This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in relation to early learning experiences, teacher education, classroom practice, and work environment. Following a case study approach, three in-service teachers have been selected to represent different perspectives on using Information and Communications Technology (ICT) in language instruction. Findings suggest that teachers’ cognitions about teaching and learning, and about themselves as Arabic language professionals, shape technology use, determine reactions to perceived challenges, and illuminate differences between practitioners working within the same environment with regard to the integration of ICT into their practice. The research suggests that despite the absence of digital learning opportunities in early schooling and teacher education, these experiences still influence the choice of instructional strategies employed by teachers to support technology use. The study accentuates the role of context as a mediating force, supporting teacher cognition and ICT use, but also creating dissonance between them. Teacher cognition determines the weight that practitioners assign to different contextual factors. While lack of time is identified as the most significant barrier to adoption, peer collaboration is recognized as the most effective enabler for technology integration. Other key factors emerging in this study include institutional philosophy and policy, learning opportunities, and technical support. Conceptual, methodological, and professional contributions are addressed, and potential for further research is identified.

L'objectif de cette thèse est de lever les verrous que constituent le manque de disponibilité de ressources ou d'outils TAL pour la langue arabe dans les domaines de spécialité en proposant des méthodes permettant l'extraction de termes à partir de textes en arabe standard moderne. Dans ce contexte, nous avons d'abord construit un corpus parallèle anglais-arabe dans un domaine de spécialité. Il s'agit d'un ensemble de textes médicaux produits par la bibliothèque nationale de médecine américaine (NLM). Par la suite, nous avons proposé des méthodes d'acquisition terminologique, permettant d'extraire des termes ou d'acquérir des relations entre ces termes, pour la langue arabe en se basant sur: i)adaptation d'un extracteur terminologique existant pour la languefrançaise ou anglaise, ii) l'exploitation de la translittération des termes anglais en caractères arabes et iii) l'application de la la notion de transfert translingue. Appliqué au niveau terminologique, le transfert consiste à mettre en œuvre un processus d'extraction de termes ou d'acquisition de relations entre termes sur des textes d'une langue source (ici, le français ou l'anglais) puis à transférer les informations extraites sur des textes d'une langue cible (ici, l’arabe standard moderne) pour ainsi identifier le même type d'informations terminologiques. Nous avons évalué les listes de termes monolingues et bilingues obtenues lors des différentes expériences que nous avons réalisées, suivant une méthode transparente, directe et semi-automatique: les termes candidats extraits sont confrontés à une terminologie de référence avant d'être vérifiés manuellement. Cette évaluation suit un protocole que nous avons proposé. / The goal of this thesis is to reduce the lack of available resources and NLP tools for Arabic language in specialised domains by proposing methods allowing the extraction of terms from texts in Modern Standard Arabic. In this context, we first constructed an English-Arabic parallel corous in a specific domain.It is a set of medical texts produced by the US National Library of Medicine (NLM). Thereafter, we have proposed terminological acquisition methods, toextract terms or acquire relations between these terms, for Arabic based on: i) the adaptation of an existing terminology extractor for French or English, ii) the transliteration of English terms in Arabic characters and iii) cross-lingual transfer. Applied at the terminological level, transfer aims to implement a process of term extraction or relationship acquisition between terms in the texts of a source language (here, French or English) and then to transfer the extracted information to target language texts (in this case, Modern Standard Arabic), thereby identifying the same type of terminologicalinformation. We have evaluated the monolingual and bilingual term lists that we have obtained by the experiments we carried out, according to a transparent, direct and semi-automatic method: the extracted term candidates are confronted with a reference terminology before being validated manually. This evaluation follows a protocol that we proposed.

