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Re-starting, new strategies

Rather then swallowing large quantities of lessons - vocabulary, kanji, grammar for advanced students for a period and then abandoning it because of lack of time, I decided to take it really easy and do some small Japanese lessons a few times a week. Nothing new so far, old beginner vocabulary and grammar to get myself started. Small steps should work better.
A new online activity will take place on the Mesiti site, so that will get me restarted as far as the Arabic lessons are concerned. No chances of Arabic curses in Bucharest I’m afraid…

Herzog goes to the desert - “Fata Morgana”

Read a nice post about the film and the “characters” involved in it on our main blog.These are just “the places”.

The Legend of the Nil. Paul Klee in Egypt - Rudiger Sunner

Read a few interesting comments on this film on our main blog - o’connors o’pinions.

Un Bout De Souffle


I am a big fan of all things French. I love the films of Truffaut and Godard, the works of Sartre and the music of Jean Michel Jarre. The only trouble with this stuff is that a lot of it is in French. So Tia keeps bringing home all of these tantalising Calude Chabrol DVDs and I just have to sit there like an ape (Le Grande Ape Anglaise), looking at all the pretty colors and not understanding a damned thing. So I decided to learn French.

I signed up for a three week beginners course at the Ecole Francias in Bucharest. When you sign up, they send you for a test, to see how good you are at French. It takes an hour. I sat down for a minute and then went back to the reception and said “I decided I am a beginner.” That seemed to convince them.

So for the last three weeks I have been learning French in a Romanian school. This puts English fairly low down the list of available languages. I consequently spent much of those three weeks stuttering and failing about in a sort of random combination dialect of my own invention called “FrenRomGlish” - e.g. “Ou este mon pen?” The urge to break out into poetry in pure English was enormous but this was against the rules. (Not here, though - here, I can write in my very own metier, heh heh).

What they don’t tell you when you sign up and hand the cash is that the course is taught by two teachers in a small shed around the back with no air conditioning. That doesn’t look so good on the promotional materials. In a way it’s a bonus, though, because I not only learned French, I also learned to endure extreme weather conditions. Heat of 43 degrees celsius is not problem for me now. And on one occasion the class was taught in the middle of a full scale tornado. We were a true Legion of French Learning Foreigners: nothing came between us and our French.

Of the two teachers, one of them, Daniela Moldoveanu, was excellent. She is clearly committed to the idea of education, well prepared, engaging and fair to all the students. The other teacher, who shall remain nameless, largely because I never got her name, seemed utterly bored with the whole idea of French and tried her best to communicate that essential boredom to the rest of the class by mindlessly listing off exercises one after the other until everyone in the room wanted to give up life, let alone French.

My fellow students were all, without exception, super smart, committed and full of enthusiasm for the subject. And I am not just saying that because some of them might be reading this. It’s true. The whole thing was a highly enjoyable experience that I am unlikely to repeat. I’ll probably carry on the same way I do with Romanian - by going through a book, page by page, until I knock the thing into me and then I can watch “Un Bout De Souffle” the way it was intended.

Mesiti’s seventh online activity

Mahmoud coordinates the seventh online activity on Mesiti. This time we will study “Bakkar at the Zoo”.

DOWNLOAD THE TEXT READ BY MAHMOUD - WMA FORMAT.

DOWNLOAD THE TEXT IN PDF FORMAT.

DOWNLOAD THE TEXT IN WORD FORMAT.

Salman Masalha interview

While browsing the internet for interesting resources on Arabic language I found on orthodoxytoday.org this interview with Salman Masalha, that makes a few interesting points on the status of Arabic language in he Arabic world in general and in Palestine in particular.

“On the occasion of the publication of his first book of poetry in Hebrew, Salman Masalha, an Israeli Arab intellectual and poet, speaks of what he sees as the problem of illiteracy, and thus thought, in the Arab world, of the fixation with the past in the Arab world, of the importance of educating women, and of the role of doubting and asking questions in the development of society and culture.

Masalha, who refused to serve in the Israeli military, holds an MA and Ph.D in pre-Islamic Arabic poetry, and taught in the Arab Literature Department of Hebrew University in Jerusalem. The following are excerpts from the interview. [1]

Illiteracy in the Arab World is Over 80%

“There’s a serious problem today with the Arab youth, in expressing themselves in Arabic.”

