Islam’s Encounter with English and Ismail al-Faruqi’s Concept of Islamic English: A Postcolonial Reading

In the past, many Muslims maintained strong reservations about using English as a means of communication, interaction, and intellectual practices mainly due to its association with British colonialism. In the postcolonial world Muslims and other religious communities, as well as various ethnic and indigenous groups, have moved away from the ideological and political assumptions of a binary relationship between English and their cultural and religious identities. As a result, several hundred million Muslims now use English as their first or second language, and more books on Islam are published in it than in any other language. However, Ismail al-Faruqi (1921-86) sees a serious anomaly in how Muslim names and Islamic theological terms are transliterated and translated, as the dominant practice shows not a loyalty to meaning, but to the norms of the target language. Such an approach causes these names and terms to lose semantic associations and religious connotations. To rectify this, al-Faruqi proposes the introduction of “Islamic English.” Based on his linguistic diagnosis and remedy, I will discuss this approach from a postcolonial perspective.

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On determining developmental stages in natural second language acquisition

Studies in Second Language Acquisition ◽

10.1017/s0272263100004137 ◽

1981 ◽

Vol 3 (2) ◽

pp. 109-135 ◽

Cited By ~ 234

Author(s):

Jürgen M. Meisel ◽

Harald Clahsen ◽

Manfred Pienemann

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Learning Process ◽

Developmental Stages ◽

Target Language ◽

L2 Acquisition ◽

Source Language ◽

The Past ◽

Linguistic Structures

Research on Second Language (L2) Acquisition, over the past ten years, has undergone substantial changes by shifting its focus of interest away from an analysis of linguistic structures alone, concentrating more on the learner himself or, rather, on the process of learning. It had become obvious that one of the major shortcomings in contrastive studies as well as in the usual kind of error analysis is that they lack thorough investigation of factors which determine the kind of approach a learner may take to acquire a second language. This again implies that it is more fruitful to study the process of learning itself instead of merely analysing its outputs. It is by now widely accepted that the learner takes an active part in the learning process and does not merely get trapped in structural gaps which linguists may find when comparing the source language (the learner's L1) and the target language (L2).

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The Direct Method

10.31227/osf.io/fy42v ◽

2017 ◽

Author(s):

Purwarno

Keyword(s):

Second Language ◽

Foreign Language ◽

Direct Method ◽

Target Language ◽

Translation Method ◽

Grammar Translation Method

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar.

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The role of cross-linguistic stress pattern frequency and word similarity on the acquisition of English stress pattern by native speakers of Brazilian Portuguese

Revista Diadorim ◽

10.35520/diadorim.2012.v12n0a3978 ◽

2012 ◽

Vol 12 ◽

Author(s):

Amanda Post Silveira

Keyword(s):

Second Language ◽

Native Speakers ◽

Mother Tongue ◽

American English ◽

Brazilian Portuguese ◽

Stress Pattern ◽

Target Language ◽

English As Second Language ◽

Word Similarity ◽

L1 Transfer

This is a preliminary study in which we investigate the acquisition of English as second language (L2[1]) word stress by native speakers of Brazilian Portuguese (BP, L1[2]). In this paper, we show results of a multiple choice forced choice perception test in which native speakers of American English and native speakers of Dutch judged the production of English words bearing pre-final stress that were both cognates and non-cognates with BP words. The tokens were produced by native speakers of American English and by Brazilians that speak English as a second language. The results have shown that American and Dutch listeners were consistent in their judgments on native and non-native stress productions and both speakers' groups produced variation in stress in relation to the canonical pattern. However, the variability found in American English points to the prosodic patterns of English and the variability found in Brazilian English points to the stress patterns of Portuguese. It occurs especially in words whose forms activate neighboring similar words in the L1. Transfer from the L1 appears both at segmental and prosodic levels in BP English. [1] L2 stands for second language, foreign language, target language. [2] L1 stands for first language, mother tongue, source language.

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Second language processing of English past tense morphology: The role of working memory

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2019-0005 ◽

2020 ◽

Vol 0 (0) ◽

Author(s):

Filiz Rızaoğlu ◽

Ayşe Gürel

Keyword(s):

Working Memory ◽

Second Language ◽

Language Processing ◽

Native Speakers ◽

Negative Relationship ◽

Masked Priming ◽

Morphological Processing ◽

Target Language ◽

Past Tense ◽

L2 Learners

AbstractThis study examines, via a masked priming task, the processing of English regular and irregular past tense morphology in proficient second language (L2) learners and native speakers in relation to working memory capacity (WMC), as measured by the Automated Reading Span (ARSPAN) and Operation Span (AOSPAN) tasks. The findings revealed quantitative group differences in the form of slower reaction times (RTs) in the L2-English group. While no correlation was found between the morphological processing patterns and WMC in either group, there was a negative relationship between English and Turkish ARSPAN scores and the speed of word recognition in the L2 group. Overall, comparable decompositional processing patterns found in both groups suggest that, like native speakers, high-proficiency L2 learners are sensitive to the morphological structure of the target language.

