The revised and updated edition of Modern Arabic takes this authoritative, concise linguistic description of the structure and use of modern Arabic to an invaluable new level. Clive Holes traces the development of the Arabic language from Classical Arabic, the written language used in the 7th century for the Qur'an and poetry, through the increasingly symbiotic use of Modern Standard Arabic or MSA (the language of writing and formal speech) and dialectal Arabic (the language of normal conversation). He shows how Arabic has been shaped over the centuries by migration, urbanization, and education—giving us "a balanced, dispassionate, and accurate picture of the structures, functions, and varieties of the contemporary Arabic language."
Holes explains the structural characteristics—phonology, morphology, syntax, semantics, and lexical and stylistic developments—that the majority of the dialects share, as distinguished from Modern Standard Arabic. He also shows how native speakers use both types of Arabic for different purposes, with MSA being the language of power and control as used on television and in political speeches, and the dialects serving as the language of intimacy and domesticity. He further shows how MSA and spoken dialects are not as compartmentalized as one might be led to believe. Modern Arabic illustrates the use of the Arabic language in real life, whether in conversation, news bulletins and newspaper articles, serious literature, or song.
This new edition takes into account research published in several areas of Arabic linguistics since the first edition was published in 1995. It includes more extensive comment on the North African Arabic vocabulary of Modern Standard Arabic, more information about "mixed" varieties of written Arabic that are not in MSA (especially in Egypt), updated references, explanations, and many new examples. All Arabic is transcribed, except for an appendix presenting the Arabic alphabet and script. Students of the Arabic language will find Modern Arabic without peer—as will those general linguists who are interested in discovering how Arabic compares structurally and sociolinguistically with European languages.
Moon and Henna Tree
By Ahmed Toufiq University of Texas Press, 2013 Library of Congress PJ7864.A4718S4813 2013
Set in the High Atlas in pre-modern Morocco, Moon and Henna Tree chronicles the rise and fall of a local potentate, Hmmu. Not content with the territory left to him upon his father’s death, Hmmu, under the influence of his scheming advisor, Ibn al-Zara, begins a campaign to acquire those lands that adjoin his, either through marriage or physical force. Ahmed Toufiq’s subtle investigation of the abuse of power and its effects on those who suffer under its tyranny also provides a unique look at Amazigh (Berber) culture. While most of Toufiq’s contemporaries focus on modern urban Morocco, he provides a fascinating, and accurate, account of the customs and traditions of a large, yet often ignored, segment of the population. Moon and Henna Tree (in the original Arabic) won the Moroccan Book Prize in 1989.
This guide clearly and succinctly presents the basic tenets of teaching foreign languages specifically for Arabic teachers. Consolidating findings from second language acquisition (SLA) research and applied linguistics, it covers designing curricula, theory and methods, goals, testing, and research, and intersperses practical information with background literature in order to help teachers improve their teaching of Arabic as a foreign language (TAFL).
Karin C. Ryding, a well-regarded scholar of Arabic linguistics and former president of the American Association of Teachers of Arabic, frames the discussion with SLA literature and suggests practical and effective ways of helping students learn. Ryding discusses issues at the core of Arabic teaching effectiveness and the achievement of communicative competence, such as the teaching of pronunciation, speaking, reading, listening, and writing; teaching mixed-level classes; creative classroom organization; corrective feedback; and use of activities and exercises, with plenty of examples from Arabic and tips for teachers. She also covers materials development and proficiency testing, providing study questions and recommended readings for each chapter.
This guide, which can be used as a textbook, is the first of its kind aimed specifically at TAFL, and should be of interest to Arabic instructors-in-training, academics, graduate students, linguists, department chairs, language coordinators, and teacher trainers. It also serves as a resource for teachers of other less commonly taught languages (LCTLs), who struggle with similar issues.
Abdelkrim Ghallab’s postcolonial We Buried the Past, originally published in 1966, was the first breakthrough Moroccan novel written in Arabic instead of French. Newly translated into English, this edition brings Ghallab’s most widely read and lauded work to a new audience.
Written after the country gained independence, the historical novel follows two generations of al-Tihamis, a well-to-do family residing in Fez’s ancient medina. The family members’ lives reflect the profound social changes taking place in Morocco during that time. Bridging two worlds, We Buried the Past begins during the quieter days of the late colonial period, a world of seemingly timeless tradition, in which the patriarch, al-Haj Muhammad, proudly presides over the family. Here, religion is unquestioned and permeates all aspects of daily life. But the coming upheaval and imminent social transition are reflected in al-Haj’s three sons, particularly his second son, Abderrahman, who eventually defies his father and comes to symbolize the break between the old ways and the new.
Noted for marrying classical Arabic style and European literary form, this book also offers insight into the life of Ghallab himself, who was deeply involved in the nationalist movement that led to Moroccan independence. A pioneering work, We Buried the Past beautifully characterizes an influential period in the history of Morocco.