Question :“Why?”

Salman Masalha: “Because of the language, that great rift between colloquial and literary Arabic. In order to explain a complex idea, you need high language, not the language of the souq. You can’t express a complicated idea using the language of the souq. If you take young people, let’s say eighth-grade Arab [children], and their French, or Jewish Israeli, counterparts, you will discover the discrepancy in self-expression. Because he does not know the language of thought, the Arab pupil runs into a big problem. Thus it is in the entire Arab world.

The Arab world does not read. According to various reports, the Arab world is largely illiterate. Illiteracy in the Arab world is not 50% like it says in the reports. I say that it is over 80%. Practically speaking, even those defined as not illiterate because they completed eight years of schooling, I consider illiterate. In this century, anyone who finishes elementary school can’t really read.

A book selling 5,000 copies across the Arab world is a rare achievement. The average book published in Israel sells more copies than a successful book in the entire Arab world. This also has to do with the economic situation. Reading books is a privilege for people who have spare time and money. The poverty that sweeps the Arab world leaves the individual struggling for survival his whole life. How is he supposed to read a book? He must bring food for his children, his family.”

Question: “So why not switch the approach and start writing in colloquial [Arabic]?”

Salman Masalha: “Impossible. We don’t talk about theater, films, or television series. It’s impossible to write research [about] art or history in the colloquial. You need the literary [language].”

Question: “Is the situation of the Arabs in Israel any different?”

Salman Masalha: “I think it’s similar. There are 200 readers, no more, among Israel’s Arabs.”

Question: “Do you mean readers of poetry?”

Salman Masalha: “Poetry and literature and all languages. No more than 200 readers. Also, high-school literature teachers don’t read books, and thus they create another generation and yet another generation of ignorant pupils.”

Question: “But there are more than 200 writers.”

Salman Masalha: “Of course there are more writers than readers. There are more than 200 poets alone, according to what I see in the Arabic press. The literary sections [in the press] are so ridiculous it’s unbelievable. The texts and poems published in the Arabic press are on the level of children, not particularly developed.”

Question: “How do you explain this?”

Salman Masalha: “Some of the newspapers are party [papers], and there they publish things by anyone who supports the party, regardless of what he writes. The editors don’t care. And there are of course the commercial papers, and there’s not much to say about them. Today there is only Masharif, which has a kind of editing [that is] open to the world of Arab and Hebrew literature, and only there is there any kind of editing, so that not every text gets in. Regarding what happens in the rest of the so-called newspapers, irresponsible editors and gangs of the infantile are in charge.”

Question: “What about publishers?”

Salman Masalha: “In Israel there are no Arabic-language publishers. The more serious problem is that there are no bookstores. I am not talking about libraries, but bookstores. In Nazareth, there is one bookstore, and even there the selection is very limited. You go to Cairo and bring back sacks of books without even thinking.

The only way for the Arab living here who is interested in following literature in the Arab world is the Internet, and for that you need people who are interested and know how to obtain this information. There are some good sites through which you can follow literature in the Arab world and get updated on publications.”

“The Arabs “Need to Bring in Western Culture”

Masalha, who was born in a Druze village in the Galilee, lives today in west Jerusalem. He is critical of Israeli Arab MPs such as Ahmad Tibi and ‘Azmi Bishara who live in east Jerusalem and pay for their housing with their Knesset housing allowances.

Salman Masalha: “What’s the difference between them and a settler? In my view, everything done beyond the 1967 lines was done by the force of the occupation. Everything. From A to Z.

If your position is that there must be two countries for two peoples, you cannot be part of the occupation and live in the occupied territories, or even live in an Arab neighborhood. As far as I’m concerned, there is no difference between an Israeli Arab who lives in an Arab neighborhood and a settler.”

Question: “Did you have problems in Jewish neighborhoods?”

