Subtitling Naguib Mahfouz

2015 ◽  
Vol 1 (2) ◽  
pp. 182-201
Author(s):  
Muhammad Y. Gamal
Keyword(s):  
Arab World ◽  
Academic Research ◽  
Arabic Language ◽  
Complex Task ◽  
Academic Institutions ◽  
Popular Films ◽  
Audiovisual Translation ◽  
Naguib Mahfouz

Naguib Mahfouz, Egypt’s literary icon, wrote a large number of novels that were turned into films. As the DVD industry in Egypt enters its second decade, the number of these films appearing on DVD and subtitled into English is also increasing. Despite this trend, academic institutions in Egypt, and elsewhere in the Arab world, remain largely oblivious to the new specialization of audiovisual translation. So far, academic research into audiovisual translation, particularly subtitling Arabic-language films into English, has been minuscule. This paper examines the complex task of subtitling one of Mahfouz’s most popular films, Midaq Alley. It argues that subtitling a classic film is a lot more than just translating the film dialogue and the subtitler needs more resources than just the dialogue list and the video of the film.

scholarly journals The Role of Subtitling and Dubbing in Arabic Vocabulary Acquisition: A Contrastive Study

2019 ◽  
Author(s):  
Asil Qasim ◽  
Rashid Yahiaoui
Keyword(s):  
Vocabulary Acquisition ◽  
Arab World ◽  
Arabic Language ◽  
Long Term Memory ◽  
Memory Retention ◽  
Intermediate Students ◽  
Language Class ◽  
Post Test ◽  
Audiovisual Translation

The critical comparison of subtitling and dubbing has long been a subject of discussion by many researchers in the field of Audiovisual Translation. However, to the best of our knowledge, no study to investigate the role of subtitling and dubbing in vocabulary acquisition has been carried out in the Arab world. The aim of the present study is to measure the effect of Audiovisual Translation modalities, mainly subtitling and dubbing, in the acquisition of Arabic vocabulary in an Arabic as a foreign language class (AFL) carried out at Sultan Qaboos College for Teaching Arabic For Non-Native Speakers. In order to do this a couple of questions needed answers 1) Which modality (subtitling and/or dubbing) is more conducive to vocabulary acquisition in the Arabic language? And 2) Which modality is more efficient in the long-term memory retention of Arabic vocabulary? Thirty upper intermediate students participated in this case study, which involved them watching a four-minute clip of the American TV series Designated Survivor in three versions: (a) subtitled into Arabic, (b) dubbed into Arabic, and (c) dubbed and subtitled in Arabic. The results showed that all groups were able to acquire and retain second language (L2) vocabulary; however, the dubbing group achieved higher results in both the immediate post-test and the delayed post-test.

Transcultural Content and Translingual Reflection: Rethinking the Arabic Language Learning Experience

2018 ◽  
Author(s):  
Karin Christina Ryding
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Arab World ◽  
Learning Experience ◽  
Academic Research ◽  
Arabic Language ◽  
Language Instruction ◽  
American Education ◽  
Arabic Sociolinguistics ◽  
To Come

This article, written by Karin C. Ryding, argues that while Arabic has garnered increased attention by the American education system over the past decade, the sociolinguistics of Arabic are being neglected in such educational endeavours. This is despite academic research on this topic, including, notably, Yasir Suleiman’s Arabic Sociolinguistics: Issues and Perspectives (1994). Ryding writes that the complexity of teaching and learning Arabic is related to the transcultural realities of living and working in the Arab world. As she demonstrates, Arabic is particularly challenging as the language must be modified to conform to different types of interaction. Ryding then analyses some of the shortfalls in the fi eld of Arabic language instruction, and argues that because Arabic teaching – due to its distinctive diglossic nature – lacks many traditional models to choose from, it must construct its own, which she refers to as ‘the repertoire model’. Ryding summarises by noting that sociolinguistic analyses, like those studied by Suleiman, must be taken into consideration and should force us to come to terms with the linguistic reality of multiple discourse levels and, accordingly, to develop new models for Arabic pedagogy.

scholarly journals التعريب وأثره في تعليم اللغة العربية لغير الناطقين بها

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Zaenuri
Keyword(s):  
Language Learning ◽  
Arab World ◽  
Arabic Language ◽  
Foreign Languages ◽  
New Words ◽  
Arabic Linguistics

AbstractThis paper aims to explain ta’rib which is a term from Arabic linguistics. In addition, this paper will also explain how the implications of learning about learning Arabic for non-Arabic learners. Ta'rib is the absorption of new words and terms from non-Arabic languages to Arabic by changing their pronunciation to follow patterns and rules in Arabic. Ta'rib can be done in two ways, first forming a new term to replace foreign terms, the two using foreign languages with Arabic patterns that are in accordance with the stipulated conditions. The implication ta’rib of learning Arabic for learners from outside the Arab world includes 1) giving mufradatfusha before the mufradat ‘amiyyah; 2) emphasize students to use Arabic fusha; 3) emphasize students to look for a translation in the dictionary before absorbing it directly; 4) introducing examples of foreign vocabulary that do not have equivalents in Arabic; 5) explain the provisions that apply to the owner ta’rib before Arabic language learning takes place; 6) emphasizes on students to pay attention to the rules of writing Latin letters that do not have equivalents in Arabic.