As more Saudi individuals temporarily settle in the United States to pursue higher education, it becomes increasingly important to understand the impact this experience has on their families. The purpose of this qualitative instrumental case study was to examine Saudi mothers' experiences and motivations after transitioning to life in the United States. The main research question was: What are Saudi mothers' experiences of supporting their children maintaining and developing Arabic language skills and Islamic-Saudi identities while they are learning English and Western culture in U.S. schools? The sub-questions of the study were: Why do Saudi mothers in this study want their children to learn the Arabic language and culture? What are their concerns? What are the challenges Saudi mothers face in socializing their children to develop their Islamic-Saudi identity? What practices do mothers use to help their children preserve their Arabic language and develop the Islamic Saudi-identity while growing up in the United States? This study was conceptually framed within the theories of parenting style and acculturation. Participants in the study were five Saudi mothers pursuing higher education in Texas. Data were collected through three semi-structured interviews and four audio journals with each participant, and a focus group with the five mothers. Data were analyzed through a thematic analysis. The results of this study provide insights into the experiences, motivations, practices and challenges Saudi mothers face while raising their children in two cultures. This study contributes to the growing research in an era of increased population mobility, specifically by providing awareness of the needs and values of Saudi families who have been understudied in the field of early childhood education.

Summaries in Engish and Afrikaans / Many learners of Arabic in Southern Africa have been unable to achieve communicative competence. An investigation into a possible link between teaching methodology and Arabic acquisition was undertaken. In the literature study, theories of language acquisition and related teaching methodologies and approaches were scrutinized. A questionnaire was developed to determine current practices in the teaching of Arabic. The results of the empirical investigation indicated that grammar-translation is the dominant teaching method. Majority of the learners are taught in a medium other than Arabic, have inadequate exposure to Arabic native speakers, are given very little opportunity to communicate in the language and spend the largest proportion of time translating to and from Arabic. The educational implications of the findings are discussed, and guidelines regarding methods of improving the acquisition of all four skills in Arabic are provided, both for teachers at schools and at tertiary academic institutions. / Meeste leerders van Arabies in Suidelike Afrika bereik nie komrnunikatiewe bevoegdheid in Arabies nie. 'n Ondersoek na 'n moontlike verband tussen die onderrigmetodes wat tans gebruik word en die verwerwing van Arabies is in hierdie studie ondemeem. In die literatuuroorsig is 'n aantal taalverwerwingsteoriee en verbandhoudende onderrigmetodologiee ondersoek. 'n Vraelys is ontwikkel om huidige praktyke met betrekking tot die onderrig van Arabies te bepaal. Die resultate van die empiriese ondersoek het aangedui dat die grammatika-vertaalmetode die dominante onderrigmetode is. Die meerderheid leerders word nie deur middel van Arabies onderrig nie, word nie voldoende aan Arabiese moedertaalsprekers blootgestel nie, het min of geen geleentheid om in Arabies te komrnunikeer nie en bestee die meeste van hul tyd aan die vertaling uit en na Arabies. Die opvoedkundige implikasies van die bevindinge is bespreek en voorstelle vir die verbetering van onderrigmetodes in Arabies is gemaak vir sowel onderwysers by skole en vir tersiere onderwysinstellings. / Educational Studies / M. Ed. (Didactics)

Summaries in Engish and Afrikaans / Many learners of Arabic in Southern Africa have been unable to achieve communicative competence. An investigation into a possible link between teaching methodology and Arabic acquisition was undertaken. In the literature study, theories of language acquisition and related teaching methodologies and approaches were scrutinized. A questionnaire was developed to determine current practices in the teaching of Arabic. The results of the empirical investigation indicated that grammar-translation is the dominant teaching method. Majority of the learners are taught in a medium other than Arabic, have inadequate exposure to Arabic native speakers, are given very little opportunity to communicate in the language and spend the largest proportion of time translating to and from Arabic. The educational implications of the findings are discussed, and guidelines regarding methods of improving the acquisition of all four skills in Arabic are provided, both for teachers at schools and at tertiary academic institutions. / Meeste leerders van Arabies in Suidelike Afrika bereik nie komrnunikatiewe bevoegdheid in Arabies nie. 