Salman Masalha: “I personally have never had a problem. That doesn’t mean that others don’t have problems of this kind, but no problems happened to me, and I don’t have the energy now to invent a story so as to say that I am a discriminated-against Arab. Life in the city is different than life in the Arab town. Ultimately, we live in apartheid. There is separation between Jews and Arabs — [Jews] in their towns and [Arabs] in theirs. Among the Arabs in Israel, there is a very big problem when addressing the concept of homeland. The homeland in effect becomes the village in which you were born — and more accurately, an [area within a] small radius in the village in which you were born. A homeland that forms circles of extended family or the tribe, then the neighborhood, then the village. There is no transition at all from place to place. Five kilometers from Magar [where I was born], I’m already regarded as a stranger, a refugee.”

Masalha does not visit the village of his birth often, and when he looks on Arab society in Israel he sees a sad reality: “What is happening to the Arabs in Israel is a process similar to that which happened to the Oriental [Jews in Israel]. They live in an ostensibly Western country, adopt all kinds of garbage from Western culture, and are alienated from their [own] culture. They grasp only the margins of Western culture. In such a situation, every society crumbles, and then the law of the jungle rules. Crime and force rule in all Arab villages in Israel. There is a need to bring in Western culture, not only its margins; Western culture that is founded upon the drive of curiosity, the desire to truly develop, to ask…”

Previous Islamic Periods Showed Greater Openness Than Today

Question: “Perhaps I am mistaken, but it seems to me that the poetry of the Abbasid period showed greater openness, enlightenment, and even reference to human rights than what Islam permits today.”

Salman Masalha: “This is true. A strong culture permits diversity; a strong culture permits freedom of thought, deviation from the framework. When the Abbasid period was at its height, it became a culture of self-confidence. When there is confidence like this, you permit space and freedom. Lack of self-confidence leads to the lowest cultural point, from all aspects — human rights, women’s rights. In the Arab empire, there was more freedom than in the Arab world today.”

Question: “Then what do those who call for to return to Islam want — the height of culture and freedom?”

Salman Masalha: “Not at all. The perception today is like that at the beginning of Islam. Actually, Islam tried to unite the Arab tribes in the Arabian Peninsula. The Islamists see the Arab world according to what I read in the scriptures, as if today it is like the Jahaliya, the period of benightedness that preceded Islam. These Islamist movements are trying to revive Islam by uniting in the framework of an Islamic nation. Was it really like that? [The Third Caliph] Muhammad Othman bin ‘Affan was murdered and thrown onto the dung heap. Three days he lay there, and a dog ate his foot. This is the golden age to which they want to return?

There’s something in the Islamic perception that drives you crazy, and that is the looking only backwards, not to the future. If the golden age was in the past, your entire vision is rearwards. This causes deterioration. In our mentality as Arabs, there is a poisonous formula that can lead to nothing good at all. There is a need for change in this programming. There is a disk in the Arab mind that must be replaced with another disk, and only this way can change come.”

“The Woman is the Solution”

Question: “How is it possible to change?”

Salman Masalha: “First of all, separation of religion and state. [Then] war on ignorance, opening up to the world and to [other] cultures. The Islamic motto of ‘Islam is the solution’ must be replaced by ‘the woman is the solution.’ Women must be educated, encouraged, and enlightened. In a home with an educated and productive wife, the children will grow up to be educated and productive. A large part of the backwardness and tragedy of the Arab world lies in its abhorrent treatment of women.

Islam is in my view a prescription for going back in time, to the pre-Islamic period of benightedness. The solution is to build a liberal and democratic society that places the individual in the center, and more than anything the woman at the heart of this center.

We Arabs have a problem with self-sarcasm. We do not know how to laugh at ourselves. This is part of our problem. There are many taboos, almost [as powerful as] the living word of God, that must not be transgressed. There is no Arab satire, for example. In [satiric] Arab writing, it is rare to find anything interesting, except perhaps by Emil Habibi. We take the world very seriously.”

Israeli Arabs Are More Free Than Anyone in the Arab World

Question:“And this restricts your writing?”

Salman Masalha: “The Arab newspapers do not publish erotica, criticism of Islam, or intimate revelations, not even political expose. For example, there are no new Arab historians. Everything is ‘establishment’ in the Arab world. We never ask ourselves the real questions. Doubting does not exist. No one doubts the Qur’an.

Doubt is an essential part of the development of society and of culture. It is of this programming I speak, and of the need to replace it. To begin, for once, to ask about and talk about the most essential things in our lives, in order to find solutions or ways to change this sad reality.