Huroufiyah

2018 ◽  
Author(s):  
Nada Shabout
Keyword(s):  
20Th Century ◽  
Arab World ◽  
Arabic Language ◽  
The Political ◽  
Artistic Identity ◽  
Cultural Changes ◽  
Modern Age ◽  
Arabic Script ◽  
19Th And 20Th Century ◽  
Islamic Civilization

The perception of the Arabic letter in art has gone through many changes from the Islamic civilization to the modern age. Following the political and socio-cultural changes of the 19th and 20th century, the Arabic script lost its sacredness. After decades of limited existence in traditional craft, the Arabic letter reappeared in modern Arab art around the middle of the 20th century on nationalistic bases. The Arabic language had acquired a high value during the age of colonialism as a symbol of national identity, a unifier; this value only grew stronger with time. The letter was also a signifier that aided twentieth-century Arab artists in their artistic identity crisis. A number of art groups—such as the Baghdad Group of Modern Art, formed in 1951—were established with their focus on a search for a local or national art style through ‘istilham al-turath,’ seeking inspiration from tradition. The Arabic letter became the means for connecting artists’ present with their past and allowing for the invention of tradition. Huroufiyah (Arabic for Letterism), a highly contested term initiated by a newspaper journalist, became a term popularly used to signify all experiments with the Arabic letter in the modern Arab art. Nevertheless, the term is surrounded by controversy in the contemporary Arab world and rejected by a number of scholars and artists. The term al-Madrassa al-Khattiya Fil-Fann (Calligraphic School of Art), has been alternatively proposed, expressing specifically a perceived continuation with Islamic calligraphy.

Arabic Language Instruction

1971 ◽  
Vol 5 (2) ◽  
pp. 1-23 ◽  
Author(s):  
Peter F. Abboud
Keyword(s):  
United States ◽  
World War Ii ◽  
Arab World ◽  
The United States ◽  
Arabic Language ◽  
Language Instruction ◽  
World War ◽  
Global Power ◽  
Political Interests ◽  
The U.S

The last fifteen years have witnessed rapid growth in the number of students studying Arabic and of programs concerned with the teaching of the language. This is directly attributable to the awakened interest in the United States in the Middle East in general, and the Arab world in particular, as a result of the entry of the U.S. in World War II and its emergence as a global power with strategic, economical, and political interests in the area. This is not to say that the teaching of Arabic is a new phenomenon in the U.S. As an indespensible tool of Orientalistic scholarship, Arabic was taught for many years in a few institutions which offered programs in Oriental and Semitic Studies.

scholarly journals 3573 Critical Barriers to Effective Community-Academic Research Partnerships and Potential Solutions

2019 ◽  
Vol 3 (s1) ◽  
pp. 86-87
Author(s):  
Susan J Woolford ◽  
Ayse G. Buyuktur ◽  
Patricia Piechowski ◽  
Aalap Doshi ◽  
Erica E. Marsh
Keyword(s):  
Community Engagement ◽  
Academic Research ◽  
The State ◽  
Academic Institutions ◽  
Community Members ◽  
Research Partnerships ◽  
Partnership Development ◽  
Community Engaged Research ◽  
Academic Partnerships ◽  
Effective Community

