阿拉伯(语)化与阿语世界的“边缘性”

阿拉伯（语）化不仅是一个旨在提升阿拉伯语社会地位、改善阿拉伯语现代适用性以应对强势外语在阿语世界传播的语言规划与政策行为，在深层次上，阿拉伯（语）化反映并回应了阿语世界在现当代世界体系中的“边缘性”。这一“边缘性”在客观现实中以不同的形式持续存在并深刻影响了阿语世界不同语言间的权力关系。在这一权力关系未发生根本性变化的情况下，阿拉伯（语）化政策的执行效果不佳。尽管如此，阿拉伯知识界和政界对于阿拉伯（语）化的讨论依然在进行中。从这一现象出发，本文梳理和分析了阿拉伯（语）化政策的历史和阿拉伯语语言学会在讨论该政策时所凸显的两个持久性趋势，最后提出阿拉伯（语）化是在主观层面对阿语世界“边缘性”的象征性抗争和象征性补偿。

Literary Translation and Loanwords： A Study of English and Igbo Translations ofFranz Kafka＇s Brief an den Vater

Multilingualism and multiculturalism have become so characteristic of our times that it is hard to come by a literary work that is strictly monolingual. Languages in contact influence each other in various ways. One language could be more influential than the other as a result of linguistic and non-linguistic factors. A language that is documented and enjoys a more privileged political, economic, cultural, or religious position is likely to be more influential than another language that lacks these qualities. Languages in contact often borrow words from each other though a language that is considered to be more prestigious than another is more likely to be the donor language less prestigious one. Loanwords are therefore common among languages in contact. Intercultural literary communication is mostly effected through translation. Due to Africa＇s colonial experience, literary translation practice in Africa often involves European languages, Arabic, and indigenous African languages. In Nigeria, the languages that have played significant roles in literary translation include English, French, German, Arabic, and indigenous Nigerian languages. Franz Kafka＇s Brief an den Vater which was written in German has been translated into English as Letter to His Father by Ernest Kaiser and Eithne Wilkins and into Igbo as Soro Okwu m maobu Leta （Ndi） Nna by Felicia Ibemesi. This paper sets out to study loanwords in the English and Igbo translations from a target reader＇s perspective

On Language, Culture and Diversity in Spain

The Iberian Peninsula was first inhabited by Celts, Iberians, Carthaginians, Romans, Visigoths, and later Berbers. How is it possible that in a spam of only 50 years, the Berbers were able to go pass the Pyrenees and practically ruled what today is Portugal, Spain, and region of France？ This article attempts to uncover the sociological aspects that helped the Berbers and Arabs rule the Iberian Peninsula quite rapidly. It was due to the commonalities and not the differences that Spain＇s political leaders went from Arian Visigoths to Muslims for the next 800 years. Ignacio Olague＇s book La Revoluci6n Isldmica en Occidente （The Islamic Revolution in the West）, also translated as Les Arabes N＇ont Jamais Envahi l＇Espagne （The Arabs Never Invaded Spain）, serves as one instrument to shed light to how this historical event took place. The result of this fusion of cultures not only created a rich civilization that would planted the seeds of the Renaissance three centuries before it began in Italy, but also contributed to the formation of a new language （between 720-750 AD）： El castellano o espahol （Spanish language）, which today is the official language in 21 st countries.

Arabic Language in Multicultural Dynamism： Chronological Effects on Nigeria＇s Heritage

Of such notice that researchers documented in their compendium about the spawn of Arabs and their language dwindled in mono-cultural boundary for many memorable years. It is of the fact that the relevance of Arabic language is not only restricted to the people spoken it as their mother language. Thus, it is globally applauded due to its effective recognitions and relevancies in other cultures and all human strata. History shows that the place of Arabic language in multicultural society is very applausive, especially after the emergence of Islam, when Islam spread beyond its domain to other continents like Asia, Europe, Africa, America, etc. Apparently, the position of Arabic language in multicultural societies, especially Nigeria （has the largest African population） which has predominant ethnic groups, cultures, and more than 400 ethnic dialects, with over 1,850,000,000 population is given a warmly applausive recognization. The reason is that its entry into the country dated back to the seventh century of the Hijrah era in which Arabic had been used for religious, social, economic, and cultural purposes. Therefore, this paper is aiming to give an expository analysis of the relevance of Arabic language in multicultural societies, and take Nigeria as a case study.

