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Currently, Arabic language learning is required to be held online. In this situation, the government has forced to announce instructions for implementing online learning since March 2020. However, these instructions have made Arabic teachers experiencing difficulties in implementing online learning. Innovative learning management is highly needed to overcome these problems. Therefore, this study aims to provide an overview of the management of Arabic language learning, especially in planning, implementing, and evaluating, organized by teachers who are members of the Arabic teachers' forum. This study used a descriptive method by adopting data analysis techniques from Miles and Huberman. The results of this study indicate that in planning, the Arabic teachers made a lesson plan which would be held online. As for implementing the lesson plan, the teachers use synchronous and asynchronous models. They also used a combination of two models, a written test presented using Google form and Quizizz media for evaluation. On the other hand, some teachers also conducted oral tests using voice recordings through WhatsApp. This research suggests that teachers can better manage the planning, implementing, and evaluating online learning in the era of the COVID-19 pandemic following the characteristics and models of online learning.

In this book Geert Jan van Gelder, Laudian Professor of Arabic at the University of Oxford,
studies how Arab–Islamic culinary culture was represented in Arabic literature. He thus
contributes to our knowledge of both Arabic literature and, indirectly, Arab–Islamic
gastronomy and cookery. Although representations of food as such are not the finest aspects of
Arabic literature, and the preparation and consumption of food are not the finest aspects of
Arab–Islamic civilization, his perspective throws light on little-studied facets of
Arab–Islamic culture that are worth noting.

Background The philosophy and practice of pharmaceutical care (PC) has challenged Middle Eastern pharmacists to embrace a new paradigm that focuses on outcomes of care rather than products or tasks. Although the application of PC was found to be associated with a reduction in adverse drug reactions, length of hospital stay and cost of care in the developed world, the status and application of the practice remains less clear in the Arabic-speaking Middle East (ME). The aim of this project was to describe the current status of PC services in a number of Arabic-speaking ME countries. Methods We conducted literature search to identify what had been published on the status of PC in the ME. We also invited individuals who have good understanding of the pharmacy environment in the respective country. The individuals identified were asked to respond to a set of standardized questions relating to PC services in their countries. Results The literature search generated 12 publications in total. Ten country informants agreed to provide information on PC practice and pharmacy practice in general in their respective countries and they ultimately provided information related to these areas. Conclusions The PC concept is still often confused with clinical pharmacy, which remains to be a priority in several countries in the region. Pharmacy education is rapidly changing change in many of the ME. These changes are hoped to reflect a wider recognition and application of PC services in the hospital and community settings.

This study used wordwall application as a learning medium based on educational games. This study aims to determine the effectiveness of the wordwall application in increasing the mastery of Arabic vocabulary. This research used a quantitative approach with the research subjects of class VIII. The type of research is quantitative associative which aims to determine the effect or relationship between two or more variables. The data collection methods were interviews, questionnaires, tests, and documentation. The data analysis used a comparative analysis by comparing the pretest and posttest values (related sample t-test). This study revealed the following: (1) Media creation was done by logging into wordwall.net in order to be able to choose the desired shape according to certain needs. (2) There was a significant difference in terms of the pretest score which is smaller than the posttest score (45.63 < 77.50), (3) there was a difference in the average pretest and posttest outcomes with sig value of 0.000 (<0.05). (4) The percentage of N-Gain was 56.6%, which was categorized as quite effective. Based on the data analysis, it was concluded that the wordwall application was quite effective in increasing the mastery of Arabic vocabulary (Students mastered 25 vocabularies for each theme and according to government standards). Furthermore, the wordwall application could increase the fun, interest, enthusiasm and motivation of students in learning Arabic vocabulary.

La definición y traducción de la terminología militar, y en particular de las denominaciones de las categorías y empleos militares, es una cuestión que está lejos de estar resuelta. Este artículo investiga algunos de los problemas lexicográficos de las categorías y empleos militares y propone algunas soluciones para el diccionario general bilingüe árabe-español y españolárabe sobre la base de las fuentes primarias del vocabulario en cuestión en ambos idiomas, tomando en consideración soluciones lexicográficas previas e incluyendo la consulta del diccionario monolingüe árabe. ; Defining and translating military terms, particularly the names of military categories and ranks, is a question that is far from being resolved. The present paper investigates some of the lexicographical problems that are related to the military categories and ranks and proposes some solutions for the general bilingual Arabic-Spanish and Spanish-Arabic dictionary on the basis of primary sources of the relevant vocabulary in both languages, taking into account previous lexicographical solutions and including data found in the monolingual Arabic dictionary.

