Doctor of Philosophy (PhD), Ohio University, 2005, Art (Fine Arts)

This dissertation explores the images of the Middle Eastern and North African dancer, also known as raqisah sharqi, almeh, and belly dancer, and the role of Western and Eastern male artists in developing her persona. It argues that Jean-Leon Gerome, Oscar Wilde, and Farid al-Atrash position the dancer according to their own agendas and persuade the viewers to gaze at her to advance their art. Al-Atrash, however, enables the dancer to suggest elements other than her sexuality when she dances to his music. The artworks of these artists are examined through the theory of the gaze, the postcolonial double marginalization of women, and the discourse of Orientalism. The representations of the almeh in Gerome's paintings are also explored via methods of feminist art historians that advocate interpretation through the examination of cultural and political context. This methodology reveals the effect of the Middle East in the development of Gerome's realistic style and exposes his bourgeois inclination, which is similar to Ingres and Delacroix, in portraying nude women and prostitutes. Gerome's almeh complements the representations of Eastern women by other Orientalists. The exotic dancer also attracted Western women, who liked her freedom and at the time were demanding their rights in the early twentieth century. Consequently, these women forced the film industries to cater to their needs. In response, the silent cinema offered them Rudolf Valentino as a sheik to satisfy their emotional and sexual wishes and to restore patriarchal power. Such films portray destructive aspects of Eastern cultures and emphasize Western supremacy. Other films reveal the special circumstances whereby a Western woman is permitted to adopt the Eastern dancer, who represents the femme fatale, as her ideal. The Egyptian cinema imitates Western art and presents the early Eastern dancer as an Arab femme fatale. Farid al-Atrash changes this image by presenting Samia Gamal as an artist worthy of intern (open full item for complete abstract)

Committee: Charles Buchanan (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2021, Near Eastern Languages and Cultures

Examining language and performance in Tunisia since the 2011 revolution provides insight into the changing dynamics of the linguistic situation and the society. Previous studies of Arabic-speaking communities have too often employed diglossia as a faithful description of reality rather than as an ideology or useful framework for conducting research. Similarly, prestige as a variable has been ill-defined when applied to many Arabic sociolinguistic studies. This research aims at more thoroughly interrogating prestige as a sociolinguistic variable that is negotiated in each social performance, influenced by previous encounters and ideologies but not dictated by them. The samples for this research are drawn from YouTube videos of speeches by presidents and presidential candidates, a news broadcast, a cooking show, and a soap opera, as well as a post by Tunisian Instagrammers. This selection effectively demonstrates how the nuances of each performance impact the type of language used. Furthermore, analysis of the comments left about these various media make it clear that the democratization process led to a dramatic increase in the number of Tunisians interacting in online spaces thus elevating Tunisian Arabic in written forms and giving voice to the opinions of everyday people in a wider variety of discussions. This approach and the resultant analysis challenge traditional notions of Arabic diglossia as well as sociolinguistic theories of language prestige by rooting the discussion in actual practice rather than on ideological interpretations.

Committee: Johanna Sellman PhD (Advisor); Morgan Liu PhD (Committee Member); Don Winford PhD (Committee Member) Subjects: Language; Linguistics; Middle Eastern Studies; Near Eastern Studies; Sociolinguistics

Master of Arts, University of Toledo, 0, English (as a Second Language)

The popularity of Arabic language classes has increased in the recent years. Most research has focused on Arabic language teaching to post-secondary education; however, limited research investigated the strategies used to teach Arabic as a foreign language to school students. This thesis investigates the strategies used by Arabic language teachers to teach Arabic language at Al-Bayan School in Sylvania, Ohio. This study shows that teachers use technology based strategies; group based strategies; bilingual strategies; experience based; movement based strategies; motivation-based; discussion based strategies, in their teaching. This study aims at bridging the gap in teaching Arabic as a foreign language research through providing a much needed overview of approaches used by teachers of Arabic as a foreign language at the K-12 level.

