Foreign Language Study

This comprehensive bilingual student dictionary includes over 25,000 Word-to-Word dictionary entries, and is approved for ESL/ELL students to use for standardized testing.

Tigrinya (also written as Tigrigna) is an Afro-Asiatic language spoken by about 7 million people, primarily in Eritrea and Ethiopia. Tigrinya is written in the same Ge’ez script used for the Ethiopic language Amharic, but Tigrinya grammar and usage differs significantly from Amharic. This comprehensive bilingual student dictionary includes over 25,000 Word-to-Word dictionary entries and is perfect for ESL/ELL students to use for standardized testing. The Tigrinya Student Dictionary is also useful to English speakers (students, travelers, businesspeople, and aid workers) who need to communicate in Tigrinya, as it includes simple Romanization/phonetic pronunciation for all Tigrinya words.

This comprehensive bilingual Somali dictionary includes over 25,000 Word-to-Word dictionary entries, and is approved for ESL/ELL students to use for standardized testing.

Somali is an Afroasiatic language with approximately 15 million speakers worldwide. It is spoken primarily in Somalia, but also in Somaliland, Ethiopia, Djibouti, and Kenya and by a significant Somali-speaking diaspora. Somali is written with the Latin alphabet.

The two-way format makes it useful for both English and Somali speakers. Somali ELL (English-Language Learner) students can look up the meaning of English words they don't recognize, and also translate their thoughts and writing in Somali to English.

Oromo is spoken as a first language by more than 25 million Oromo and neighboring peoples in Ethiopia and Kenya. Oromo is the fourth most widely spoken language in Africa. Also known as Afaan Oromo, Oromiffa(a), and sometimes in other languages by variant spellings of these names (Oromic, Afan Oromo), Oromo is an Afro-Asiatic language.

This unique, two-part resource provides travelers to Ethiopia with the tools they need for daily interaction. The bilingual dictionary has a concise vocabulary for everyday use, and the phrasebook allows instant communication on a variety of topics. Ideal for businesspeople, travelers, students, and aid workers, this guide includes:

• 4,000 dictionary entries, with phonetics that are intuitive for English speakers
• Essential phrases on topics such as transportation, dining out, and business
• Concise grammar and pronunciation sections.

This combination Tigrinya phrasebook and two-way Tigrinya-English dictionary is an essential reference while traveling in Eritrea and Ethiopia. The Hippocrene Dictionary & Phrasebook series allows you be a traveler, not a tourist, by connecting with the local culture and people in their native language.

Tigrinya (also written as Tigrigna) is an Afro-Asiatic language spoken by about 7 million people, primarily in Eritrea and Ethiopia. Tigrinya is written in the same Ge’ez script used for the Ethiopic language Amharic, but Tigrinya grammar and usage differs significantly from Amharic. This unique, two-part resource provides travelers to Eritrea and Ethiopia with the tools they need for daily interaction. The bilingual dictionary has a concise vocabulary for everyday use, and the phrasebook allows instant communication on a variety of topics.

Ideal for businesspeople, travelers, students, and aid workers, this guide includes:

• 4,000 dictionary entries
• Phonetics that are intuitive for English speakers
• Essential phrases on topics such as transportation, dining out, and business
• Concise grammar and pronunciation sections

The Hittite Etymological Dictionary is a comprehensive compendium of the vocabulary of Hittite, one of the great languages of the Ancient Near East, and of paramount importance for comparative Indo-European studies. Since the start of publication, as evidenced by frequency of reference and quotation, this work has become an important tool for study and research in Hittite, Ancient Anatolian, and Indo-European linguistics.

Volume 9 of the dictionary deals with words beginning with PE, PI, PU.

This volume assembles scholars working on cuneiform texts from different periods, genres, and areas to examine the range of social, cultural, and historical contexts in which specific types of texts circulated. Using different methodologies and sources of evidence, these articles reconstruct the contexts in which various cuneiform texts circulated, providing a critical framework to determine how they functioned.

The Global Latin II Conference has highlighted the role of the Latin language as cultural medium between West and East. Adopting a diachronic perspective which spans from the Middle Ages to the Modern Age, the conference and its proceedings have paid special attention to texts related to Africa and Asia. The richness of literary genres as well as the dialogue between the Humanities and hard sciences characterize this volume.

Students of Classics will find reflections on the role of Latin in the humanistic and missionary traditions, whereas historians of ideas and historians of religions will be able to pinpoint key moments in the use of Latin language and culture in Chinese, Korean, Japanese and Ethiopian contexts. This volume can also be of interest to people working on Digital Humanities and computational linguistics in Latin language, and it represents a novelty on the world scene, along the lines of the previous Global Latin I Conference, which was yet again held in Siena in 2019.

