Project MUSE®: Al-ʿArabiyya: Journal of the American Association of Teachers of Arabic - Latest Articles
https://muse.jhu.edu/journal/646
Project MUSE®: Latest articles in Al-ʿArabiyya: Journal of the American Association of Teachers of Arabic.daily12026-05-19T00:00:00-05:00text/htmlen-USVol. 47 (2014) through current issueLatest Articles: Al-ʿArabiyya: Journal of the American Association of Teachers of ArabicTWOProject MUSE®Al-ʿArabiyya: Journal of the American Association of Teachers of Arabic2375-40360889-8731Latest articles in Al-ʿArabiyya: Journal of the American Association of Teachers of Arabic. Feed provided by Project MUSE®Editor’s Note
https://muse.jhu.edu/article/975836
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This full volume of Al-‘Arabiyya (58) contains six articles that contribute to their topics within their own respective fields: Arabic phonology, Arabic syntax, Arabic foreign language pedagogy, Arabic corpus-based frequency dictionaries, Arabic language policy and planning, and Arabic first language pedagogy.Al-Tairi and Aldholmi investigate the tongue retraction spread of triggering versus nontriggering segments (emphatic versus plain consonants) in contexts where blocking segments are absent or present. The study employs both ultrasound and acoustic data to analyze the spread of tongue retraction in Yemeni and Palestinian Arabic.Farwaneh provides a phonological account of the non-occurrence of vowel clusters and
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/646/image/coversmallEditor’s Note2025-11-26text/htmlen-USEditor’s Note2025-11-262025TWOProject MUSE®59172026-05-19T00:00:00-05:002025-11-26Ultrasonic-Acoustic Investigation of the Tongue Retraction Spread of Arabic Emphatics: A Preliminary Study
https://muse.jhu.edu/article/975837
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Tongue retraction spread (RS) is commonly understood as the long-distance influence of emphasis triggering segments (namely, emphatic consonants) on other segments (mainly vowels) in the word.1 This phenomenon has been a topic of interest in several studies of both standard and dialectal Arabic (e.g., Bukshaisha 1985; Herzallah 1990; Jaber et al. 2023; Jongman et al. 2011; Laradi 1983; Younes 1993; Zawaydeh 1999). The nature of such retraction is debated; some, such as Patricia Keating (1988) and Bushra Zawaydeh and Kenneth de Jong (2011), view it as a phonetic coarticula-tory effect with special acoustic properties, while others, such as Stuart Davis (1995), argue that it represents a phonological rule with
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/646/image/coversmallUltrasonic-Acoustic Investigation of the Tongue Retraction Spread of Arabic Emphatics: A Preliminary Study2025-11-26text/htmlen-USUltrasonic-Acoustic Investigation of the Tongue Retraction Spread of Arabic Emphatics: A Preliminary Study2025-11-262025TWOProject MUSE®1662982026-05-19T00:00:00-05:002025-11-26Vowel Hiatus Resolution in Arabic
https://muse.jhu.edu/article/975838
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Vowel hiatus refers to sequences of vowels belonging to two adjacent syllables, or adjacent vowels with separate moras within the same syllable, without the benefit of lengthening or diphthongization. Many languages do not tolerate sequences of adjacent vowels or consonants and apply various strategies to eliminate them. Arabic is one of these languages that place strict limits on both vowel and consonant sequences. Yet while the prohibition on consonant clustering in Arabic has been widely studied (Broselow 1983, 1992; Farwaneh 1995, 2009; Itô 1986, 1989; Kiparsky 2003), no attempt has been made to provide a comprehensive and systematic account of vowel clustering or hiatus phenomena in Arabic. This is probably
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/646/image/coversmallVowel Hiatus Resolution in Arabic2025-11-26text/htmlen-USVowel Hiatus Resolution in Arabic2025-11-262025TWOProject MUSE®1398712026-05-19T00:00:00-05:002025-11-26The Morphosyntax of Deverbal Exclamatives in Arabic
https://muse.jhu.edu/article/975839
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Exclamations are linguistic expressions that convey the speaker’s strong feelings (e.g., surprise, enthusiasm, anger) or reactions toward some situation as exemplified in (1):(1)a. What an amazing house he bought!b. How beautiful she is!c. John came!d. Look, he is coming!Sentences in (1) can be differentiated as proper exclamatives (Excls) (1a, b) whose syntactic shapes (i.e., the use of “how” and “what”) are indicative of their force, and exclamations (1c, d), which can be of any clause type (i.e., declaratives, interrogatives, or imperatives) with falling intonation expressing feelings and reactions. (A list of abbreviations used in this article can be found at the end of the article.) This article focuses only