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It is more different than you think: Art libraries in Germany and the UK

Art Libraries Journal ◽

10.1017/alj.2021.17 ◽

2021 ◽

Vol 46 (4) ◽

pp. 92-96

Author(s):

Erica Foden-Lenahan

Keyword(s):

Second Language ◽

Personal Perspective ◽

The Past ◽

Anniversary Issue ◽

Language Environment ◽

The Uk

Firstly, it is an honour to be asked to contribute to this anniversary issue. AKMB is celebrating 25 years as an organization supporting and representing art and museum librarians and libraries (1). ARLIS/UK & Ireland celebrated 50 years in 2019 and the Art Libraries Journal (ALJ) celebrated 40 years in 2016, so I have spent a lot of my 7 years as editor of the ALJ reflecting on how far we have come. The past couple of generations have overseen tremendous achievements in the profession worldwide and these milestones are an opportunity to reflect on those changes and to look forward. This is a personal perspective and is intended to be (often) light-hearted, it also is limited to what I have observed within the limitations of having attained my education outside of Germany and of operating in a second language environment.

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The effects of time in the development of complexity and accuracy during study abroad

EUROSLA Yearbook ◽

10.1075/eurosla.14.02jen ◽

2014 ◽

Vol 14 ◽

pp. 31-64 ◽

Cited By ~ 5

Author(s):

Julia Jensen ◽

Martin Howard

Keyword(s):

Second Language ◽

Study Abroad ◽

Cultural Knowledge ◽

Target Language ◽

Learning Context ◽

Language Performance ◽

Linear Pattern ◽

L2 Development ◽

Final Interview ◽

Considerable Individual Variation

Reflecting the current age of mammoth globalisation and the desirability of having a second language in today’s world, study abroad (SA) is becoming increasingly popular amongst university students across many disciplines. Moreover, with the EU identifying a target of 20% participation in SA in 2010, the value of this activity is also being recognised on an intergovernmental level. Participants in SA programmes stand to gain not only invaluable experiences, in terms of expanding their social and cultural knowledge, but also in developing their second language (L2). While there now exists a multitude of SLA studies situated within this unique learning context, such studies vary enormously in the duration of their learner-participants’ stay in the target language community. Indeed, a review of the current literature indicates that the duration of SA in the existing research ranges from a couple of weeks to a full year. Given such diversity, it is difficult to draw substantive conclusions on the effect of duration of SA on L2 development, although a limited number of important studies have explored the issue (e.g. Davidson, 2010; Dwyer, 2004; Llanes & Muñoz, 2009; Serrano et al., 2012). Against this background, the current paper reports on a longitudinal study of French and Chinese learners of English over a nine month SA period. Initial, medial and final interview data were analysed in terms of Complexity and Accuracy which are considered two important, and often rivalrous, features of language performance (Ellis & Barkhuizen, 2005). The results of the study point to considerable individual variation, both within individuals (variation across observations) and between individuals (variation across participants) in scope of development, making it difficult to capture language gains in terms of a neat, linear pattern over time.

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Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

Brock Education Journal ◽

10.26522/brocked.v28i2.490 ◽

2019 ◽

Vol 28 (2) ◽

pp. 82-95

Author(s):

Callie Mady

Keyword(s):

English Language Learners ◽

Second Language ◽

Novice Teachers ◽

Language Learners ◽

English Language ◽

Target Language ◽

Bachelor Of Education ◽

Longitudinal View ◽

Core French ◽

Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages. With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming.

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Eye-tracking in Second Language Reading

International Journal of Innovation, Creativity and Change ◽

10.53333/ijicc2013/15523 ◽

2021 ◽

pp. 416-432

Author(s):

Ivana Roncevic

Keyword(s):

Second Language ◽

University Students ◽

Eye Tracking ◽

Reading Strategies ◽

English Language ◽

Target Language ◽

Second Language Reading ◽

Process Information ◽

Research Results ◽

Level Process

In this study eye tracking software was used to analyse the ways in which university students, adult competent speakers of English at C1 level, process information when reading texts in the target language, and which strategies they use in order to summarise a given text. Research results point to four different reading techniques used by the participants in the study: partly selective fast linear, partly selective slow linear, selective structural and nonselective reading strategies. In comparison with previous research with reading tasks in L1, results show that readers take more time when reading in L2. In addition, there is a need for skill enhancement for the purpose of improved text structuring in reading tasks in the English language.

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Çoğulcu Kamusal Alanda Dini Kimliklerin Özgürlüğü ve Demokrasi İletişimi

Etkileşim ◽

10.32739/etkilesim.2021.7.120 ◽

2021 ◽

Vol 4 (7) ◽

pp. 98-127

Author(s):

Ali Demir

Keyword(s):

Public Sphere ◽

Immanuel Kant ◽

Thomas Hobbes ◽

Image Of God ◽

Public Communication ◽

Emile Durkheim ◽

Religious Identities ◽

Communication Interaction ◽

Basic Concepts ◽

The Image Of God

Pluralistic public sphere is where sociological categories such as action, interests and identities, and the basic concepts of philosophy such as freedom, democracy, equality and difference, are connected with each other. Communication here has always been in interaction with personalities and identities. However, in time, public communication of social belongings based on difference or equality has led to some conflicts. Thinkers such as Thomas Hobbes, Immanuel Kant and Jürgen Habermas have studied miscommunication in public within the framework of the concept of pluralism, which is historically and sociologically related to religious identities. In the article, this connection of communication, interaction and relationships will be covered by the image of God in Gilgamesh, the function that Emile Durkheim attributed to religion, and some sociological examples.

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