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The Arts and Emergent Bilingual Youth: Building Culturally Responsive, Critical and Creative Education in School and Community Contexts

The Arts and Emergent Bilingual Youth offers a critical sociopolitical perspective on working with emerging bilingual youth at the intersection of the arts and language learning. Utilizing research from both arts and language education to explore the ways they work in tandem to contribute to emergent bilingual students’ language and academic development, the book analyzes model arts projects to raise questions about “best practices” for and with marginalized bilingual young people, in terms of relevance to their languages, cultures, and communities as they envision better worlds. A central assumption is that the arts can be especially valuable for contributing to English learning by enabling learners to experience ideas, patterns, and relationship (form) in ways that lead to new knowledge (content). Each chapter features vignettes showcasing current projects with ELL populations both in and out of school and visual art pieces and poems, to prompt reflection on key issues and relevant concepts and theories in the arts and language learning. Taking a stance about language and culture in English learners’ lives, this book shows the intimate connections among art, narrative, and resistance for addressing topics of social injustice.

Artifice and Invention in the Spanish Golden Age

The corpus of literary works shaped by the Renaissance and the Baroque that appeared in Spain during the sixteenth and seventeenth centuries had a transforming effect on writing throughout Europe and left a rich legacy that scholars continue to explore. For four decades after the Spanish Civil War the study of this literature flourished in Great Britain and Ireland, where many of the leading scholars in the field were based. Though this particular 'Golden Age' was followed by a decline for many years, there have recently been signs of a significant revival. The present book seeks to showcase the latest research of established and younger colleagues from Great Britain and Ireland on the Spanish Golden Age. It falls into four sections, in each of which works by particular authors are examined in detail: prose (Miguel de Cervantes, Francisco de Quevedo, Baltasar Gracian), poetry (The Count of Salinas, Luis de Gongora, Pedro Soto de Rojas), drama (Cervantes, Calderon, Lope de Vega), and colonial writing (Bernardo Balbuena, Hernando Dominguez Camargo, Alonso de Ercilla). There are essays also on more general themes (the motif of poetry as manna; rehearsals on the Golden Age stage; proposals put to viceroys on governing Spanish Naples). The essays, taken together, offer a representative sample of current scholarship in England, Scotland, and Ireland.

Artifice and Invention in the Spanish Golden Age

The corpus of literary works shaped by the Renaissance and the Baroque that appeared in Spain during the sixteenth and seventeenth centuries had a transforming effect on writing throughout Europe and left a rich legacy that scholars continue to explore. For four decades after the Spanish Civil War the study of this literature flourished in Great Britain and Ireland, where many of the leading scholars in the field were based. Though this particular 'Golden Age' was followed by a decline for many years, there have recently been signs of a significant revival. The present book seeks to showcase the latest research of established and younger colleagues from Great Britain and Ireland on the Spanish Golden Age. It falls into four sections, in each of which works by particular authors are examined in detail: prose (Miguel de Cervantes, Francisco de Quevedo, Baltasar Gracian), poetry (The Count of Salinas, Luis de Gongora, Pedro Soto de Rojas), drama (Cervantes, Calderon, Lope de Vega), and colonial writing (Bernardo Balbuena, Hernando Dominguez Camargo, Alonso de Ercilla). There are essays also on more general themes (the motif of poetry as manna; rehearsals on the Golden Age stage; proposals put to viceroys on governing Spanish Naples). The essays, taken together, offer a representative sample of current scholarship in England, Scotland, and Ireland.

Articulations of Self and Politics in Activist Discourse: A Discourse Analysis of Critical Subjectivities in Minority Debates

This book focuses on the discursive processes that allow activists to make sense of themselves and of the modes of politics they engage in. It shows how political and metadiscursive awareness develop in tandem with a reconfiguration of one’s sense of self. The author offers an integrated pragmatic and poststructuralist perspective on self and subjectivity. He draws on Essex style discourse theory, early pragmatist philosophy, and linguistic pragmatics, arguing for a notion of discourse as a multi-dimensional practice of articulation. Demonstrating the analytical power of this perspective, he puts his approach to work in an analysis of activist discourse on integration and minority issues in Flanders, Belgium. Subjects articulate a whole range of norms, values, identities and narratives to each other when they engage in political discourse. This book offers a way to analyse the logics that structure political awareness and the associated boundaries for discursive self-interpretation.