This article looks at Jordan as a case study to investigate how the link between the national and Islamic identity is constructed through textbooks and curricula for the teaching of Arabic language. The first section of the article introduces the reader to the relevance of Arabic language in historical discourses on Islam, Islamism and Arabic nationalism. Then, the article looks at the specific case of Jordan, providing an historical overview on how nationalism, religion, and religious pluralism played a part in Jordanian educational and political strategies. The following section specifically focuses on the use of the Arabic language in the Islamic and national perspectives, providing a diachronic comparison between the 2013 Arabic Language Curriculum and the 2019 General Frame for Jordanian Curricula, integrated by references to textbook content materials. The article identifies pragmatic needs behind the highlighted teaching policies and contextualizes the analyses in the broader Jordanian historical and political frameworks, pointing at the relevance of the Arabic language for the construction of identities in the contemporary Middle East and at its enduring politicization. Comparison between the 2013 and the 2019 documents shows relevant changes between past and present formulations, namely in the reduced emphasis on the link between language and religion.

Peer reviewed ; This essay studies the translations of the Qur'ān into Romance languages in anti-Islamic treatises written by Christians in the Iberian Peninsula in the sixteenth century. It compares three such works (here called Antialcoranes or 'anti-Qur'āns') that contain citations of the Qur'ān in Arabic, either in Arabic script or in transliteration, or both. These include the Confusión o confutación de la secta Mahomética y del Alcorán (1515) of Juan Andrés, the Lumbre de fe contra la secta mahometana y el alcorán (1521) by Martín de Figuerola and the Confutación del alcorán y secta mahometana (1555) by Lope de Obregón. It also considers glosses found in the Latin Qur'ān made at the behest of the Italian cardinal Egidio (Giles) da Viterbo (1518). We argue that these works merit detailed study, along with more studied Latin translations, as part of a history of the translation of the Qur'ān in the early modern period. The research leading to these results has received funding from the European Research Council under the European Union's Seventh Framework Programme (FP7/2007‒2013) for the project 'Conversion, Overlapping Religiosities, Polemics, Interaction. Early Modern Iberia and Beyond' (CORPI; AG 323316). Szpiech also received support from the Spanish Ministerio de Economía, Industria y Competividad for the project "Fuentes medievales y modernas para el estudio de las relaciones transculturales en el Mediterráneo. Redacción y transmisión" ("Proyecto excelencia I + D convocatoria 2015", FFI2015-63659-C2-1-P [MINECO/FEDER]).

AbstractLittle research has related DMs to (im)politeness, and none in Jordanian Arabic (JA). This study provides evidence that (im)politeness can categorize interactive DMs into polite DMs and impolite DMs in JA. It aims to explore the use of DMs in JA in relation to (im)politeness dichotomy. Twenty-two episodes of three different Jordanian radio shows which use vernacular JA were recorded and transcribed. With the help of prosodic cues and native speakers' judgement and comprehension of the relevant utterances, this study finds that DMs can be categorized into polite DMs and impolite DMs. For instance,ʕafwanعفوا 'excuse me' andja:si:di: يا سيدي 'sir' are exclusively used as mitigating polite DMs whilstwbaʕdi:n maʕakوبعدين معك 'hey stop!' andeṯlaʕ min ra:si:اطلع من راسي 'get out of my head' are impolite DMs which are primarily used in complaints and expressions of state of anger. This is all interpreted as evidence that interactive DMs can be strongly flavored by politeness which regulates their distribution and manifestation. The study contributes to research on DMs by presenting a categorization based on (im)politeness and thus strengthening the link between discourse and pragmatics.

This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government's discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of consensual diversity, both in their schools and their communities. They are also supportive of so-called British values, which they frame as universal values. In their promotion of these values as universal, there may be the potential for diasporic disconnect: the schools are striving for integration which may at times result in assimilationist positioning in the context of government pressure. However, their discourse is embedded in the highly charged political context in which Arabic schools operate and in which they position themselves as stakeholders in Arab communities. On the basis of the qualitative evidence reported here some of the government's ways of challenging radicalisation seems unwarranted in relation to Arabic complementary language schools.