OBJECTIVES/SPECIFIC AIMS: Background: The importance of engaging community in research and fostering community-academic research partnerships is increasingly acknowledged by Clinical and Translational Science Award (CTSA) institutes. However, forming and maintaining such collaborations is often hampered by numerous challenges. It is critical to investigate the barriers to effective community-academic partnerships and to develop novel approaches to overcome these barriers. Objective: To explore community and academic perspectives of the challenges faced by community-academic research partnerships and potential solutions to these identified challenges. METHODS/STUDY POPULATION: Methods: In an effort to explore creative approaches to address these issues, the Community Engagement Program at the Michigan Institute for Clinical & Health Research (MICHR), the CTSA site that serves Michigan, hosted a retreat to elicit the input of community members and academics from across the state. There was a mix of participants ranging from those with established community-academic partnerships to others who were new to community-engaged research and in early stages of forming partnerships. At the retreat, attendees were randomly divided into groups and asked to answer the specific question, “What are your barriers to partnering in research?” After each group identified a set of barriers and reported their findings to the entire room, attendees were asked to work again in their small groups to discuss potential solutions to these barriers. Ideas for solutions were also shared with the entire room. As part of the process of brainstorming about these questions, attendees were asked to document their ideas --- for both barriers and solutions --- on post-it notes which were then grouped by category. Artifacts from the retreat were saved digitally and transcripts made from these records. The findings were then analyzed to identify common themes. RESULTS/ANTICIPATED RESULTS: Results: Eighty-six participants attended the retreat from across the state of Michigan. Forty-three represented community organizations that focus on addressing a wide array of social determinants of health issues. The remaining forty-three participants represented various academic institutions. The most frequently mentioned challenges to community-academic partnerships were related to communication and relationship building. To overcome barriers in these areas, participants noted that it is critical to collaboratively and explicitly identify shared goals, values and norms in the early stages of partnership development. This was closely linked to the need for additional funding to help foster and strengthen relationships by allowing partners to spend time together to both work and socialize informally, preferably in face-to-face settings. These were deemed crucial for building trust and common ground. In addition, more equitable funding and role distribution --- including shared leadership and governance of research projects between community and academia--- that recognizes and supports the true costs of involvement in research for community members was viewed as important. Other frequently noted issues on the part of community members were the need for greater respect for community partners and for more training opportunities to build capacity within communities to participate in research. Participants from academic institutions emphasized that the current requirements and timeline for promotion in academia make it harder for them to participate in community-engaged research, especially as early career researchers. They maintained that wider recognition of the value of community-engaged research is necessary and that this requires the support of home departments. Finally, participants underscored the importance of building infrastructure to better connect potential partners from the community and academia by making it easier to identify common interests and reciprocal strengths. DISCUSSION/SIGNIFICANCE OF IMPACT: Conclusion: The problems faced by community-academic partnerships may be alleviated by working with community and academic members to identify potential solutions. Further work is needed to systematically examine barriers and the efficacy of solutions to enhance community-academic partnerships. Acknowledgements: We thank all attendees of the MICHR Community Engagement retreat for their participation in this activity that explored barriers to effective community-academic partnerships. Their honest and frank feedback was essential to broaching sensitive topics related to partnership development, and to identify realistic and practical solutions. We also thank all members of the planning committee and our colleagues in the Community Engagement Program for their work on bringing together community and academic members for this retreat. This project was supported by grant number UL1TR002240 from the National Center for Advancing Translational Sciences (NCATS).

The promise to the Arab World: Attributes of U.S. President Obama in Arabic-language tweets

2017 ◽  
Vol 80 (2) ◽  
pp. 119-134 ◽  
Author(s):  
Mariam F Alkazemi ◽  
Shahira Fahmy ◽  
Wayne Wanta
Keyword(s):  
Arab World ◽  
The United States ◽  
Arabic Language ◽  
President Obama ◽  
Negative Attitudes ◽  
The Public ◽  
New Beginning ◽  
News Organizations ◽  
The Media ◽  
The U.S

U.S. President Barack Obama's much-anticipated address in Egypt in 2009 promised a new beginning between the U.S. government and the Arab world but only a few years later there were many criticisms that the U.S. President did not live up to his promises, driving Arab attitudes toward the United States to their lowest point in years. Five years later, we analyzed Arabic-language twitter messages involving President Obama to examine cognitive and affective attributes. Results show that tweets by members of the media differed greatly from tweets by members of the public. The public tweets held more negative attitudes towards the U.S. President than tweets by news organizations. Members of the public also were more likely to link the President to a wider range of countries, suggesting a greater diversity of attributes, while primarily fixating on the Palestinian issue.

scholarly journals Diglossia

Pragmatics ◽  
2018 ◽  
Vol 28 (2) ◽  
pp. 185-216
Author(s):  
Helge Daniëls
Keyword(s):  
19Th Century ◽  
Common Sense ◽  
Language Use ◽  
Native Speakers ◽  
Arab World ◽  
Arabic Language ◽  
Special Focus ◽  
Speech Community ◽  
Lexical Items ◽  
Ideological Attitudes

Abstract Diglossia is, as far as the Arabic language is concerned, a concept that has been taken for granted, as much as it has been criticized. First, based on Ferguson’s article on diglossia and subsequent interpretations and ramifications of the concept and with a special focus on how language variability is discursively deployed and how it is perceived in the Arab speech community, I will argue that diglossia does not so much describe actual language use, but rather how language variability is ‘read’ in the Arab world. In the second part of the article, an analysis of labeling in a 19th century debate will show how the dichotomy between fuṣḥā and non-fuṣḥā varieties (ʿāmmīya),1 which is the basis of diglossia, was already taken for granted long before the concept and the term existed, and even before fuṣḥā and ʿāmmīya were used as independent lexical items. The analysis in both parts of the article shows how much diglossia is taken for granted by most native speakers of Arabic, even if it defies linguistic descriptions of actual language use. It is exactly this ‘common-sense-ness’ that suggests that diglossia is a useful tool to describe language ideological attitudes.

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