We here [in Israel], with all our problems, and all the complexity of our situation, know deep inside that we are free, I mean, as far as thinking goes, and as far as the possibility of writing goes. We are freer to think than anyone in the Arab world.”

Question: “What about Arab secularism?”

Salman Masalha: “I don’t know whether it is possible even to talk about Arab secularism. Is there really any such thing?…

The problem in the Arab world, as in Israel, is that the so-called secular movements suffer from feelings of inferiority in the face of religion. In the Arab world, anyone who opposes the existing regimes sees one way [out], and that is the mosques, because of the inferiority of these regimes in the face of Islam. [But] my secular values are no less supreme [than religious values]. Secular people must not feel inferior. The whole thing must be turned upside down.”

Question: “But there is no other way. Democracy is not an alternative for the average Arab.”

Salman Masalha: ” This is the greatest betrayal of the intellectual Arabs. Those who dare flee to America or Europe, because they cannot create and write in their own societies. Others, according to reports that are beginning to be published, received over the years envelopes full of dinars from Saddam Hussein. Intellectuals of this kind are the root of the problem.

Today anyone who may not even have finished elementary school can grow a beard and become an authority and a source of power. People don’t know the history of Islam. The moment you have some creation that is absolute truth, it has a representative on earth — and go argue with him. There’s no arguing with faith. Therefore, the war on fundamentalism cannot come out of ignorance; it must come out of knowledge — and the Arab world today, as it is, is a world of ignorance.

What do they have to be proud of? All of Arab history is built on war crimes. There is practically not a single Muslim caliph who was not murdered. I am proud to say that I am a pagan Arab, thank God.”

Bakkar and the little bird

A few moths ago I have found this online resource for Arabic students and I visit it from time to time and I get emails about their activities. This time they are setting up a meeting between students and native speakers via Skype on the 28th of June 2007, at 6 pm GMT.
Although there are quite a few unknown words in the text, I will do my best to be there at least as a passive participant.

DOWNLOAD THE TEXT IN PDF FORMAT.

Leaving the Arabic Course

Yes, I think it is time to give up the masquerade called “Arabic Language Course”, since the ignorance and incompetence reached the highest and most unbelievable level.
The Ariel Center in Bucharest offers a good selection of language courses and it is one of the few institutions where one can learn Arabic. Although they are directly subordinated to the State University, the courses fees are the standard ones, if not even a bit higher. I joined the course in October last year, did my best, learned and tried to practice with a lot of enthusiasm. The teacher, Oana Ghica, was a recent graduate of the Arabic Language Faculty and studied in Syria for a couple of years, as far as I remember. She had a good command of the language, quality for which I admired her, although the feeling was soon to vanish.
At the beginning of the course, the institution provided us with one manual for learning the writing, of which we had make our own photocopies. After we learned the writing, at the beginning of each class that followed the teacher gave us photocopies of Arabic texts from different manuals without telling us their source (let aside the fact that it is illegal to use photocopies at the classes). The study focus on texts translations and from time to time we were presented a new grammar subject, without making any exercises or listening to auditions or learning anything about the culture. The teacher lucked any basic didactic training for teaching, so she routinely asked us what we wanted to do at the class since she didn’t have ideas (and interest) about how to make us practice the language. Most of the collegues attended language courses at other foreign institutes in Bucharest (British Council, Institute Francais, Instituto Cervantes etc.), so they knew what a professional course was and expected the same quality of service here. They suggested that we should get exercises, listen to auditions, do consistent homeworks etc., the usual, standard methods for learning a foreign language. The teacher rejected all these suggestions (I can’t understand why she asked for our opinion in the first place), arguing that in Syria she learned the language only through conversation and that this was the only method her Arabic teachers used there. Nobody wanted to transform the issue into an unpleasant fight, so we let her continue with her “method” (on our expense…). I know that there are a few websites where Arabic teachers discuss about their divers teaching methods…
The few homeworks that some of us handed to the teacher to be verified were never given back or corrected.
In the third (and last) part of the course there were only five students left and the teacher ignorance and laziness went too far for my tolerance - she didn’t prepared for the classes at all, meaning that she would ask us to read the grammar notes at home and at the last class that I attended (canceled because there we were only two students present) she didn’t even prepared the usual photocopied texts. She said she wanted to “make something from what we have done so far…”.
Many times the course was canceled because she couldn’t come due to unknown reasons. And another thing that bothered me was her checking her mobile phone during the classes whenever she got a sms or a call and even taking phone calls.
There was also a personal issue that added to my low opinion about the teacher. I lend her three Romanian language books, of which she returned two, after two months of continuously reminding her at the class and by email about them, after having to swallow impertinent excuses (her bag would have been too heavy, she cannot remember where they were, she didn’t have time to look for them). I gave up the third one, fed up with her mediocrity (at least as far as the teaching methods were concerned) and ignorance.
Given that I can read the grammar texts at home at my own initiative and I have several Arabic manuals to work on, I decided to put an end to my annoyance and save the 30 Euros that I have left to pay for this so called “course”. Hopefully I will find another course in the autumn.
UPDATE SOON

