Presenting a new Teaching Arabic as a Foreign Language (TAFL) curriculum that can be used in secondary and postsecondary educational settings, Kalima wa Nagham (Volume I) is a textbook that uniquely and simultaneously introduces Modern Standard Arabic (MSA) and salient aspects of Educated Spoken Arabic (ESA) to beginning language students. Students who fully utilize this book should be able to develop the different language skills: listening, speaking, reading, writing, and expressing deep cultural knowledge.

Written by Arabic language teaching practitioners and experienced educators who are certified language testers, Volume I of Kalima wa Nagham employs a threaded story that introduces language concepts along with music to enhance vocabulary retention and recall. At the core of the textbook are dialogues that present students and teachers with examples of Arabic grammatical concepts and important cultural aspects, as well as related vocabulary. These are supplemented by drills and activities that can be used in a classroom setting or pursued individually. Dialogues, pronunciation and listening drills, and charts to accompany the lessons are available on the UT Press website. This volume is student-centered in content and methodology, which will enable learners to meet and exceed linguistic and cultural proficiency expectations.

Presenting a new Teaching Arabic as a Foreign Language (TAFL) curriculum that can be used in secondary and postsecondary educational settings, Kalima wa Nagham, Volume 2, is a textbook that uniquely and simultaneously introduces Modern Standard Arabic (MSA) and salient aspects of Educated Spoken Arabic (ESA) to level two language students. Students who fully utilize this book should be able to develop important language skills: listening, speaking, reading, writing, and expressing deep cultural knowledge.

Written by Arabic language teaching practitioners and experienced educators who are certified language testers, Kalima wa Nagham employs a threaded story that introduces language concepts along with music to enhance vocabulary retention and recall. At the core of the textbook are dialogues that present students and teachers with examples of Arabic grammatical concepts and important cultural aspects, as well as related vocabulary. These are supplemented by drills and activities that can be used in a classroom setting or pursued individually. Volume 2 incorporates media language to help students understand news reports and other media texts as well as original cartoons that demonstrate the meaning and significance of idiomatic expressions in a refreshing way. Dialogues and pronunciation and listening drills to accompany the lessons are available on the University of Texas Press website. This volume is student-centered in content and methodology, which will enable learners to meet and exceed linguistic and cultural proficiency expectations.

Presenting a new Teaching Arabic as a Foreign Language (TAFL) curriculum that can be used in secondary and postsecondary educational settings, Kalima wa Nagham, volume 3, is a textbook that uniquely and simultaneously introduces Modern Standard Arabic (MSA) and salient aspects of Educated Spoken Arabic (ESA) to students whose proficiency level is at least intermediate high according to ACTFL’s rating scale. Students who fully use this book should be able to develop important language skills—listening, speaking, reading, writing, and expressing deep cultural knowledge—and reach the advanced high proficiency level by the end of the book.

Written by Arabic language teaching practitioners and experienced educators who are certified language testers, Kalima wa Nagham employs a threaded story that introduces language concepts along with music to enhance vocabulary retention and recall. At the core of the textbook are written and oral texts that present students and teachers with examples of Arabic grammatical concepts and important cultural aspects, as well as related vocabulary. These are supplemented by drills and activities that can be used in a classroom setting or pursued individually. Dialogues and pronunciation and listening drills that accompany the lessons are available on the University of Texas Press website. This volume is student-centered in content and methodology, which will enable learners to meet and exceed linguistic and cultural proficiency expectations.

John and George Keats—Man of Genius and Man of Power, to use John’s words—embodied sibling forms of the phenomenon we call Romanticism. George’s 1818 move to the western frontier of the United States, an imaginative leap across four thousand miles onto the tabula rasa of the American dream, created in John an abysm of alienation and loneliness that would inspire the poet’s most plangent and sublime poetry. Denise Gigante’s account of this emigration places John’s life and work in a transatlantic context that has eluded his previous biographers, while revealing the emotional turmoil at the heart of some of the most lasting verse in English.

In most accounts of John’s life, George plays a small role. He is often depicted as a scoundrel who left his brother destitute and dying to pursue his own fortune in America. But as Gigante shows, George ventured into a land of prairie fires, flat-bottomed riverboats, wildcats, and bears in part to save his brothers, John and Tom, from financial ruin. There was a vital bond between the brothers, evident in John’s letters to his brother and sister-in-law, Georgina, in Louisville, Kentucky, which run to thousands of words and detail his thoughts about the nature of poetry, the human condition, and the soul. Gigante demonstrates that John’s 1819 Odes and Hyperion fragments emerged from his profound grief following George’s departure and Tom’s death—and that we owe these great works of English Romanticism in part to the deep, lasting fraternal friendship that Gigante reveals in these pages.

In this collection of essays, thirty scholars from diverse disciplines offer their unique perspectives on the genius of the King James Version, a translation whose 400th anniversary was recently celebrated throughout the English-speaking world. While avoiding nostalgia and hagiography, each author clearly appreciates the monumental, formative role the KJV has had on religious and civil life on both sides of the Atlantic (and beyond) as well as on the English language itself. In part 1 the essayists look at the KJV in its historical contexts—the politics and rapid language growth of the era, the emerging printing and travel industries, and the way women are depicted in the text (and later feminist responses to such depictions). Part 2 takes a closer look at the KJV as a translation and the powerful precedents it set for all translations to follow, with the essayists exploring the translators’ principles and processes (with close examinations of “Bancroft’s Rules” and the Prefaces), assessing later revisions of the text, and reviewing the translation’s influence on the English language, textual criticism, and the practice of translation in Jewish and Chinese contexts. Part 3 looks at the various ways the KJV has impacted the English language and literature, the practice of religion (including within the African American and Eastern Orthodox churches), and the broader culture. The contributors are Robert Alter, C. Clifton Black, David G. Burke, Richard A. Burridge, David J. A. Clines, Simon Crisp, David J. Davis, James D. G. Dunn, Lori Anne Ferrell, Leonard J. Greenspoon, Robin Griffith-Jones, Malcolm Guite, Andrew E. Hill, John F. Kutsko, Seth Lerer, Barbara K. Lewalski, Jacobus A. Naudé, David Norton, Jon Pahl, Kuo-Wei Peng, Deborah W. Rooke, Rodney Sadler Jr., Katharine Doob Sakenfeld, Harold Scanlin, Naomi Seidman, Christopher Southgate, R. S. Sugirtharajah, Joan Taylor, Graham Tomlin, Philip H. Towner, David Trobisch, and N. T. Wright.