Thesis (M.A.)--Jāmiʻat al-Qāhirah, 1959. / In Arabic. Includes bibliographical references (p. 413-418).

Author's thesis (Ph. D.)--Friedrich-Wilhelms-Universität zu Berlin, 1957. / Includes bibliographical references (p. 147-149).

Thesis--Jāmiʻat Muʼtah. / Text in Arabic; commentary in English. Title on v. 2: al-Taʻrīf bi-al-muṣṭalaḥ al-sharīf. Includes bibliographical references (v. 1, p. 309-335) and indexes.

Since gaining academic status in South African schools, the Arabic language has always been under the spotlight. In Gauteng schools, the focus of discussion is the validity of the Nāšiٓēn as a prescribed text book and the methodology best suited to achieve linguistic competence in the language. In order to teach the language, an accurate observation of the Arabic language by means of phonetics and psychology is a prerequisite, hence the practical study of language or the study of philology is scrutinized. In the literature study, the research discusses different interconnected themes i.e. how the brain acquires language; developments into teaching methods; it asks can language be learnt by imitating native speakers; are we born with the innate ability to learn a second language. A review of current methodology is undertaken. Suggestions are pragmatically motivated rather than being theoretically motivated. The eclectic approach is preferred with the intention of providing the most efficient access to Arabic forms and structures. The educational implications are discussed with a view to formulate language principles on which recommendations and suggestions can be formulated. / Religious Studies and Arabic / M.A. (Arabic)

This is a systematic study of tropes of the Holy Qur`an, divided into four chapters… The first chapter is entitled: “An historical review of rhetoric and stylistics” and it consists of two sections; the first section is entitled: “Western rhetoric and stylistics” where as the second section deals with “Arabic rhetoric and stylistics”. The second chapter is entitled: “Tropes and their components” and it consists of two sections; the first section is entitled: “the definition of tropes”. This section deals with the definition of “literal expressions” and “figurative expressions”, and the required condition for figurative expressions; that is the syntactical and semantic coherence and relationships. The second section is entitled: “Components of tropes” which deals with different components of tropes. The third chapter is entitled: “Linguistic tropes of the Holy Qur`an” and it consists of two sections; the first section is entitled: “The spread of linguistic tropes in the Holy Qur`an”. The second section is entitled: “Relationship of linguistic tropes in the Holy Qur`an”. This section quotes each and every relationship of linguistic tropes in the Holy Qur`an. The fourth chapter is entitled: “mental tropes in the Holy Qur`an”, and it consists of three sections; the first section is entitled: “Mental tropes in the Holy Qur`an, from part 1 to part 10”. The second section is entitled: “Mental tropes in the Holy Qur`an, from part 11 to part 20”, and the third section is entitled: “Mental tropes in the Holy Qur`an, from part 21 to part 30”. These sections quote verses of the Holy Qur`an which contain mental tropes. / Religious Studies and Arabic / Psychology

A phenomenon of language contact between different speech communities is that of code switching which is a result of language contact between speakers of diverse language(s) and/or dialect(s). The aim of this thesis is to quantitatively and qualitatively detail the grammatical outcomes of intra-sentential code switching in natural parsing by bilingual speakers of Moroccan Arabic and English in the UK and to assess the way in which the Matrix Language Frame Model (MLF) (Myers-Scotton 1993b, 2002) is a suitable linguistic model for bilingual discourse. Such natural switching is highly regularized and syntactic features are maintained through normal grammatical constraints as will be detailed. A description of grammatical approaches to code switching is outlined with focus on one particular model, the Matrix Language Frame the concept of which was first pioneered by Joshi (1985) and elaborated upon in further detail by Myers-Scotton (1993b, 2002). I also draw upon the Minimalist model MacSwan (1999) for further analysis of inter-language parameters and language universals with regard to constraints on code switching as well as comparisons made with the Monolingual Structure Approach (Boumans, 1998). It is not the aim of this thesis to advocate a one-size-fits-all approach to constraints on code switching as this has proved to be the Achilles heel of all theoretical approaches to code switching over the last few decades (Pfaff 1979, Poplack 1980, Di Sciullo, Muysken & Singh 1986, Bentahila & Davies 1983) but to validate and corroborate the viability of the Matrix Language Frame Model. Natural data of Moroccan Arabic and English code switched discourse collated for this thesis provide further empirical support required to test the validity of the Matrix Language Frame model well as providing a quantitative database for further research. I advocate my own set of eleven generalizations pertaining to intra-sentential code switching and highlight a new emerging speech style amongst second and third generation speakers I have termed Reactive Syntax where it becomes evident that innovative speech styles and syntactic strings of utterances highlight creativity amongst these generational groups. This thesis concludes with an evaluation of the data collated together with an examination of the suitability of the Matrix Language Frame Model and suggestions for further research.