Back to Arabic language posts

At same point I realized that I wasn’t happy with the way the Arabic language posts were going, so I took a long break. I waited until I achieved a reasonably solid base (grammar and vocabulary wise) on which I can built up my first realistic impressions.
So far I have learned the nominal phrase, the pronouns and the affixed pronouns, how to conjugate the basic (”healthy”) three letters verb (active voice, accomplished, unaccomplished indicative, subjunctive, apocopated, imperative, active and passive participle), the geminated verb, how to form the external plural, the verb “laisa” and “kaana”, how to express the possession using prepositions, the vocative particle, interrogative particles. I realise now that the most fascinating and intriguing fact about Arabic is the way the roots transformation brings along the semantic mutations and how family of words are formed.
نام - نائم - منام
(to sleep, to rest - sleep - dream)
Since the course that I follow at the Ariel Center in Bucharest is not the most well documented and it lacks the basic resources for students, I can now use a number of manuals that I have downloaded on the internet or bought from abroad in the past.

-て、ーて ください、ーて いる

The -te ending verbal form is one of the first things that one learns about japanese grammar. It has many uses and one of the first combinations that one learns is -te iru, which indicates the present continuous tense.

typical transformations that take place in order to obtain the -te form:
yodan verbs (-u):
kiku - kiite (ku >i + te) (聞くーto hear, to listen)
iku - itte (行く- to go)
naosu - naoshite (su >shi + te) (to heal, to repair)
matsu - matte (tsu >t + te) (to wait)
noboru - nobotte (ru >t + te) (to climb, to rise)
kau - katte (u >t + te) (買うーto buy)
(au > atte - to meet; nuu > natte - to sew)
shinu - shinde (nu >n + de) (to die)
yomu - yonde (mu >n + de) (読む - to read)
yobu - yonde (bu >n + de) (to call)
(asobu - ot play, tobu - to fly)
oyogu - oyoide (gu >i + de) (to swim)
(isogu - to hurry, tsunagu - to connect)

ichidan verbs (-ru):
taberu - tabete (ru is replaced by -te) (食べるーto eat)
okiru (ru is replaced by -te) (to get up, to wake up)

irregular verbs:
kuru - kite (来るーto come)
suru - shite (to do)

Negative form:
yodan verbs
-u > -a +nai+de
きく > きかないで
なおす > なおさないで
まつ > またないで
よむ > よまないで
のる > のらないで
よぶ > よばないで
かう > かわないで

-ru = root+nai+de
食べる > 食べないで
おきる > おきないで
*
来る > こないで
する > しないで

first basic uses:
- in combination with ください (下さい), which is the imperative form of くださる (a polite form of くれる - to give).
eg. Please, read the book.
本を 読んで 下さい。
Please, do not write letters(てがみ).
手紙を 書かないで 下さい。
Do not read please, watch tv and listen to music.
本を 読まないで、テレビを みって、おんがくを きいて 下さい。

- followed by the verb いる or its polite forms います、いました、いません、いません でした expresses the progressive tense:
I am eating - 私は たべて いる。
The teacher is reading the magazine. - 先生は ざっしを よんで いる。
Often, in speach and even writing the two verbs join together: いって いる > いってる.

On his site about Japanese language and culture, Tim Takamatsu warns in particular that verbs like “to live” or “to know” can be used at their progressive form in Japanese.
I live in Japan. - 日本で すんで いる。