The Arab Other in Israeli Cinema and Discourse

This paper examines the evolution of the representation of the Arab in Israeli Cinema as a reflection of the way Arabs are perceived in Israeli cultural and political discourse. Scholars have mostly depicted this representation as static over time. Using examples drawn from a range of Jewish-Israeli film, this paper argues instead that the cinematic representation of Arabs changes over time in ways that mirror currents in Israeli political and social discourse

The Impact of Socio-Cultural Contexts on the Reception of Contemporary Saudi Novels

This paper examines how the socio-cultural contexts have affected readers＇ responses to particular Saudi novels. It draws on Fish＇s concept of ＂interpretive communities＂, which argues that interpretation is an institutional practice, and that consequently readers hold shared prior assumptions that constrain their interpretive strategies （Fish 1980）. Not surprisingly then, some responses to Saudi authors are based on the ideological belief that their novels consist of acts of rebellion against a conservative culture. A close reading of the conflict between Saudi novelists and the social responses to their works can reflect how cultural and social contexts shape the reception of contemporary Saudi novels, and can also help to construct public attitudes toward these texts. Saudi novelists have faced a number of social constraints and factors which have affected the development of the novel in Saudi Arabia. For example, works by al-Gosaibi, Munif, Khal, al-Hamad, al-Mohaimeed, Alsanea, and al-luhani have all been banned because they were seen to pose a major threat to the dominant, patriarchal Saudi ideology. While the social controversy around these writers was raging, some other writers applied self-censorship to avoid touching upon what were perceived to be the most sensitive issues.

Muhammad Dib and Algerian Resistance Literature

Modern Algerian literature, unique among Arab national literary traditions, features a cultural blend of Arabic, Berber and French influences. The literature reflects their love of Algerian culture and thought, and their revolt against French colonialism. The Algerian-born Arab author Muhammad Dib （1920-2003） wrote in French, mainly about the Algerian struggle for independence. Expelled in 1959 for supporting the Algerian revolution, he settled in Paris. Considered a pioneer of Algerian literature, he was the first Arab Algerian to write Western-style novels. His Algerian trilogy, La Grande Maison, L ＇lncendie, and Le Mktier ~ tisser, was published between 1952 and 1957. Though autobiographical, the books trace both rural and urban life in pre-revolutionary times. Dib＇s 1959 thematically driven novel Un Otd Africaine （An African Summer）, analyzed here, rather than depicting the Algerian revolution itself, describes its effect on the characters and their lives. Nevertheless, the novel, framed around a cross-section of Algerian society, reflects colonial government abuses and the common people＇s sacrifices for their dream of independence. Dib also depicts France＇s colonialist attitudes as a betrayal of the ideals of the French Revolution and claims to humanitarian values.

A Variety of Cultures Represented in English Language Textbooks： A Critical Study at Saudi University

Textbooks material is one of the important issues that are worthy to investigate in order to enrich student＇s engagement and interaction in EFL （English as a Foreign Language） classrooms. In this study, the author argues that textbooks materials used in academic institutions may well take a significant part in generating an active environment in EEL classrooms. It is believed that more opportunities will be created for students to be more involved, active, and able to understand the content being addressed more effectively. Yet, by looking at the textbooks being utilised （at a university context where the author teaches）, one can notice that student＇s culture （Eastern） is to a large extent missing in these textbooks, most of these books instead represent dominantly ＂Western＂ culture namely American and British cultures. This can deafly be depicted by topics discussed, pictures, clothing, names, and many other issues portrayed in these textbooks. This study is an attempt to challenge and problematize such domination of Western cultures portrayed in the content of English textbooks used in academic institutions not merely within Saudi Arabia but also extended to other countries and nations in the world.