Articulations of Self and Politics in Activist Discourse: A Discourse Analysis of Critical Subjectivities in Minority Debates

This book focuses on the discursive processes that allow activists to make sense of themselves and of the modes of politics they engage in. It shows how political and metadiscursive awareness develop in tandem with a reconfiguration of one’s sense of self. The author offers an integrated pragmatic and poststructuralist perspective on self and subjectivity. He draws on Essex style discourse theory, early pragmatist philosophy, and linguistic pragmatics, arguing for a notion of discourse as a multi-dimensional practice of articulation. Demonstrating the analytical power of this perspective, he puts his approach to work in an analysis of activist discourse on integration and minority issues in Flanders, Belgium. Subjects articulate a whole range of norms, values, identities and narratives to each other when they engage in political discourse. This book offers a way to analyse the logics that structure political awareness and the associated boundaries for discursive self-interpretation.

The Art of Ana Clavel: Ghosts, Urinals, Dolls, Shadows and Outlaw Desires

Ana Clavel is a remarkable contemporary Mexican writer whose literary and multimedia oeuvre is marked by its queerness. The queer is evinced in the manner in which she disturbs conceptions of the normal not only by representing outlaw sexualities and dark desires but also by incorporating into her fictive and multimedia worlds that which is at odds with normalcy as evinced in the presence of the fantastical, the shadow, ghosts, cyborgs, golems and even urinals. Clavels literary trajectory follows a queer path in the sense that she has moved from singular modes of creative expression in the form of literary writing, a traditional print medium, towards other non-literary forms. Some of Clavels works have formed the basis of wider multimedia projects involving collaboration with various artists, photographers, performers and IT experts. Her works embrace an array of hybrid forms including the audiovisual, internet-enabled technology, art installation, (video) performance and photography. By foregrounding the queer heterogeneous narrative themes, techniques and multimedia dimension of Clavels oeuvre, the aim of this monograph is to attest to her particular contribution to Hispanic letters, which arguably is as significant as that of more established Spanish American boom femenino women writers.

The Art of Ana Clavel: Ghosts, Urinals, Dolls, Shadows and Outlaw Desires

Ana Clavel is a remarkable contemporary Mexican writer whose literary and multimedia oeuvre is marked by its queerness. The queer is evinced in the manner in which she disturbs conceptions of the normal not only by representing outlaw sexualities and dark desires but also by incorporating into her fictive and multimedia worlds that which is at odds with normalcy as evinced in the presence of the fantastical, the shadow, ghosts, cyborgs, golems and even urinals. Clavels literary trajectory follows a queer path in the sense that she has moved from singular modes of creative expression in the form of literary writing, a traditional print medium, towards other non-literary forms. Some of Clavels works have formed the basis of wider multimedia projects involving collaboration with various artists, photographers, performers and IT experts. Her works embrace an array of hybrid forms including the audiovisual, internet-enabled technology, art installation, (video) performance and photography. By foregrounding the queer heterogeneous narrative themes, techniques and multimedia dimension of Clavels oeuvre, the aim of this monograph is to attest to her particular contribution to Hispanic letters, which arguably is as significant as that of more established Spanish American boom femenino women writers.

Art as a Way of Talking for Emergent Bilingual Youth: A Foundation for Literacy in PreK-12 Schools

This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students’ sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.

Art as a Way of Talking for Emergent Bilingual Youth: A Foundation for Literacy in PreK-12 Schools

This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students’ sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.

Art as a Way of Listening: Centering Student and Community Voices in Language Learning and Cultural Revitalization

Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful possibility and power of language and culture in language and literacy learning. Understanding art as a tool that can be used for decolonizing minds, the contributors explore new methods and strategies for supporting the language and literacy learning skills of multilingual students. Contributors are artists, educators, and researchers who bring together cutting-edge theory and practice to present a broad range of traditional and innovative art forms and media that spotlight the roles of artful resistance and multilingual activism. Featuring questions for reflection and curricular applications, chapters address theoretical issues and pedagogical strategies related to arts and language learning, including narrative inquiry, journaling, social media, oral storytelling, and advocacy projects. The innovative methods and strategies in this book demonstrate how arts-based, decolonizing practices are essential in fostering inclusive educational environments and supporting multilingual students’ cultural and linguistic repertoires. Transformative and engaging, this text is a key resource for educators, scholars, and researchers in literacy and language education.