Committee: Melinda Reichelt (Committee Chair); Samir Abu-Absi (Committee Member); Gaby Semaan (Committee Member) Subjects: Foreign Language

PHD, Kent State University, 2014, College of Arts and Sciences / Department of Modern and Classical Language Studies

This study is concerned with examining this multilingual situation in the Arabic-Speaking North African countries (ANAC) and its social, scientific and political impact on terminology policy (TP). It is based on the hypothesis that two factors are behind the phenomenon of term variation and term formation. The first is the influence of foreign languages, mainly English and French, and the second is the influence of local dialects. The numerous regional dialects and the hegemony of foreign languages are likely to affect technical term formation and use. To test these hypotheses, the study addresses the current issues in implementing an effective TP in the ANAC region in particular and in the AW in general. This investigation is accompanied by an examination of terminological variation in context. Terminological variation can be basically defined as the use of alternative linguistic forms that express one specialized concept. It includes many different phenomena (e.g., orthographic variation, lexical variation, morphological variation, reduction, permutation, and short forms). The study uses a corpus-based approach to terminology. This approach supports the observation of term variation and allows comparison of Arabic texts from the specialized subject field of computers and the Internet so as to extract valuable information about how TP can be effectively implemented for terminology standardization purposes.

Committee: Sue Ellen Wright (Advisor) Subjects: African Studies; Foreign Language; Language; Linguistics; North African Studies; Sociolinguistics

Doctor of Philosophy, The Ohio State University, 2013, Near Eastern Languages and Cultures

This dissertation explores the representative works of several contemporary Iraqi women's writing and the themes of war and exile employed in their narratives. Iraqi women focus their fictional narrative discourse and themes on the Iraqi war(s) and the political situation their nation faced over the past thirty years. The writers chosen for this study are a mere representation of the many Iraqi writers who focus their efforts and their writings on the war story. I argue that the themes of war and exile, and the historical and pragmatic vein that they write from, have come to dominate the discourse of Iraqi women. It has become the focal point of their themes which has come to serve as their national narrative. The framework Iraqi women articulate, this national narrative, is an embodiment of the violence they witness in their quotidian life in war and exile. They write this experience from a feminist impulse as well as through a maternal instinct to articulate the voice of the voiceless subaltern members of their society. They depict their national war story through the sub-narratives of the tumultuous experience of Iraqis. Women novelists, through their powerful depiction of the reality Iraqis experience, deliver a significant and necessary voice to their contemporary national narrative of war.

Committee: Joseph Zeidan Dr. (Advisor); Morgan Liu Dr. (Committee Member) Subjects: Foreign Language; Gender Studies; Literature; Middle Eastern History; Middle Eastern Literature; Middle Eastern Studies; Modern Language; Modern Literature; Near Eastern Studies

PHD, Kent State University, 2021, College of Arts and Sciences / Department of Modern and Classical Language Studies

Readers' reactions to and appreciation of literary works, whether in their original language or in translation, are shaped by paratextual elements. Although paratexts play a significant role in shaping the reception of translation, little research has been conducted to explore the paratextual elements' role and the message they convey when it comes to translated Arabic novels. This dissertation thus aims to fill a void in the knowledge of paratexts, namely, factual information of translated novels which addresses the questions: what, who, when, and where, as well as the paratexts that surround the target text, explicitly, front cover illustrations and titles. The dissertation created an up-to-date bibliography of Arabic novels translated into English published worldwide between 1988 and 2018 through consulting WorldCat and Goodreads. The study divides the collected materials into two main categories according to publication date: post-Nobel Prize phase (1988–August 2001) and post-9/11 phase (September 2001–2018). The bibliography includes a total of 277 translated Arabic novels, which allow establishing factual information regarding the translation flow of Arabic novels into English across three decades and the main actors involved in the process of translation: authors, translators, and publishers. The study also examines the presentation of Arabic novels that were published specifically in the United States through the means of paratexts, i.e., front covers and titles. The bibliographical analysis results show an upward trend in the average number of translated novels, reaching 12 novels per year in the post-9/11 phase compared to 4 novels per year during the post-Nobel Prize phase. The current study results contradict Khalifa and Elgindy's (2014) argument about the development of translation of Arabic literature into English, which suggests that after the 9/11 attack, the interest toward Arabic literature was expanded to the public. Although there is an increase (open full item for complete abstract)