'n Ondersoek na 'n moontlike verband tussen die onderrigmetodes wat tans gebruik word en die verwerwing van Arabies is in hierdie studie ondemeem. In die literatuuroorsig is 'n aantal taalverwerwingsteoriee en verbandhoudende onderrigmetodologiee ondersoek. 'n Vraelys is ontwikkel om huidige praktyke met betrekking tot die onderrig van Arabies te bepaal. Die resultate van die empiriese ondersoek het aangedui dat die grammatika-vertaalmetode die dominante onderrigmetode is. Die meerderheid leerders word nie deur middel van Arabies onderrig nie, word nie voldoende aan Arabiese moedertaalsprekers blootgestel nie, het min of geen geleentheid om in Arabies te komrnunikeer nie en bestee die meeste van hul tyd aan die vertaling uit en na Arabies. Die opvoedkundige implikasies van die bevindinge is bespreek en voorstelle vir die verbetering van onderrigmetodes in Arabies is gemaak vir sowel onderwysers by skole en vir tersiere onderwysinstellings. / Educational Studies / M. Ed. (Didactics)

The impact and dynamics of Internet-based resources for Arabic-speaking users is increasing in significance, depth and breadth at highest pace than ever, and thus requires updated mechanisms for computational processing of Arabic texts. Arabic is a complex language and as such requires in depth investigation for analysis and improvement of available automatic processing techniques such as root extraction methods or text classification techniques, and for developing text collections that are already labeled, whether with single or multiple labels. This thesis proposes new ideas and methods to improve available automatic processing techniques for Arabic texts. Any automatic processing technique would require data in order to be used and critically reviewed and assessed, and here an attempt to develop a labeled Arabic corpus is also proposed. This thesis is composed of three parts: 1- Arabic corpus development, 2- proposing, improving and implementing root extraction techniques, and 3- proposing and investigating the effect of different pre-processing methods on single-labeled text classification methods for Arabic. This thesis first develops an Arabic corpus that is prepared to be used here for testing root extraction methods as well as single-label text classification techniques. It also enhances a rule-based root extraction method by handling irregular cases (that appear in about 34% of texts). It proposes and implements two expanded algorithms as well as an adjustment for a weight-based method. It also includes the algorithm that handles irregular cases to all and compares the performances of these proposed methods with original ones. This thesis thus develops a root extraction system that handles foreign Arabized words by constructing a list of about 7,000 foreign words. The outcome of the technique with best accuracy results in extracting the correct stem and root for respective words in texts, which is an enhanced rule-based method, is used in the third part of this thesis. This thesis finally proposes and implements a variant term frequency inverse document frequency weighting method, and investigates the effect of using different choices of features in document representation on single-label text classification performance (words, stems or roots as well as including to these choices their respective phrases). This thesis applies forty seven classifiers on all proposed representations and compares their performances. One challenge for researchers in Arabic text processing is that reported root extraction techniques in literature are either not accessible or require a long time to be reproduced while labeled benchmark Arabic text corpus is not fully available online. Also, by now few machine learning techniques were investigated on Arabic where usual preprocessing steps before classification were chosen. Such challenges are addressed in this thesis by developing a new labeled Arabic text corpus for extended applications of computational techniques. Results of investigated issues here show that proposing and implementing an algorithm that handles irregular words in Arabic did improve the performance of all implemented root extraction techniques. The performance of the algorithm that handles such irregular cases is evaluated in terms of accuracy improvement and execution time. Its efficiency is investigated with different document lengths and empirically is found to be linear in time for document lengths less than about 8,000. The rule-based technique is improved the highest among implemented root extraction methods when including the irregular cases handling algorithm. This thesis validates that choosing roots or stems instead of words in documents representations indeed improves single-label classification performance significantly for most used classifiers. However, the effect of extending such representations with their respective phrases on single-label text classification performance shows that it has no significant improvement. Many classifiers were not yet tested for Arabic such as the ripple-down rule classifier. The outcome of comparing the classifiers' performances concludes that the Bayesian network classifier performance is significantly the best in terms of accuracy, training time, and root mean square error values for all proposed and implemented representations.