Nesta dissertação tomamos por objeto de estudo a romanização, em português, de palavras árabes (e·g, termos, topônimos e antropônimos). Estudamos por que alguns nomes são grafados de maneiras diferentes em um ou outro jornal, por exemplo, analisamos esquemas existentes de romanização e propomos um sistema que seja não apenas conciso e regular, mas também abrangente e minucioso, podendo ser usado tanto por leigos quanto por acadêmicos. Os seis capítulos encontram-se divididos em duas partes. Na primeira parte, abordamos a relação entre transposição ortográfica (i·e, transcrição, transliteração romanização e latinização) e tradução; apresentamos a língua árabe e sua escrita; ressaltamos elementos pertinentes da ortografia do português brasileiro. Na segunda parte, cotejamos oito esquemas de romanização árabeportuguês, apontando suas (des)semelhanças; apresentamos nosso sistema de transposição ortográfica, em seus quatro módulos (leigo simplificado, leigo comum, acadêmico amplo e acadêmico estrito), incluindo exemplos de aplicação em nomes, expressões e um breve texto; concluímos antecipando os desdobramentos da proposta. / This master\'s thesis presents our research concerning the romanization of Arabic words (e·g, technical terms, toponyms and anthroponyms) into Portuguese. We have first studied why the way some nouns and proper names are written varies from source to source, then analysed some of the existing romanization schemes and, finally, proposed a system both concise and regular as well as comprehensive and detailed, one which is suitable for laymen and scholars alike. there are six chapters, distributed in two parts. In the first part, we see four orthographic transposition methods (transcription, transliteration, romanization and latinization) and how they relate to translation; the Arabic language and its writing script; and relevant aspects of the Brazilian Portuguese orthography. In the second part, we compare eight ArabicPortuguese romanization schemes, highlighting their (dis)similarities; introduce all four modules (laymans simplified, laymans common, scholars broad and scholars narrow) of our orthographic transposition system, including samples comprising names, expressions and a small text; and finish off with an assessment on how said proposal may unfold.

This study examines the history and development of the “Arabic as a foreign language” (AFL) programme in Dearborn Public Schools (in Michigan, the United States) in its socio-cultural and political context. More specifically, this study examines the significance of Arabic to the Arab immigrant and ethnic community in Dearborn in particular, but with reference to meanings generated and associated to Arabic by non- Arabs in the same locale. Although this study addresses questions similar to research conducted on Arab Americans in light of anthropological and sociological theoretical constructs, it is, however, unique in examining education and Arabic pedagogy in Dearborn from an Arab American studies and an educational multi-cultural perspective, predicated on/and drawing from Edward Said’s critique of Orientalism, Paulo Freire’s ideas about education, and Henry Giroux’s concern with critical pedagogy. In the American mindscape, the "East" has been the theatre of the exotic, the setting of the Other from colonial times to the present. The Arab and Muslim East have been constructed to represent an opposite of American culture, values and life. Through the agency of conflation, Arab (and Muslim) Americans are accordingly lumped together with people from abroad, making for their status as permanent outsiders. Thus, if the American Self represents an ideal, the inhabitants of this oppositional world of Arabs and Islam (an Anti-world) represent an Anti-self. A source of fear and object of hate and prejudice, this Anti-self is the object of derision and anything connected with it (e.g. language, customs, religion, etc.) becomes suspect and is devalued by association. This document has two objectives: First, to present an historical account of this context, and, secondly, to shed light on how and why things that are associated with Arab Americans in Dearborn are devalued. This is achieved by addressing the developments of meanings (of actions and symbols) in their American context, and how they have shaped (and still shape) the local culture's depiction of and understanding of Arab (and Muslim) Americans. Therefore, Arab American issues of language, culture and societal interactions should be understood as constituting a stream of American life, which represent a dimension of the total American experience, past and present, that is best understood through the paradigm of American studies. Viewing this experience as a cultural whole rather than as a series of unrelated fragments (e.g. immigration waves and settlement patterns, religious and state affiliations, assimilation and preservation debates), Arab American culture and issues begin to shine through as an organic and holistic experience whose characteristics are shared with other groups, suggesting research on this community is equally generalisable to others. ii As an academic work, this document promotes an understanding of the Arab American experience from an interdisciplinary point of view through focusing on the phenomenon of language in the community with emphasis placed on the AFL experience at school. Therefore, it is a broadly-framed outlook that permits, in an introductory way, a view of the richness of the Arab American experience, particularly in Dearborn, Michigan, as part of the American experience. Data were collected using two surveys, one for AFL students at a high school, and another was administered to adults in the community—in Dearborn. In addition, an action-research-based effort, individual personal interviews and focus groups were conducted with stakeholders in the community: parents/community members, teachers/school personnel and students, utilising personal involvement in understanding and analysing the data. Also, the study referred to archival and documentary evidence available in the school system. Four hypotheses regarding importance/significance and utility of Arabic were offered and tested by means of qualitative, interpretive analysis. Findings included: (1) Arab Americans valued Arabic as an emblem of their community in Dearborn, suggesting its employment as an indicator of political empowerment. (2) Conversely, in the non-Arab community Arabic was observed as a mark of the Other, and an artefact of ethnic retrenchment and rejection of assimilation. (3) Interestingly, however, development of English language competence emerged as a major concern in the community, outweighing Arabic language preservation. (4) While, language maintenance efforts in the community were observed as minimal, especially at the organisational level, and support for such programmes was marginal to nil. (5) Additionally, Arabic, while not the object of a desire to master as a medium of communication, was observed to signify a special symbol of heritage for Arab American youth in the Dearborn community, who may have rejected their parents’ ideas about learning Arabic, but had developed their own. (6) What is more, Arab American youth were observed developing a viable hybridised identity, whose mainstay is being “Arabic”, despite the dominance of English and Euro-Anglo cultural norms. (7) At the institutional level, Arabic was observed devalued in the school setting due to its association with Arabs, Islam, Arab Americans, and immigration. (8) Moreover, relations between Arab Americans and non-Arab Americans in the school system seems to have been equally impacted by this process of devaluation, furthering the cause of stigmatisation, prejudice and racism.