Committee: Françoise Massardier-Kenney (Advisor); Said Shiyab (Committee Member); Erik Angelone (Committee Member); Paul Haridakis (Committee Member) Subjects: Language; Middle Eastern Literature

Doctor of Philosophy, The Ohio State University, 2019, Near Eastern Languages and Cultures

The subject of this study is contemporary Saudi women's literature and art between 2005 to 2017. In this research, I examine a selection of novels written by Saudi women and paintings composed by Saudi women artists to discuss how women negotiate their individuality, independence and rights to personal decision-making. This research argues that Saudi women have used literature and art to transform the way their society thinks about women. Novelists intertwine love stories, a traditionally taboo topic, with social issues on which there is broad agreement, for example the critique of terrorism, thus hoping to mute criticism. Saudi women artists, on the other hand, focus on portraying women's faces and figures in ways that show emotion and reveal depth of feeling. The key themes in these novels and works of art contribute to the authors' and artists' goals. Both the novels and the paintings focus on depicting some intimate aspects of women's lives in order to create empathy and make their society think differently, thus act differently. This dissertation highlights the importance of including Saudi women's literature and art in discussions of world literature and arts. It contributes to our understanding of Saudi women's shared challenges and seeks to establish that although Saudi women struggle with some sociopolitical issues, as do other women throughout the world, they do not allow these obstacles to prevent them from having open conversations about their position within society. They create conversations by confronting the power structures that women face and using techniques that foster audience engagement. This research was designed to describe Saudi women's concerns as told through their own literary and artistic expressions, in hopes that it may also inspire women in other societies who may share similar social circumstances.

Committee: Johanna Sellman (Advisor) Subjects: Art Criticism; Art History; Comparative Literature; Literature; Middle Eastern Studies; Womens Studies

Doctor of Philosophy, The Ohio State University, 1987, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1980, Graduate School

Committee: Not Provided (Other) Subjects: Language

PHD, Kent State University, 2016, College of Arts and Sciences / Department of Modern and Classical Language Studies

ABSTRACT The current study aims to investigate the reception of Arabic language works translated into English and published in The U.S. before and after September 11 as reflected in paratexts. This study seeks to explicitly answer these questions: 1) What are the socio-cultural factors that shaped the production and reception of Arabic language works translated into English and published in The U.S. both before and after 9/11? 2) What is the role of human agents, specifically publishers, translators, and authors, in the production and reception of Arabic-language works translated into English and published in The U.S. both before and after 9/11? 3) To what extent can paratexts affect and reveal aspects of Arabic-language works translated into English and published in The U.S. before and after 9/11? and 4) What is the role of 9/11 in shaping the process of production and reception? In order to form a comprehensive image of the reception of these works, both cultural and social frameworks are examined. The cultural framework involves major concepts from polysystem theory, namely, Toury's preliminary norms and Even-Zohar's justifications for importing and translating a literary work from one culture into another. The analysis covers only paratextual material. The social framework involves in-depth analysis of the role of the main human agents (stakeholders) involved in the process of reception, such as translators, authors, and publishers. This analysis is carried out by building on some of Bourdieu's main concepts such as: field, habitus, and forms of capital (cultural, social, economic, and symbolic). Moreover, the analysis focuses particularly on the role of publishers, which is investigated by drawing on publishing theory. As for the periodization of the study, the entire study is classified into two periods, pre- and post-September 11, 2001. The results of the study show that paratexts can be used to identify the norms that govern translation from Arabic i (open full item for complete abstract)