The volume is a collection of papers which apply Role & Reference Grammar (RRG) to African languages. RRG is a functional theory of syntax which has been developed on the basis of two leading questions: First, how would a syntactic theory look like which starts from ‘exotic’ languages rather than English? Second, how can the interaction between syntax, semantics and pragmatics in different grammatical systems best modelled and explained? Although RRG took linguistic diversity serious from its very beginning, African languages have been underrepresented in the development of the theory. Given the sheer number African languages deserve a wider coverage in a syntactic theory which takes linguistic diversity seriously. The volume is intended to fill this gap and comprises a selection of papers which investigate different aspects related to the syntax-semantics-pragmatics interface of different African languages. This includes: argument doubling and dislocation in iziZulu, complex referential phrases in Gĩkũyũ, serial verb constructions in Igbo, locative complements in Hausa and Zarma Chiine and focus constructions in Emai. The papers will extent the current RRG approach to new languages and phenomena.

The complete series of innovative new coursebooks in Egyptian colloquial Arabic

Aimed at the growing number of students studying Arabic worldwide, the Kallimni ‘Arabi series takes an innovative, functional approach to the study of Egyptian colloquial Arabic—the spoken dialect most frequently studied and most widely understood in the Arab world. Kallimni ‘Arabi Mazboot, the fourth book in the series, is designed for adult students at the early advanced stage of learning the language.

Drawing on her years of experience as an Arabic instructor, author Samia Louis has developed a course rich in everyday cultural content and real-life functional language as well as comprehensive grammar. Written in accordance with the ACTFL guidelines for teaching Arabic as a foreign language, this highly structured course trains students in the crucial skills, with emphasis on listening and speaking.

Each chapter includes a conversation unit that enables students to improve their communication skills and allows for progressive acquisition of vocabulary and grammar through interactive classroom tasks and everyday situations, from expressing personal likes and dislikes to initiating conversations and describing events and experiences. The associated audio files have recordings of each chapter’s dialogues and exercises, made by native Egyptian speakers to enrich the student’s exposure to the spoken language in its natural context and speed. The associated audiovisual files comprise a series of video programs entitled “People’s Opinions,” which further help the students to place colloquial Egyptian within context.

“The books in the [Kallimni ‘Arabi] series altogether present the best Arabic textbooks available . . . miles ahead of most others.”—David Wilmsen, American University of Beirut

A new coursebook in modern standard Arabic from the authors of kullu tamam!

This sequel to the well-known kullu tamam!, on Egyptian Arabic, by the same authors, focuses on the modern written language used in real life by providing short texts taken from Egyptian newspapers, official statements, and the internet, and introduces personal and business letters, some of them in handwritten form (ruq‘a). For those who have studied kullu tamam!, the first lessons give contrastive word lists and exercises to make the link with Egyptian Colloquial Arabic. Extensive pattern drills, translation exercises in both directions, and writing exercises aid understanding and encourage active use of the language. The key to the exercises, the Arabic –English / English –Arabic glossary, and the audio material containing the texts allow for classroom use as well as for self-study.

The complete series of innovative new coursebooks in Egyptian colloquial Arabic

Aimed at the growing number of students studying Arabic worldwide, Kallimni ‘Arabi Aktar takes an innovative, functional approach to the study of Egyptian colloquial Arabic—the spoken dialect most frequently studied and most widely understood in the Arab world. Picking up where the previous title in this series, Kallimni ‘Arabi, leaves off, this volume is designed for adult students at the high-intermediate/low-advanced levels of language proficiency. Drawing on her years of experience as an Arabic instructor, author Samia Louis has developed a course rich in everyday cultural content and real-life functional language as well as comprehensive grammar. Written in accordance with the ACTFL guidelines for teaching Arabic as a foreign language, this highly structured course trains students in the crucial skills, with emphasis on listening and speaking.

Each chapter includes a conversation unit that enables students to improve their communication skills and allows for progressive acquisition of vocabulary and grammar through interactive classroom tasks and everyday situations, from expressing personal likes and dislikes to initiating conversations and describing events and experiences. The online associated audio files carry recordings of each chapter’s dialogues and exercises, made by native Egyptian speakers to enrich the student’s exposure to the spoken language in its natural context and speed.

Publication entitled The Contemporary Arab World. Literary and Linguistic Issues was designed and written by the members of staff of the Department of Arabic Studies of the Jagiellonian University in Kraków. It shows results of the research linked to their scholarly and didactic interests. It is a collection of six papers dealing with selected issues in the field of Arabic language and literature, focused on phenomena and processes taking place in contemporary Arab world.

Teaching Arabic as a foreign language faces many methodological challenges connected with the specificity and complexity of the sociolinguistic situation in the Arabic world. They mostly concern the necessity for considering different types (registers) of the language, distinguishing, understanding and using which makes it possible for learners to achieve full communication skills.

The end of the 20th and the beginning of the 21st century brought above all a new look at the didactic process, forcing revision of the traditional grammar–translation method in teaching foreign languages. Higher education schools must cope with new problems connected with their functioning on the broad market of formal and informal education, which is determined by the term “success on the job market”. Needs and expectations of learners change. Which direction will development of Arabic Studies take then? How to bring together the mission of higher education institutions and pragmatic needs of the market, or current needs of “consumers” and guidelines of central curricula. Is such compromise possible?