provides more specific commentary on the production of each play individually. In addition to its focus on the specific impact of 9/11, and its global consequences, on the development of these dramatic works, it attends to topics including the technical and ideological challenges of linguistic and cultural translation, the adaptation of Shakespeare in Arabic theatre, the politics of art and drama in the Arab world, and the involvement of art in the shaping of the ethics of cross-cultural representation. Of particular interest are the linguistic conditions bearing upon the adaptation of English language texts into multi-lingual and cross- cultural works, the effects of the globalisation of politics and media, and the international touring life of the plays between the Arab region and wider world. The play texts of the Trilogy make up the second part of the document. The methodology of this dissertation deploys historical contextualisation, autobiographical memoir, literary analysis and creative improvisation. The play-texts are dramatic adaptations of specific Shakespeare texts to the Arab world.
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Books on the topic "Middle Eastern Studies ; Arabic translation":

1

Jāḥiẓ. The book of misers: A translation of al-Bukhalāʾ. Reading, U.K: Garnet Publishing Ltd., 1997.

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Hirschler, Konrad. Medieval Arabic historiography: Authors as actors. London: Routledge, 2006.

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Moreh, Shmuel. Jewish contributions to nineteenth century Arabic theatre: Plays from Algeria and Syria : a study and texts. Oxford: Oxford University Press, 1996.

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ʻAbd al-ʻAzīz ibn ʻAbd al-Jabbār Sulamī. Questions and answers for physicians: A medieval Arabic study manual by ʻAbd al-ʻAzīz Al-Sulamī. Leiden: Brill, 2004.

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Kupershoek, P. M., and P. Marcel Kurpershoek. Oral Poetry and Narratives from Central Arabia: The Story of a Desert Knight : The Legend of Slewih Al-Atawi and Other Utaybah Heroes (Studies in Ar). Brill Academic Publishers, 1995.

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Musawi, Muhsin Jasim, and Muhsin J. Al-Musawi. The Postcolonial Arabic Novel: Debating Ambivalence (Brill Studies in Middle Eastern Literatures). Brill Academic Publishers, 2003.

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Frolov, Dmitry. Classical Arabic Verse: History and Theory of Arud (Brill Studies in Middle Eastern Literatures). Brill Academic Publishers, 1999.

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Al-musawi, Muhsin. Arabic Poetry: Trajectories of Modernity and Tradition (Routledge Studies in Middle Eastern Literatures). Routledge, 2006.

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Taha, Ibrahim. The Palestinian Novel: A Communication Study (Curzon Studies in Arabic and Middle Eastern Literatures). RoutledgeCurzon, 2002.

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Caiani, Fabio. Contemporary Arab Fiction: Innovation from Rama to Yalu (Routledge Studies in Middle Eastern Literatures). Routledge, 2007.

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Book chapters on the topic "Middle Eastern Studies ; Arabic translation":

1

de Castro León, Víctor, and Alberto Tiburcio. "‘Alī al-Sharafīʼs 1551 Atlas: A Construct Full of Riddles." In Übersetzungskulturen der Frühen Neuzeit, 259–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62562-0_13.

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AbstractThis paper examines the practices of translation in the 1551 Atlas of ‘Alī al-Sharafī of Sfax (d. after 1579). Drawing on conceptual frameworks from translation studies, linguistics, and other disciplines of textual and historical analysis, we argue that the iconographic and textual elements of the atlas –such as calendrical tables, qibla charts, knot patterns in frames, and depictions of flags and banners in sectional charts– reflect a quest for ways to culturally adapt map-making practices that were shared across the Mediterranean realm. As such, the product in question cannot be fully understood through the lens of traditional dichotomies such as Islamic vs. Christian or European vs. Middle Eastern or North African, as its cultural references and semiotic repertoire extend beyond subregional and confessional demarcations.
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García González, Vega María. "The Teaching of Corpus Languages in Higher Education." In Teaching Language and Literature On and Off-Canon, 193–213. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3379-6.ch011.