Committee: Richard Kelly Washbourne Dr. (Advisor); Sue Ellen Wright Dr. (Committee Member); Erik Angelone Dr. (Committee Member); Abed el-Rahman Tayyara Dr. (Committee Member) Subjects: Language; Language Arts; Linguistics

Master of Arts, University of Toledo, 2012, English (as a Second Language)

The first chapter of this thesis provides an overview of Algeria's history of linguistic diversity. The same chapter describes the language policy of Arabization, which has dominated Algeria's linguistic situation since independence from France in 1962. In the second chapter, this thesis presents a theoretical framework for the study of the spread of English in Algeria, where this language has been making inroads. It is argued that English should play a positive role in promoting a peaceful linguistic environment in the North African country. In the third and final chapter, the above-mentioned framework is applied to Algeria's context, analyzing this environment through the lenses of the theoretical considerations suggested by the framework.

Committee: Melinda Reichelt PhD (Committee Chair); Mohamed Benrabah PhD (Committee Member); Ruth Hottell PhD (Committee Member) Subjects: English As A Second Language; Language; Linguistics; Sociolinguistics

Master of Arts, University of Toledo, 2006, English (as a Second Language)

This study compares the verbal and nonverbal behavior of 33 Arabs and 20 Arab Americans. The study compares the Arabs' use of hada ‘this' and hadak ‘that' against the Arab Americans'. Definitions of these deictic terms provided by grammar books and dictionaries are also examined in this study. The subjects were prompted to refer toobjects as the ones that they liked the best and least, from three distinct groups of objects:different objects; same objects, different color; and identical objects. The subjects'verbal responses along with their nonverbal gestures were recorded. The study suggests,based on Lambda tests of correlation, that the verbal and non-verbal behavior of Arabs is different from that of Arab Americans. It also suggests that the traditional definitions and theoretical explanations of hada ‘this' and hadak ‘that' are not real world properties of the native speakers and have no existence in actual communication.

Committee: Douglas Coleman (Advisor) Subjects: Language, Linguistics

Doctor of Philosophy, The Ohio State University, 2010, ED Teaching and Learning (Columbus campus)

Since the inception of the Iraq War, the Department of Veteran Affairs estimates that over two million US military personnel have cycled through Iraq. This means that over two million American citizens have been exposed to Arabic language and culture for an extended period of time ranging from six months to two years. This exposure exceeds a majority of language study abroad programs, in Arabic and other languages. A large percentage of veterans (estimates vary) return to the U.S. and use the G.I. Bill in order to attain a college degree (Mettler, 2005 & Humes, 2006). What is it about their exposure to the language and culture that motivates them to study the language as part of their college education? What affective factors inside and outside of the classroom play a role in their language learning? Very little research has been conducted in the area of veterans, a federally recognized minority, in the language classroom. The purpose of this study is to explore Iraq war veterans' motivations to study Arabic language post-deployment to Iraq and to describes their experiences while deployed that influenced their academic choices and educational decisions. Through the use of case study narratives, this study identified the wide and varied cultural and linguistic experiences veterans have had in Iraq that play a role in their language learning. Close examination of the case studies led to some understanding how intercultural experiences between U.S. soldiers and Iraqi nationals contribute and relate to Iraq War veterans' Arabic language learning motivation. Because of the growth and emphasis on Arabic language education, powerful sources such as the U.S. State Department and various intelligence agencies, have begun to encourage and fund Arabic language education, so more research in the area of Arabic language motivation is warranted. Using case narrative research methodology, the study described why Iraq war veterans are studying Arabic language and culture and e (open full item for complete abstract)

Committee: Keiko Samimy PhD (Advisor); Adrien Rodgers PhD (Committee Member); Alam Payind PhD (Committee Member) Subjects: Education; Educational Psychology; Educational Sociology; Educational Theory; Higher Education; International Relations; Language; Linguistics; Literacy; Military History; Minority and Ethnic Groups; Multicultural Education; Political Science; Psychology; Reading instr

PHD, Kent State University, 2024, College of Arts and Sciences / Department of Modern and Classical Language Studies