Art as a Way of Listening: Centering Student and Community Voices in Language Learning and Cultural Revitalization

Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful possibility and power of language and culture in language and literacy learning. Understanding art as a tool that can be used for decolonizing minds, the contributors explore new methods and strategies for supporting the language and literacy learning skills of multilingual students. Contributors are artists, educators, and researchers who bring together cutting-edge theory and practice to present a broad range of traditional and innovative art forms and media that spotlight the roles of artful resistance and multilingual activism. Featuring questions for reflection and curricular applications, chapters address theoretical issues and pedagogical strategies related to arts and language learning, including narrative inquiry, journaling, social media, oral storytelling, and advocacy projects. The innovative methods and strategies in this book demonstrate how arts-based, decolonizing practices are essential in fostering inclusive educational environments and supporting multilingual students’ cultural and linguistic repertoires. Transformative and engaging, this text is a key resource for educators, scholars, and researchers in literacy and language education.

Arjunawijaya: A Kakawin of Mpu Tantular (Bibliotheca Indonesica #2)

Arjunawijaya: A Kakawin of Mpu Tantular (Bibliotheca Indonesica #1)

Argumentationsstrategien chinesischer Deutschlerner/-innen: Eine korpusbasierte kontrastive Untersuchung im Vergleich zu deutschen L1-Sprecher/-innen

Dieses Open-Access Buch versucht, die Frage warum sich L1- und L2-Texte meistens leicht voneinander unterscheiden lassen, selbst wenn keine sprachlichen Fehler vorhanden sind, am Beispiel von chinesischen fortgeschrittenen Deutschlerner/-innen und deutschen L1-Sprecher/-innen zu beantworten. Basierend auf 40 argumentativen Korpustexten fokussiert sich die Studie auf drei Fragen: a) Wie unterscheiden sich die L1- und L2-Texte im rhetorischen Aufbau? b) Wie werden die Textregionen Einleitung, Hauptteil sowie Schluss von den Vergleichsgruppen jeweils inhaltlich, strukturell und sprachlich gestaltet? Und c) welche Einflussfaktoren könnten die ermittelten Unterschiede/Gemeinsamkeiten bedingen? Zur Erforschung dieser Fragen werden die Korpusdaten anhand der Rhetorical Structure Theory annotiert und anschließend quantitativ sowie qualitativ analysiert. Diese kontrastive Arbeit zeigt ein konkretes Beispiel für eine tiefergehende korpuslinguistische Analyse auf der Diskursebene, was einen wertvollen Beitrag für Forschungen im Bereich des Spracherwerbs und der Textlinguistik leisten kann. Die Erkenntnisse aus dieser Studie bieten einen weiteren Einblick in die Diskursmerkmale der L1- und L2-Texte und können verwendet werden, um die didaktischen Ansätze im chinesischen DaF-Unterricht zu fördern.

Argument Licensing and Agreement (Oxford Studies in Comparative Syntax)

The strikingly unrestricted syntactic distribution of nouns in many Bantu languages often leads to proposals that syntactic case does not play an active role in the grammar of Bantu. This book offers a different conclusion that the basis of Zulu that Bantu languages have not only a system of structural case, but also a complex system of morphological case that is comparable to systems found in languages like Icelandic. By comparing the system of argument licensing found in Zulu to those found in more familiar languages, Halpert introduces a number of insights onto the organization of the grammar. First, while this book argues in favor of a case-licensing analysis of Zulu, it locates the positions where case is assigned lower in the clause than what is found in nominative-accusative languages. In addition, Zulu shows evidence that case and agreement are two distinct operations in the language, located on different heads and operating independently of each other. Despite these unfamiliarities, there is evidence that the timing relationships between operations mirror those found in other languages. Second, this book proposes a novel type of morphological case that serves to mask many structural licensing effects in Zulu; the effects of this case are unfamiliar, Halpert argues that its existence is expected given the current typological picture of case. Finally, this book explores the consequences of case and agreement as dissociated operations, showing that given this situation, other unusual properties of Bantu languages, such as hyper-raising, are a natural result. This exploration yields the conclusion that some of the more unusual properties of Bantu languages in fact result from small amounts of variation to deeply familiar syntactic principles such as case, agreement, and the EPP.

