This book presents theoretical and methodical cultural concerns in teaching literatures from non-American cultures along with issues of cross-cultural communication, cultural competency and translation. Covering topics such as the 1001 Nights, Maqamat, Arabic poetry, women’s writing, classical poetics, issues of gender, race, and class, North African concerns, language acquisition through literature, Arab-spring writing, women’s correspondence, issues connected with the so called nahdah (revival) movement in the 19th century and many others, the book provides perspectives and topics that serve in both the planning of new courses and accommodation to already existing programs.

Understanding the complexities of Arab politics, history, and culture has never been more important for North American readers. Yet even as Arabic literature is increasingly being translated into English, the modern Arabic literary tradition is still often treated as other--controversial, dangerous, difficult, esoteric, or exotic. This volume examines modern Arabic literature in context and introduces creative teaching methods that reveal the literature's richness, relevance, and power to anglophone students. Addressing the complications of translation head on, the volume interweaves such important issues such as gender, the Palestinian-Israeli conflict, and the status of Arabic literature in world literature. Essays cover writers from the recent past, like Emile Habiby and Tayeb Salih; contemporary Palestinian, Egyptian, and Syrian literatures; and the literature of the nineteenth-century Nahda.

This book is devoted to the life and academic legacy of Mustafa Badawi who transformed the study of Modern Arabic Literature in the second half of the 20th century.

The study of Arabic literature is blossoming. This book provides a comprehensive theoretical framework to help research this highly prolific and diverse production of contemporary literary texts. Based on the achievements of historical poetics, in particular those of Russian formalism and its theoretical legacy, this framework offers flexible, transparent, and unbiased tools to understand the relevant contexts within the literary system. The aim is to enhance our understanding of Arabic literature, throw light on areas of literary production that traditionally have been neglected, and stimulate others to take up the fascinating challenge of mapping out and exploring them.

The Man of Wiles - terrorist or saint? The Man of Wiles (otherwise known as the Master Thief, the Trickster or the Fool) appears in every hero cycle within classical Arabic literature - proof of this figure's popularity with the audiences of Arab story-tellers. He embodies views acceptable to an otherwise inarticulate part of the population, allowing Islam to be treated in a paradoxical and sometimes humorous light in contrast to conventional piety. And he shares with Odysseus not only his wiles but his function as 'the sacker of cities', redressing the idea that classical Arabic literature is unrelated to anything outside its own borders. The study of this popular form sets out in detail the recorded lives of these Men of Wiles for those to whom the original texts are not available.

In an innovative approach to teaching Modern Standard Arabic, this new content-based book aims to bolster study for advanced high students in both linguistic skills and literary appreciation. Learners will read original one-act plays in Arabic by four great but very different playwrights: Tawfiq al-Hakim, Salah Abdul Sabur, Saadallah Wannus, and Abdel Karim Berrechid. The book’s main aim is to allow students to understand the content as a basis for studying, evaluating, and appreciating these authors’ plays. Creative reading tasks and exercises focus on the writing and literary styles of the four writers, while grammar is reinforced through text analysis and writing assignments, with an emphasis on building vocabulary and idiomatic expressions, as well as on developing a deeper understanding of cultural and historical issues. With an integrated skills approach, al-Rubaa contains not only reading but also writing, listening, speaking, and performance activities. The plays included in the book are: • Tawfiq al-Hakim, “The Council of Justice” • Salah Abdul Sabur, “A Night Traveler” • Saadallah Wannus: “The Elephant, O King of The Age ” • Abdel Karim Berrechid: “Imru’ al-Qays in Paris”

Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.

Writings in learned subjects from the period eighth to thirteenth centuries, AD.

The Arabic Classroom is a multicontributor work for trainee and in-service teachers of Arabic as a foreign language. Collected here is recent scholarly work, and also critical writing from Arabic instructors, Arabists and language experts, to examine the status of the teaching and learning of Arabic in the modern classroom. The book stresses the inseparability of the parameters of contexts, texts and learners in the effective Arabic classroom and investigates their role in enhancing the experience of teaching and learning Arabic. The book also provides a regional perspective through global case studies and encourages Arabic experts to search for better models of instruction and best practices beyond the American experience.

Spanning the fifth century to the sixteenth, and ranging from Afghanistan to Spain, this unique collection provides a profound insight into the sheer vitality and depth of Classical Arabic literature. From the earliest surviving fragments of The Thousand and One Nights to the elegant beauty and profound power of the Qur'an - believed by the Islamic faith to contain the actual words of Allah - it includes translated extracts from all the major works of the period, alongside many less well-known but equally fascinating pieces. Exploring such traditional themes as lovesick yearning and fated doom, and considering subjects as diverse as the etiquette of falling in love with slave-girls and the terrors of the sea, this compelling anthology of poetry and prose brilliantly illuminates a body of writing that has been unjustly neglected by the west for centuries.