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Late Eastern Aramaic (Syriac) is one of the main languages of the Aramaic linguistic group. During the Middle Ages, it became the liturgical language of the Christian communities that arose in the Near and Middle East. Its scholars wrote a large amount of literature and implemented a movement for the translation of Greek theological and scientific works. The extent of Arabic after the Muslim conquest led to the gradual disuse of Late Eastern Aramaic. However, today it still remains a communication and liturgical language in several churches. The aim of this chapter is to offer an overview of Late Eastern Aramaic (Syriac) language teaching at the University of Salamanca, including a summary of the learning goals and a description of the approach and method followed. It is preceded by a brief introduction to the tradition of the studies about this language.
3

Worden, Elizabeth Anderson, and Jeremy Browne. "Arabic Language Learning on US Campuses after 9/11: “Needs” and Challenges." In Middle East Studies for the New Milleniu. NYU Press, 2016. http://dx.doi.org/10.18574/nyu/9781479827787.003.0007.

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This chapter explores trends in Arabic-language learning during years before and after 9/11 to shed light on the relationship between the federal government's pressing need for regional specialists and the ability of federally funded Title VI area studies centers to meet this demand. It combines data from the US Department of Education's Evaluation of Exchange, Language, International and Area Studies database with findings from qualitative research of six Title VI-funded Centers for Middle East Studies across the country to analyze course enrollment, attrition rates, language instructor status, and work placement of students after graduation. It argues that there is a disconnect between the government's need for proficient speakers of Middle Eastern languages and the ability of Title VI centers to produce them, particularly at the MA level.
4

Mattar, Karim. "A Genealogy of Adab in the Comparative Middle East." In Specters of World Literature, 110–74. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474467032.003.0003.

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This chapter sets the historical scene of the book by charting the emergence of the modern concept of “literature” in the Middle East. I start by surveying the range of terms for the literary that are currently in use across the Arab world, Turkey, and Iran (“adab”, “edebiyat”, and “adabiyāt”). I argue that in their contemporary deployment, each is premised on the reinscription of the classical Arabic-Islamic concept of “adab” that took place in tandem with the modernization process from the 19th to mid-20th centuries. Against the long-held view in Arabic literary studies that adab is equivalent to “belles-lettres”, I reinterpret it as an expression of the multiple modalities of political, social, and cultural experience of the classical Arabic-Islamic life-world. I then trace how adab was systematically reinscribed as “literature” in the modern, European sense in Egypt, Turkey, and Iran. Comprising a wholesale re-envisioning of the Middle Eastern literary and cultural sphere, this act laid the groundwork for the novel and other modern literary forms across the region. I thus posit the Middle Eastern novel as founded on the occlusion and marginalization of literary and cultural tradition there, which thereby returns to haunt it according to the logic of spectrality.
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Miller, Katrina Evette. "Supervision." In Advances in Linguistics and Communication Studies, 298–312. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2261-5.ch015.

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Abstract:
This chapter addresses the cultural diversity of supervisees encountered by supervisors. This case study addresses the cultural dynamics of a clinical fellow from Saudi Arabia who is completing her clinical fellowship in the United States. Aneshia is a clinical fellow who received her Bachelor of Science degree from King Saud University in Saudi Arabia and then earned her Master's degree from an American university. As a Muslim woman such topics as dress, religion, and culture are described and addressed as it relates to Aneshia and her interaction with patients, coworkers, and caregivers. Areas such as appropriate communication distance, appropriate greetings, and physical interactions (oral motor examination, etc.) are discussed along with strategies for addressing these challenges. Areas including documentation as it relates to Arabic syntax and morphology versus standard American English are described. Strategies for working with professionals from Middle Eastern and Arabic countries are also discussed.
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Mavodza, Judith. "Relationship between Knowledge Management and Academic Integrity in a Middle Eastern University." In Advances in Marketing, Customer Relationship Management, and E-Services, 241–64. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9607-5.ch011.

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The difference between knowledge sharing as enabled in a knowledge management (KM) environment, and academic honesty continuously needs clarification and reinforcement in academic institutions. Teaching includes getting students to realize that knowledge is an asset that can be ethically used for creativity and innovation, resulting in the enhancement of the corporate image and effectiveness of a university. Studies have confirmed that academic dishonesty is an ethical challenge facing many academic institutions of higher learning. In the Middle East, the use of English as a second language is often cited as a contributing factor to students' plagiarizing, but the problem extends to the use of Arabic language sources too. Conflicts in approach may arise because KM works well in an environment of sharing, and yet acknowledging academic productivity of others may not always happen spontaneously. This is a challenge faced in MOOCs and by institutions of higher learning the world over.

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