Walk of Faith: Camino de Santiago, Spain

Before beginning this alluring journey to walk on the sacred path towards God, I had various concerns regarding how the journey would be like? Being a solo traveler, what kind of people would I meet? With just a handful of words from Spanish vocabulary, how would I communicate with the local community? Even though I expected my whole journey to unravel beautifully at different instances, I couldn’t stop asking myself these questions. After finishing my journey, I can positively say that it has been one of the best trips I have had so far, and, one day, I am definitely going back to walk on the path of Camino de Santiago again.

El Camino de Santiago, in English is called ‘The Way of St. James’. It is a 100-year-old ritual. It is believed that the body of St. James, the Apostle was discovered by a shepherd in a field in Galicia in 9th century. The name of the route comes from the St. James’ name Camino de Santiago meaning Walk of St. James.

My curiosity to explore the journey began with my research on the walking pilgrimages of India. After studying the sacred landscapes in India, I wanted to experience Western pilgrimages, specifically Europe and build a study of contrast and similarities between the pilgrimages of both the continents. Camino de Santiago was on the top of my list because of its worldwide popularity and enriching walking experiences as described by pilgrims.

I attempted to walk the last 120 kms of the pilgrimage, from Sarria to Santiago de Compostela. I reached Santiago by a flight and then took a bus that took about 4 hours to reach Sarria. It is a picturesque village in the arms of Galician mountain range. I stayed at a small Albergue that was 5 min walk from the Cathedral. After lunch and a stroll in the village square, I decided to attend the evening mass in the cathedral. The whole mass was in Spanish and everyone around me in the Cathedral seemed to be in their 40s-50s. Though I don’t understand Spanish at all except “Hola!” and “Gracias!”, it was quite captivating and the aura of the place felt quite spiritual. My objective was also to talk to as many people as I could and learn about their journey, intentions of this pilgrimage and how did walking through these sacred landscapes evolve and affect them. I met a 25 year old man from France, named Florlan Ernesto, who had begun from France and been walking for 10 days to reach Santiago. He mentioned that this was his second time coming for this journey and that he was quite close to his deceased mother who had been doing it for about 50 years. He wanted to continue her tradition as a legacy and thus had started to walk on the pilgrimage a year ago. He also was a godfather to his son’s daughter and wanted to pray for her well-being that had inspired him to walk on this journey.

The next day, I stepped out of the Albergue with confusions as to how to move forward in the journey. The warden of the Albergue told me that the yellow arrows, scallop shell and a couple of other symbols mark the clear legibility on the way and GPS or any map is not required to reach the next destination which was a village named Portomarin. The scenic path towards Portomarin was through a dense forest, rolling grasslands with beautiful mountains around and meandering roads. I met a German woman, Wiebke, who must have been in her early forties. After introducing myself, I couldn’t stop myself but ask her about her reasons for doing the walk. She mentioned that her friend had done it a couple of years ago on the route that goes right outside her house in her hometown. She had seen the movie “The Way” and was also reading about personal experience of a man who had done the walk. This all inspired her a great deal that motivated her to give it a try. She had a family in Germany but she decided to walk by herself. She was a lovely companion. The journey was also made interesting by a group of young Spanish men I came across while walking, and who were singing lovely Spanish songs.

Portomarin is a beautiful village on a hill near the river Minho, 15 miles from Sarria. After walking for 15 miles, I was exhausted and drained with energy but the approaching view of Portomarin was profound. I met a Chinese girl in the Albergue who told me she had a few days off from work and this walk sounded adventurous to her that’s why she had been walking for 15 days and had planned to walk even further for 20 days. She wasn’t religious or soul searching, this was just a fun trip to her. A quick lunch and short nap later, I went to explore the village. It had an interesting spatial design with a big open square in the center and the cathedral, shops and restaurants around the square. The topography was a little steep with streets going up the hill towards the square.

Departing from Portomarin next morning, I began walking towards Palas de Rei, my next destination for the journey. This time, the route led me towards hill top and the view from there was breathtaking. The hill top was surrounded by open tracts of grasslands, trees and other hills with patchy farmlands and clusters of settlement at places. I could gaze at the view for hours if I stayed. Halfway through my destination, I was reunited with Wiebke, the German woman. That’s the remarkable thing about this journey. You see the same faces, who you started the walk with, at different instances of the walk. Apart from the signage that make one feel associated with the feeling of a pilgrim, the wish “Buen Camino” becomes a delightful tradition that you follow whenever you pass a pilgrim/pilgrims on the way.