Argument Encoding in Japanese Conversation

Japanese is well known for its array of argument encoding types - but how is speakers' choice of encoding types to be described? This book investigates the encoding of subject and direct object in conversational Japanese and attempts to explain Japanese argument encoding as a unified system. Qualitative and quantitative analyses of a bank of conversation are provided, with the emphasis on speakers' use of the encoding types rather than their acceptability for given arguments.

Architecture, Travellers and Writers: Constructing Histories of Perception 1640-1950

Does the way in which buildings are looked at, and made sense of, change over the course of time? How can we find out about this? By looking at a selection of travel writings spanning four centuries, Anne Hultzsch suggests that it is language, the description of architecture, which offers answers to such questions. The words authors use to transcribe what they see for the reader to re-imagine offer glimpses at modes of perception specific to one moment, place and person. Hultzsch constructs an intriguing patchwork of local and often fragmentary narratives discussing texts as diverse as the 17th-century diary of John Evelyn, Daniel Defoe's Robinson Crusoe (1719) and an 1855 art guide by Swiss art historian Jacob Burckhardt. Further authors considered include 17th-century collector John Bargrave, 18th-century novelist Tobias Smollett, poet Johann Wolfgang von Goethe, critic John Ruskin as well as the 20th-century architectural historian Nikolaus Pevsner. Anne Hultzsch teaches at the Bartlett School of Architecture, University College London.

Architecture, Travellers and Writers: Constructing Histories of Perception 1640-1950

Does the way in which buildings are looked at, and made sense of, change over the course of time? How can we find out about this? By looking at a selection of travel writings spanning four centuries, Anne Hultzsch suggests that it is language, the description of architecture, which offers answers to such questions. The words authors use to transcribe what they see for the reader to re-imagine offer glimpses at modes of perception specific to one moment, place and person. Hultzsch constructs an intriguing patchwork of local and often fragmentary narratives discussing texts as diverse as the 17th-century diary of John Evelyn, Daniel Defoe's Robinson Crusoe (1719) and an 1855 art guide by Swiss art historian Jacob Burckhardt. Further authors considered include 17th-century collector John Bargrave, 18th-century novelist Tobias Smollett, poet Johann Wolfgang von Goethe, critic John Ruskin as well as the 20th-century architectural historian Nikolaus Pevsner. Anne Hultzsch teaches at the Bartlett School of Architecture, University College London.

Arbeit an Sprache: Konzept für die Empirie einer politischen Sprachwissenschaft

The Arapaho Language: Language And Power Among The Northern Arapaho

The Arapaho Language is the definitive reference grammar of an endangered Algonquian language. Arapaho differs strikingly from other Algonquian languages, making it particularly relevant to the study of historical linguistics and the evolution of grammar. Andrew Cowell and Alonzo Moss Sr. document Arapaho's interesting features, including a pitch-based accent system with no exact Algonquian parallels, radical innovations in the verb system, and complex contrasts between affirmative and non-affirmative statements. Cowell and Moss detail strategies used by speakers of this highly polysynthetic language to form complex words and illustrate how word formation interacts with information structure. They discuss word order and discourse-level features, treat the special features of formal discourse style and traditional narratives, and list gender-specific particles, which are widely used in conversation. Appendices include full sets of inflections for a variety of verbs. Arapaho is spoken primarily in Wyoming, with a few speakers in Oklahoma. The corpus used in The Arapaho Language spans more than a century of documentation, including multiple speakers from Wyoming and Oklahoma, with emphasis on recent recordings from Wyoming. The book cites approximately 2,000 language examples drawn largely from natural discourse - either recorded spoken language or texts written by native speakers. With The Arapaho Language, Cowell and Moss have produced a comprehensive document of a language that, in its departures from its nearest linguistic neighbors, sheds light on the evolution of grammar.