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/646/image/coversmallThe Morphosyntax of Deverbal Exclamatives in Arabic2025-11-26text/htmlen-USThe Morphosyntax of Deverbal Exclamatives in Arabic2025-11-262025TWOProject MUSE®1496982026-05-19T00:00:00-05:002025-11-26Collaborative Culture Note-Taking: Innovative Activity Design to Foster Intercultural Competence for Arabic Learners
https://muse.jhu.edu/article/975840
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Culture instruction and presentations in foreign language classrooms function to share various levels of information about the target culture, whether it is related to physical artifacts, customary practices, or beliefs and values. Recently, intercultural communicative competence (ICC) has served as an alternative interactive approach to present target culture by relating it to the students’ own culture while primarily focusing on going beyond surface visible and tangible culture to understand the values and beliefs behind the target language artifacts and practices. As authors, we need to foster a better understanding of the self and the other to anticipate potential future common misunderstandings so students can
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/646/image/coversmallCollaborative Culture Note-Taking: Innovative Activity Design to Foster Intercultural Competence for Arabic Learners2025-11-26text/htmlen-USCollaborative Culture Note-Taking: Innovative Activity Design to Foster Intercultural Competence for Arabic Learners2025-11-262025TWOProject MUSE®1453352026-05-19T00:00:00-05:002025-11-26What Is a Lemma in Arabic and Why Does It Matter in the Construction of Frequency Dictionaries?
https://muse.jhu.edu/article/975841
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Dictionaries are indispensable tools in the teaching and learning of Arabic as a foreign language. Bilingual Arabic dictionaries typically organize entries alphabetically by root, providing definitions and meanings for each word. In contrast, frequency dictionaries offer a unique and valuable perspective by listing words from most to least common, based on statistical analyses of extensive language corpora.Frequency dictionaries are essential in understanding lexical behavior and in identifying core vocabulary in the language (Schmitt 2010). They are also valuable resources for setting lexical standards and designing pedagogical materials that can help learners acquire the essential lexicon efficiently (Buckwalter
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/646/image/coversmallWhat Is a Lemma in Arabic and Why Does It Matter in the Construction of Frequency Dictionaries?2025-11-26text/htmlen-USWhat Is a Lemma in Arabic and Why Does It Matter in the Construction of Frequency Dictionaries?2025-11-262025TWOProject MUSE®1011182026-05-19T00:00:00-05:002025-11-26When English Is Not the Villain
https://muse.jhu.edu/article/975842
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Although the first article in the State of Qatar’s constitution confirms that “The Arabic Language shall be its official language” and that “the people of Qatar are a part of the Arab nation,” there is a general perception in Qatar that Qatari nationals lack proficiency in Standard Arabic. The situation in most other Arab societies is not any better (Al-Akur 2017; Alfataftah and Jarrar 2018; Masri 2019). This does not align well with the normal and legitimate expectation for speakers to have a strong command of their language because the language one uses contributes to the identity one projects. Scholars attribute this incompetence to various factors, such as the country’s colonial past, status of colonial and
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/646/image/coversmallWhen English Is Not the Villain2025-11-26text/htmlen-USWhen English Is Not the Villain2025-11-262025TWOProject MUSE®1631642026-05-19T00:00:00-05:002025-11-26Modern Standard Arabic: Advanced to Superior Level by Peter Abboud et al (review)
https://muse.jhu.edu/article/975843
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This book is a key contribution to the development of Arabic skills at the advanced and distinguished levels, a major addition to the textbook literature for advanced courses in Arabic, and a guide full of resources for teachers and students at the higher levels of Arabic proficiency and achievement. Drawing on the knowledge and experience of respected senior members of our profession, it represents a legacy to a new generation of Arabic teachers and scholars that reflects years of leadership and expertise in building coursework, programs, and resources from the very beginning of Arabic study up to the highest levels of performance.A six-page introduction details the rationale behind the text’s design and
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/646/image/coversmallModern Standard Arabic: Advanced to Superior Level by Peter Abboud et al (review)2025-11-26text/htmlen-USModern Standard Arabic: Advanced to Superior Level by Peter Abboud et al (review)2025-11-262025TWOProject MUSE®95962026-05-19T00:00:00-05:002025-11-26