This dissertation brings together a study of French and Arabic literature and the cultural history of post-independence Lebanon (1943—1975). It is intended first as a contribution to post-colonial criticism and historical literature on decolonization. Second, as a contribution to literary and historical research on multilingualism, as it undergoes various changes to recover “sub-national” narratives, gestures and behaviours that subvert ideas about homogenous national identities. It begins with a set of questions about language: in the context of multi-ethnic and multi-religious societies, such as Lebanon, what is the place of language in configurations of diversity, and what is its relationship with religion? What relationships do minorities seek or preserve with the national language at or after decolonization, and how does this affect their relationship with the state? Why do some collectives assert linguistic homogeneity and why do others promote more room? Finally, can language acquire indigeneity? While multilingualism in modern-day Lebanon is a wide-spread social practice, it is far from simple. I argue that in the aftermath of independence in 1943, a forgotten and eventually failed project of bilingualism was promoted by a conservative, nationalist and mainly Christian Maronite network of intellectuals, writers and academics attached to the Francophone university in Beirut. The project raised red flags for partisans of Arabic in Lebanon who argued that bilingualism was nothing more than a conceptual “fig leaf” for maintaining a colonial tie with France as well as an established cultural and political status quo that worked in favor of Lebanon’s Maronites. The project therefore failed to be adopted by a wider, national collective. Well before the start of the Lebanese Civil War in 1975, the project was dropped even by those who had initially rallied to its cause. This work analyzes bilingualism at the encounter of literature, law and the social sciences, both as disciplinary approaches and respective local discourses. In this way, I examine how descriptive, prescriptive and imaginary genres converge in the discourse of nation-building. Through a constellation of readings of debates over the place of bilingualism in legal education, cultural anthropology, and the literary field, and a close reading of French and Arabic literary works, this study asks how the strategic use of language by newly independent citizens casts a light on bilingualism as a multidimensional social and discursive reality and not a purely linguist or literary phenomenon as is often considered. My theoretical point of departure, therefore, is to study how language can play a role in constructing a knowledge-based discourse that incorporates law, literature, and the social sciences. There are two crucial aspects of this story that run throughout the histories and texts I engage with in this project. The first is that the project of bilingualism was part of a wider interest in making national identity defined by bilingualism. In so doing, it diluted the radical alterity nominally attached to multilingualism in the national setting. Yet the bilingual project might also be considered a radical one. In part, it setting out to enforce the re-signification of bilingualism in a postcolonial era, it sought, to an extent, to attenuate the centrality of the confessional structures of state. The project therefore draws our attention to the kinds of thought experiments that developed in the process of decolonization and the early years of the Cold War, a mode of creative thinking that was dropped and replaced by more hegemonic structures. But its failure indicates why, when this idea was deployed, it became the price to pay for the expected unity of the national collective. Ultimately, the bilingual project was vulnerable to critique and the failure of its re-signification was due to it being slated as an elite postcolonial project legitimizing Christian power in “cultural” terms. A second crucial aspect of this story is that the project, while representing a failure, is nevertheless conceptually critical for several reasons. This project of linguistic diversity engendered a new politics of interpretation of text and society that led intellectuals, academics, writers and politicians to articulate the cultural stakes of the new nation-state. Indeed what we risk missing in the representation of bilingualism —as elite, conservative, confessional and colonial— is that the project generated a culture of textual critique based on the language of diversity and difference in law, the social sciences and literature. The bilingual project demonstrates the extent to which the disciplines of law, social sciences and literature in Lebanon co-constituted one another after independence. The failure of bilingualism therefore produced new forms of cultural knowledge, and is a small but important feature of post-independence Lebanon.

Cette thèse porte sur la classification et le traitement des invariants lexicaux arabes qui expriment un aspect temporel afin de créer un modèle qui présente chaque invariant sous la forme d’un schéma de grammaire (automates à états finis). Dans ce travail nous avons limité notre traitement seulement pour 20 invariants lexicaux. Notre hypothèse part du principe que les invariants lexicaux sont situés au même niveau structural (formel) que les schèmes dans le langage quotient (squelette) de la langue arabe. Ils cachent beaucoup d’informations et entraînent des attentes syntaxiques qui permettent de prédire la structure de la phrase.Au début de cette thèse, nous abordons la notion « invariant lexical » en exposant les différents niveaux d’invariance. Ensuite, nous classons les invariants étudiés dans cette thèse selon plusieurs critères.La deuxième partie de cette thèse fait l’objet de notre propre étude concernant les invariants lexicaux temporels dans laquelle nous commençons par une présentation de notre méthode d’étude linguistique ainsi que la modélisation par schémas de grammaires des invariants lexicaux temporels étudiés. Ensuite, nous abordons l’analyse proprement dite des invariants lexicaux simples comme « ḥattā, baʿda » et complexes comme « baʿdamā, baynamā ».Enfin, une application expérimentale « Kawâkib » a été employée pour détecter et identifier les invariants lexicaux en montrant leurs points forts aussi bien que leurs lacunes. Nous proposons également une nouvelle vision de la prochaine version de « Kawâkib » qui peut représenter une application pédagogique de l'arabe sans lexique. / This thesis focuses on the classification and the treatment of Arabic lexical invariants that express a temporal aspect. Our aim is to create a diagram of grammar (finite state machine) for each invariant. In this work, we limited our treatment to 20 lexical invariants. Our assumption is that the lexical invariants are located at the same structural level (formal) as the schemes in the language quotient (skeleton) of the Arabic language. They hide much information and involve syntactic expectations that make it possible to predict the structure of the sentence.In the first part of our research tasks, we present the concept of “invariant lexical” by exposing the various levels of invariance. Then, we classify the invariants according to several criteria.The second part is the object of our own study concerning the temporal lexical invariants. We present our linguistic method as well as our approach of modelling using diagrams of grammars. Then, we analyze the simple lexical invariants such “ḥattā, baʿda” and the complexes ones such “baʿdamā, baynamā”.Finally, an experimental application “Kawâkib” was used to detect and identify the lexical invariants by showing their strong points as well as their gaps. We also propose a new vision of the next version of “Kawâkib” that can represent a teaching application of Arabic without lexicon.