Arabiyyat al-Naas (Part Two): An Intermediate Course in Arabic (PDF)

Arabiyyat al Naas (Part Two): An Intermediate Course in Arabic offers a vibrant course in Arabic as it is written and spoken today by educated native speakers. Not only does it continue the innovative integration of Modern Standard Arabic (MSA) and Levantine Arabic used in Part One of the series, but it does so in a way that supports and develops students’ increased mastery of the language. Combining a greater focus on cultural topics with an increased coverage of MSA, Part Two introduces more sophisticated communication, giving students a deeper awareness of the cultural base of the Arabic language. Features include: Twenty-one theme-based units covering a wide range of relevant and engaging topics, including education and learning, jobs and professions, the Arab woman, religion, money and the economy, politics and government and the environment Thorough coverage of listening, speaking, writing and reading skills in every unit, with lessons structured to provide students with variety, stimulation and further opportunities for practice Humorous, realistic dialogues reflecting everyday educated speech among Arabs to build up strong and practical communication skills A rich variety of reading passages, including poems, short stories, newspaper articles, descriptions of Arab cities and biographies of famous figures, designed to improve comprehension and analytical skills and to deepen students’ knowledge of Arab history, culture, language, and literature An extensive range of appealing exercises and activities, including crossword puzzles, root-and-pattern identification exercises, passage completions, guided and free compositions, and songs Free accompanying CD that includes audio recordings of the listening materials in the 21 units and a number of songs tied to their themes Free companion website (www.routledge.com/cw/younes) featuring the texts of the listening passages, the audio recordings available on the CD , a track list of all the audio materials, the answer keys to the crossword puzzles, sample tests and language games. Developed by an experienced and dynamic author team and tested over a number of years at Cornell University, Arabiyyat al Naas (Part Two) will be an essential resource for intermediate-level students of Arabic. While primarily designed for classroom use, the accessibility of the course also renders it highly suitable for independent study. This volume is the second in a pioneering three-part series of Arabic textbooks which together provide a complete three-year undergraduate language program.

'Arabiyyat al-Naas (Part Two): An Intermediate Course in Arabic

Arabiyyat al Naas (Part Two): An Intermediate Course in Arabic, second edition, offers a vibrant course in Arabic as it is written and spoken today by educated native speakers. It is a theme-based textbook delivered in the form of a serialized radio drama. Through the lens of journalism and personal interactions modelled by the main characters of this radio drama, learners are equipped to continue developing their spoken and written Arabic skills in the context of authentic dialogues and reading texts. As such, this book reflects cross-dialectal communication as used by native speakers across the Arab world.Features include: Twenty-one theme-based units covering a wide range of relevant and engaging topics Thorough coverage of listening, speaking, writing and reading skills in every unit, with lessons structured to provide students with variety, stimulation and further opportunities for practice Humorous, realistic dialogues reflecting everyday educated speech among Arabs to build up strong and practical communication skills Free companion website (www.routledge.com/cw/younes) featuring extensive audio recordings of the listening materials in the textbook, videos that supplement the textbook, and texts of the listening passages in the textbook Developed by an experienced and dynamic author team and tested over a number of years at Cornell University, Arabiyyat al Naas (Part Two) will be an essential resource for intermediate-level students of Arabic. While primarily designed for classroom use, the accessibility of the course also renders it highly suitable for independent study. Using the Common European Framework Reference, it takes the learner from B.1 to B.2 and, in terms of the levels of the American Council on the Teaching of Foreign Languages, it takes the learner from Intermediate Low to Intermediate High/Advanced Low.This volume is the second in a pioneering three-part series of Arabic textbooks which together provide a complete three-year undergraduate language program.