This thesis investigates the syntactic structure of determiner phrases (DP) and their distribution in pre- and postverbal subject positions in Standard Arabic (SA) and Saudi dialects (SUD). It argues that indefinite DPs cannot occupy preverbal subject positions unless they are licensed by modification. Working within the theory of syntactic visibility conditions (visibility of the specifier and/or the determiner) put forth by Giusti (2002) and Landau (2007), I propose that adjectives, diminutives or construct states (CS) together with nunation can license indefinite DPs in preverbal subject positions. The syntactic derivation of the licensed indefinite DP depends on its complexity. In other words, in the case of simple DPs (e.g., a noun followed by an adjective), the correct linear word order is achieved by the syntactic N-to-D movement which takes place in the syntax proper. By contrast, if the DP is complex as in diminutives or CSs, the narrow syntax may not be able to derive the correct linear order. Therefore, I propose a novel analysis that accounts for the mismatches between the spell out of the syntax and the phonological form. I argue that the derivation of diminutives and CSs is a shared process between the narrow syntax and the phonological component (PF). I show that movement operations after-syntax (Lowering and Local-dislocation) proposed by Embick and Noyer (1999, 2001, 2007), in the sense of Distributed Morphology (DM), can account for the mismatch. The last theoretical chapter of the thesis investigates the linguistic status of nunation. I argue that nunation is an indefinite marker that performs half of determination with a full lexical item satisfying the other half. As far as the subject position is concerned, the current thesis includes two experimental studies that investigate processing of syntactic subjects in different word orders (SVO/VSO) by two groups: Native speakers (NSs) and Heritage speakers (HSs) of Arabic whose dominant language is English. The first study aims to answer two questions: a) which word order is more preferred by NSs, SVO or VSO? and b) which word order requires more processing? The second study aims to answer the same questions but with different participants, HSs. It also aims to check whether or not the dominant language grammar affected the heritage language grammar. Results showed that VSO is more preferred than SVO by both groups. As far as processing is concerned, NSs significantly processed subjects in VSO faster the SVO; they showed no significant difference when processing postverbal subjects in definite and indefinite VSO. By contrast, HSs processed subjects in SVO faster than VSO; however, the difference was not significant. The slow processing of VSO shown by HSs might be attributed to the effect of the dominant language which has a different word order from the heritage language.

Magister Philosophiae - MPhil / The Arabic language is a means by which the culture, beliefs and myths of Arabic speaking communities in the world can be understood. The ability to communicate, read and write in the Arabic language, can be used to research, read and write about the customs, traditions, folklore, habits, poetry, music, history and literature of the people where Arabic is considered the mother tongue The Constitution of the Republic of South Africa (act 200 of 1993) states that 11 every person shall have the right to use the language and to participate in the cultural life of his or her choice" (p 16 (31)). The Constitution further states that " no person shall be unfairly discriminated against, directly or indirectly, and, without derogating from the The existence, respect and promotion of the Arabic language has been enshrined in the South African Constitution. Arabic is recognised as a language used by communities in South Africa even though it is mainly used for religious and ceremonial functions at this point in time. In 1993 I started teaching at Cravenby Secondary School, (Sub. A to Std. 10). During that year I did not teach the Arabic language. I, however, enquired from teachers regarding their teaching approach of the Arabic language. I also questioned the pupils about their opinion towards the language and the approach used by teachers. The overwhelming response by the pupils was that they had to learn the meaning of words in isolation and out of context.