This study investigated the effect of first language (L1) transfer on Arabic ESL learners' acquisition of the relative clauses, the passive voice and the definite article. I used Contrastive Analysis (CA) and Error Analysis (EA) to analyze 50 papers written by Arabic ESL students at the ACTFL Advanced Mid proficiency level. The analysis was paired with interviews with five advanced students to help determine whether L1 transfer was, in fact, influencing students' errors predicted by CA. Students in this study made L1 errors along with other errors. Although no statistical difference was found between the frequency of transfer and other (non-transfer) errors, L1 transfer errors were still common for many learners in this data. The frequency of the relative clause L1 transfer errors was slightly higher than other errors. However, passive voice L1 errors were as frequent as other errors whereas definite article L1 errors were slightly less frequent than other errors. The analysis of the interviews suggested that L1 still played a crucial role in influencing learners errors. The analysis also suggested that the frequency of transfer errors in the papers used in this study might have been influenced by CA-informed instruction students received and students' language level. Specifically, learners reported that both factors helped them reduce the frequency of L1 transfer errors in their writing. The teaching implications of this study include familiarizing language instructors with possible sources of errors for Arabic ESL learners. Language instructors should try to identify sources of errors by conducting their own analyses or consulting existing literature on CA paired with EA. Finally, I recommend adopting a CA-informed instruction to help students reduce and overcome errors that are influenced by their L1.

Aquesta tesi presenta l'edició i l'estudi filològic del còdex 122 de l'arxiu del Regne de Mallorca (ARM). El manuscrit és un llibre de comptes o pinqàs d'un jueu prestamista mallorquí de la segona meitat del segle XIV. Es tracta del registre personal d'aquest jueu on hi ha anotats préstecs realitzats majorment a cristians tot i que s'hi registren també préstecs a jueus i a moros. Consta de 137 folis dels quals 180 planes contenen alguna anotació. La llengua del manuscrit és el judeoàrab tot i que els noms de lloc, de persona, els mesos de l'any, mesures i algunes festivitats cristianes apareixen en català i part del lèxic en hebreu. Les dates de les anotacions corresponen al calendari gregorià i els préstecs registrats van des de l'any 1360 fins l'any 1391. Pel que fa a la paleografia l'escriptura emprada és la cursiva sefardí i hi apareixen afegitons de dos escrivans més. La tesi està dividida en dues seccions principals. La primera secció inclou: a) l'estudi i la descripció codicològica i paleogràfica del manuscrit, b) un estudi lingüístic de les tres llengües que hi apareixen (l'hebreu, el català i el judeoàrab), c) una anàlisi del contingut que inclou l'edició d'unes cèdules i un estudi dels préstecs, d) un apartat sobre la metrologia i e) un estudi de l'onomàstica. La segona secció conté l'edició facsímil del manuscrit, la transcripció paleogràfica, els índexs onomàstics i la bibliografia. En un estudi paral•lel al del manuscrit es publiquen unes cèdules en judeoàrab custodiades també a l'ARM i que són contractes d'obligació o de "comanda" de quatre dels préstecs anotats al còdex. El prestamista autor del manuscrit és el mateix, el jueu en Magalluf Mili i els notaris que van custodiar aquestes cèdules foren en Jordi Nadal i en Julià Font Cuberta. En el còdex hi apareixen préstecs realitzats sota la supervisió de 31 notaris cristians tot i que molts són realitzats en obligació al Veguer de la Cort, al Governador o en obligació a la ciutat on són duts a terme. Els prestamistes són 3, en Magalluf Mili, el rabí Se'adià Mili i la dona Havà. Aquests préstecs van ser realitzats a 28 poblacions mallorquines. Aquest treball de tesi presenta una relació de totes les operacions de préstec contingudes al manuscrit i un estudi comparatiu per poblacions. D'aquest es desprèn que més de tres quartes