'Arabiyyat al-Naas (Part Two): An Intermediate Course in Arabic

Arabiyyat al Naas (Part Two): An Intermediate Course in Arabic, second edition, offers a vibrant course in Arabic as it is written and spoken today by educated native speakers. It is a theme-based textbook delivered in the form of a serialized radio drama. Through the lens of journalism and personal interactions modelled by the main characters of this radio drama, learners are equipped to continue developing their spoken and written Arabic skills in the context of authentic dialogues and reading texts. As such, this book reflects cross-dialectal communication as used by native speakers across the Arab world.Features include: Twenty-one theme-based units covering a wide range of relevant and engaging topics Thorough coverage of listening, speaking, writing and reading skills in every unit, with lessons structured to provide students with variety, stimulation and further opportunities for practice Humorous, realistic dialogues reflecting everyday educated speech among Arabs to build up strong and practical communication skills Free companion website (www.routledge.com/cw/younes) featuring extensive audio recordings of the listening materials in the textbook, videos that supplement the textbook, and texts of the listening passages in the textbook Developed by an experienced and dynamic author team and tested over a number of years at Cornell University, Arabiyyat al Naas (Part Two) will be an essential resource for intermediate-level students of Arabic. While primarily designed for classroom use, the accessibility of the course also renders it highly suitable for independent study. Using the Common European Framework Reference, it takes the learner from B.1 to B.2 and, in terms of the levels of the American Council on the Teaching of Foreign Languages, it takes the learner from Intermediate Low to Intermediate High/Advanced Low.This volume is the second in a pioneering three-part series of Arabic textbooks which together provide a complete three-year undergraduate language program.

'Arabiyyat al-Naas (Part One): An Introductory Course in Arabic

‘Arabiyyat al-Naas (Part One), second edition, offers a groundbreaking introduction to Arabic as it is written and spoken by native speakers. It combines a grounding in Modern Standard Arabic (MSA) with an innovative integration of the spoken Levantine variety used in Syria, Lebanon, Jordan and Palestine. The course efficiently prepares students for the practical realities of learning and “living” Arabic today. The book contains 29 theme-based units covering all the core topics expected in a first-year Arabic course, such as countries, clothes, colors, family and professions. The book is to be used in conjunction with the companion website (www.routledge.com/cw/younes) offering a wealth of additional instructor and student resources. This volume is the first in an exciting three-part series of Arabic textbooks which together provide a complete three-year undergraduate language program. The book is an essential resource for students beginning to learn Arabic. While primarily designed for classroom use, it is also highly suitable for independent study. The materials are designed to bring students from the novice low level to the intermediate low level on the ACTFL scale, and from A1 to A2/B1 on the CEFR scale.

Arabiyyat al-Naas fii MaSr (Part One): An Introductory Course in Arabic

‘Arabiyyat al-Naas fii MaSr (Part One) offers a ground-breaking introduction to Arabic as it is written and spoken by native speakers. It combines a progressive and rigorous grounding in Modern Standard Arabic (MSA), the register employed for reading, writing and formal speaking, with an innovative integration of the dominant Egyptian variety. Introducing the two simultaneously and seamlessly building on their shared features, ‘Arabiyyat al-Naas fii MaSr (Part One) uses each in its proper context: Egyptian dialect for conversations and MSA for reading and writing activities. In this way, the course efficiently prepares students for the practical realities of learning and living Arabic today. Features include: Expanded grammar explanations and activation drills, including discussions about colloquial and formal similarities and differences A series of authentic video-clips recorded in Egypt to help learners revise the vocabulary and structures then learn unit by unit Extensive classroom activities and homework exercises that provide constant review to reinforce learning Arabic-English and English-Arabic glossaries, reference charts, and a grammar index Songs with simple lyrics tied to the themes of the course to help advance vocabulary acquisition and understanding of basic grammatical structures A companion website (www.routledge.com/cw/weatherspoon) that features fully integrated interactive, self-correcting exercises, audio and video materials, and additional online course management and grading options for teachers A user-friendly and vibrant text design with full colour, richly illustrated throughout with over two hundred illustrations and photos A teachers manual with an Arabic introduction for the teacher, which lays out the structure of the student course book, its methodology and directions and suggestions for its use. Written by experienced teachers of Arabic and experts in Arabic teaching pedagogy, ‘Arabiyyat al-Naas fii MaSr (Part One) is an essential resource for students beginning to learn Arabic.