Scholars of Translation have recently started to turn their attention to literary traditions beyond Western traditions of translation, acknowledging the need for translation between the Arabic language and its cultures, and the languages and the cultures of the outside world. Arabic has a long history of translation, reaching back to the Golden Age of Arabic civilization, known in Europe as the dark ages. This study is an attempt to bring the Arabic translation tradition to the discussion around translation theory. It covers seven decades of literary translation activities from 1947 to 2016. The scope of this study encompasses the translations into English of works of Arabic literary fiction during three distinct periods: 1947–1967; 1968–1987; and 1988–2016. The first period marks the first noticeable attempts to translate modern Arabic literature; the second period witnesses the expansion of translation Arabic literature due to political unrest in the Middle East; and the third period marks a global recognition of Arabic literature with the awarding of the Nobel Prize for literature to Naguib Mahfuz in 1988. This project entailed the creation of a comprehensive bibliography of translated works of Arabic fiction published from 1947 to 2016. This bibliography provides information not only about the translation flows of Arabic novels and short stories, but also about the authors of the original works and the translators of these works, as well as the date and place of publication. This project also entailed the compilation of comprehensive corpus of all of the paratexts written by translators that accompanied the published translations of works of Arabic fiction published from 1947 to 2016. The corpus underwent extensive thematic analysis facilitated by the electronic qualitative analysis tool NVivo. The study's quantitative findings reveal that translations increased in number over time, with nine translations published in the first period, 83 in (open full item for complete abstract)

Committee: Keiren Dunne (Committee Member) Subjects: Comparative Literature; Language; Linguistics; Literature; Middle Eastern History; Middle Eastern Literature

Master of Arts, The Ohio State University, 2005, Graduate School

Committee: Not Provided (Other) Subjects:

PHD, Kent State University, 2024, College of Arts and Sciences / Department of Modern and Classical Language Studies

This doctoral dissertation examines Simplification and Explicitation translation shifts within the context of simultaneous conference interpreting from Arabic to English. Traditionally considered distinct alterations in linguistic features, these shifts are redefined in this study as adaptive strategies that interpreters might employ to manage the inherent challenges of real-time language transfer. Simplification, typically characterized by reduced sentence length and simpler vocabulary, and Explicitation, the explicit rendering of implicit information, are the focal points of this research. By integrating advanced machine transcription and corpus analysis tools, the research systematically quantifies these shifts, providing a rigorous examination of their frequency and impact. Four key indicators were employed: Average Sentence Length (ASL) and Lexical Density (LD) to assess Simplification, and Wordcount (WRDC) and Readability (READ) scores to measure Explicitation. The findings reveal that, for Simplification, there were no statistically significant differences between the R-corpus (reference) and T-corpus (target) in terms of ASL or LD. For Explicitation, the WRDC comparison between the T-corpus and S-corpus (source) similarly showed no significant difference. However, a statistically significant difference was observed in the READ scores, with the T-corpus demonstrating lower readability, indicating that the target texts in the T-corpus are generally easier to read and more accessible compared to the texts in the S-corpus. These findings complicate the expected patterns of Simplification and Explicitation in simultaneous interpreting. While translation studies often link Simplification to ASL and lower LD, the T-corpus did not show significant differences. For Explicitation, the significant difference in READ scores suggests that interpreters in simultaneous interpreting may prioritize readability and accessibility, rather than increase complexity. T (open full item for complete abstract)

Committee: Said Shiyab (Advisor); Michael Carl (Committee Member); William Bintz (Committee Member); Abed el-Rahman Tayyara (Committee Member); Ryan Miller (Committee Member) Subjects: Adult Education; Comparative; Education; Foreign Language; Language; Language Arts; Linguistics; Social Studies Education

Master of Science, The Ohio State University, 1968, Graduate School

Committee: Not Provided (Other) Subjects:

PhD, University of Cincinnati, 2024, Allied Health Sciences: Communication Sciences and Disorders