parts del total dels préstecs foren duts a terme a Ciutat de Mallorca on s'hi registren préstecs referents a cabassos de farina, préstecs realitzats a la Llotja del comerç i garanties. De les anotacions s'ha pogut deduir que l'interès que s'aplicava era variable i oscil•lava entre el 10 i el 20%. Pel que fa a l'estudi onomàstic es presenten les principals fonts documentals que havien servit fins ara de base per a l'estudi de l'antroponímia mallorquina del segle XIV i es remarca la importància que representa per aquesta disciplina del cabal d'antropònims aportat pel còdex 122. Un total de 768 noms de cristians, 19 moros i 81 jueus conformen una llista que es presenta als índexs onomàstics amb referències al número de foli on són registrats. El període que reflecteix el manuscrit, la segona meitat del segle XIV, va ser un temps de revoltes que va representar gairebé el final de la comunitat jueva de Mallorca. L'any 1391 van arribar a l'illa els avalots que s'havien estès a les jueries peninsulars. Durant aquests avalots habitants de la part forana de l'illa van arribar a la capital per tal d'alliberar-se dels contractes d'obligació. Van assaltar la jueria i van matar més de 300 jueus. La major part dels supervivents van ser forçats a batejar-se i acceptar el cristianisme. Els nous conversos van ser obligats a declarar davant del Governador i aquesta declaració s'ha conservat en els Pregons de 1391 de l'arxiu de l'antiga Cúria General de Mallorca. Entre les declaracions se'n troben dues que fan referència a l'autor del manuscrit, en Magalluf Mili. Segons aquestes declaracions se suposa que aquest va morir durant els avalots de 1391 deixant vídua a na Vitala, la seva esposa. / This thesis presents the editing and philological study of the codex 122 of the Archive of the Kingdom of Majorca (ARM). The manuscript is a book of accounts or pinqás written by a Jewish Majorcan moneylender in the second half of the fourteenth century. This is the personal record of this Jew where noted loans made mostly to Christians although there are also loans to Jews and Moors. It consists of 137 folios including 180 pages contain some annotation. The language of the manuscript is Judaeo-Arabic although place names, anthroponyms, months of the year, the measures and some Christian festivals are in Catalan and lexicon in Hebrew. The dates registered correspond to the Gregorian calendar and the loans are recorded between 1360 and 1391. In regard to paleography writing is the Sephardic Cursive script and there are additions of two more scribes. The thesis is divided into two main sections. The first section includes: a) the study of the manuscript including a codicological and paleographic description, b) a linguistic study of the three languages that appear (Hebrew, Catalan, and Judaeo-Arabic), c) a content analysis that includes the publication and study of some warranty documents of loans, d) a section on metrology and e) a study of onomastics. The second section contains the facsimile edition of the manuscript, a paleographic transcription, the name indexes and bibliography. Published here are some warranty documents of loans in Judaeo-Arabic that are contracts of obligation or "command" of 4 loans registered in the codex. The lender is the author of the manuscript itself, the Jewish Magalluf Milli. In the codex are registered loans made under the supervision of 31 Christian notaries although many are made in obligation to the Veguer of the Court, the Governor or in obligation to the city in wich they are made. Lenders are 3, Magalluf Milli, Rabbi Seadiah Milli and a woman named Khavah. Loans are made in 28 villages of Mallorca. In the comparative study of the loans it follows that more than 75% were made in the City of Mallorca. From the annotations is also clear that the interest was variable and ranged between 10 and 20%. The codex presents a rich onomastic resource, greatly expanding our knowledge of anthroponomy of the era. The thesis adds this source to the index available from previously documented material. A total of 768 Christians, 19 Muslims and 81 Jews make up a list displayed in the index of names.