Speech-language pathologists (SLPs) encounter challenges when assessing speech sound disorders (SSDs) in multilingual children, particularly with Arabic-speaking children in majority English-speaking nations, where distinguishing communication differences from disorders is vital. The global increase in Arabic speakers, especially in countries like the United States of America and Canada, underscores the need for culturally sensitive tools to diagnose SSDs effectively across diverse linguistic backgrounds, including Saudi Arabic and English. This dissertation addresses this necessity through two studies, focusing on innovative approaches to characterize the speech productions of Saudi Arabian children. Study one examines functional speech intelligibility, showcasing the psychometric properties of a screening tool and its cultural and linguistic sensitivity to Saudi Arabic dialects. Study two investigates voice onset time (VOT) development in typically developing bilingual children, with a focus on the /t/-/k/ contrast, revealing differences in VOT values and variability in English and Saudi Arabic. Study two also delves into VOT patterns in bilingual children with and without SSDs, shedding light on developmental speech patterns and offering culturally responsive assessment methods for clinicians and researchers. These findings contribute significantly to enhancing the understanding of speech productions and VOT patterns in bilingual children, facilitating improved speech diagnostic assessment and the development of normative data in this understudied bilingual population.

Committee: Jennifer Vannest Ph.D. (Committee Chair); Karla Washington Ph.D. (Committee Member); Reem Khamis-Dakwar Ph.D M.A B.A. (Committee Member); Suzanne Boyce Ph.D. (Committee Member); Victoria McKenna Ph.D. (Committee Member); Amy Pratt Ph.D. (Committee Member) Subjects: Health Sciences

MA, Kent State University, 2024, College of Education, Health and Human Services / School of Health Sciences

This thesis investigated the interplay between foreign accent and social judgments of stuttering with a particular emphasis on American-English monolingual and Arabic-English bilingual speakers. This project underscored the importance of linguistic diversity and how speech disorders and differences are perceived by native speakers of American English. The study aimed to uncover potential biases toward and challenges faced by Arabic-English bilingual non-native speakers who stutter. To do this, an experimental design was used to evaluate contrasting perceptions of stuttering among American-English and Arabic-English bilingual speakers. It was theorized that the foreign accent may intensify negative judgments towards stuttering, potentially due to linguistic prejudices or lack of exposure and potential additive effects associated with multiple out-group features (i.e., accent and stuttering). Findings contributed to the broader discourse on language, stigma, and inclusivity, highlighting the necessity for a more precise understanding of speech disorders and differences within multicultural contexts.

Committee: Jennifer Roche Dr. (Advisor); Kathleen Durant Dr. (Committee Member); Hayley S. Arnold Dr. (Committee Member) Subjects: Language Arts; Social Psychology; Sociolinguistics; Sociology; Speech Therapy; Therapy

Master of Arts (M.A.), University of Dayton, 2024, English

Research on utilizing students' existing linguistic skills in their first language (L1) to learn a second language (L2) through translanguaging has received considerable attention. However, there is hesitancy in Arabic schools to integrate Arabic into English as a Foreign Language (EFL) and English as a Second Language (ESL) classes. Arabic-speaking teachers and students have mixed attitudes toward the presence of Arabic in English grammar classes, fearing potential interference with English proficiency. Although Arabic is used in these classes, it often happens informally or spontaneously due to a lack of planning. This issue is compounded by the absence of instructions on incorporating Arabic in English grammar textbooks and teachers' limited understanding of how to utilize students' prior knowledge of Arabic grammar through pedagogical translanguaging to understand English grammar concepts. Consequently, students' full linguistic potential remains overlooked. To address this gap, five translanguaging grammar exercises have been developed, aligning Arabic and English grammar concepts. These exercises aim to enhance metalinguistic awareness among Arabic-speaking students, moving beyond traditional grammar translation methods to incorporate culture and facilitate comprehensive language learning.

Committee: Jennifer Haan Dr. (Advisor) Subjects: English As A Second Language