 

Palas de Rei was a bigger town than the previous two. The evening mass at the cathedral used to be the perfect way to end the day even though I didn’t understand what they said in the mass. I would always see lot of familiar faces showing up at the mass and it became an important pilgrim ritual for me. The next day, I left for Melide that was 12 miles from Palas de Rei. This part of the walk was mostly thorugh forests and farms. Even if I would walk alone, I never felt lonely or vulnerable in my pilgrimage. Beautiful rolling landscapes and Spanish villages felt safe.

Melide was more developed and bigger than all the previous ones. The streets were busier, there were more shops, restaurants, café and a commercial center. There were local markets and streetside vendors for clothes, food, shoes etc. that made the local galician ambience more vivid. I met two Spanish girls in the Albergue as we shared a room. They had come from Seville to walk the last 100 kms as they had graduated and wished to get a job. Through walking, they believed that they are paying respect to God who would fulfil their wish. One of them translated the evening mass for me in the Cathedral. The priest praised the pilgrims and congratulated on their journey so far. He said with each step, we were reaching closer to God. The small town square was enlivened after the mass with restaurants and coffee shops with pilgrims dispersed and explored their options.

The next destination was Arzua. What was surprising about one of the bars on the way was it had a slot machine. After reaching Arzua, I explored the town and local food, highlight of which was spicy fried green chillies. The next morning, I began walking towards Amenal. With reaching closer to Santiago each day, my curiosity was increasing to see the final destination. The spatrial fabric of the landscapes was slowly transitioning into more urban from country as the walking paths became wider, even the ones next to highways. Amenal wasn’t really a village but an extremely small settlement with a hotel for pilgrims to stay at.

     

The final day of my journey towards Santiago was very exciting. I reached a hill while walking from the top of which I could see Santiago de Compostela. Each walking step towards the city was pumping energy into me and my enthusiasm levels were at its best. My arrival was anounced by decorative boards along the roadside that were decorated by embellishments from pilgrims. After reaching the town square, I made my way towards the cathedral through through fervent crowd in the narrow streets. The first sight of the Cathedral was eternal. Beautiful scupltures carved all over on the walls described the story of years and years of pilgrimage the cathedral has witnessed and it stood as a palimpsest of built material and pilgrims’ emotions. The inside was equally beautiful. Main chamber was adorned with glitterinmg gold sculptures of Jesus, angels and other saints. The whole aura was quite heavenly. The evening mass was in Spanish and I could ony understand a handful of words but it still gave me goosebumps and I felt proud as a pilgrim. After collecting my certificate of pilgrimage, I started exploring the town that felt as if it belonged to a different era, with talented musicians giving a wonderful background score on the streets, local ice cream shops and restaurants with authentic flavors and a charming pink sunset sky. I felt light as air, melting slowly in the cool winds, absorbing my journey into my soul.

     

 

Saloni Chawla
Graduate Teaching Assistant
Department of Landscape Architecture
University of Illinois at Urbana Champaign

 

References

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Using Personal Connections to Motivate Language Learning

Me standing in wooden shoes at the Keukenhof, a flower park in the Netherlands, March 2015.

Learning a new language can be motivated by many factors and developed in different environments. While I have taken language courses in classroom settings, my most recent foray into a new language has been less structured, and more personal.

In April 2015, I visited the Netherlands at the end of a semester abroad in England. Much of my mother’s extended family still lives in the Netherlands, and she and I spent about five days meeting relatives and exploring areas like Amsterdam, Heerhugowaard, Volendam, and The Hague.

My relative and I took a canal boat tour in Amsterdam, March 2015.

While not universal, we were surprised by how many Dutch people spoke English, and spoke it well. Our family explained that English language is a required subject for most students, beginning at a young age. The proliferation of English media also helps them to learn not only the formal English of the classroom, but also the common phrases and expressions used in everyday conversation. My mother and I do not speak Dutch, so we relied heavily on our family when traveling, shopping, and communicating in general. The language barrier was not a significant challenge on our trip, however, as so many of the people we interacted with could speak at least some level of English, and many written texts were also available in English as well.

My relatives and I (center) in Chicago, October 2017.

In October this year, a few of these relatives had the opportunity to visit America for several weeks. They spent a weekend with my immediate family in Illinois before visiting other cousins in Indiana and then flying to Tampa, Florida, where a mini-reunion took place. My mother and I took them to Chicago for several days to see the city sights: the Shedd Aquarium, Millenium Park, Michigan Avenue, Chicago 360, and an architectural boat tour. While my mother and I still acted as guides, they could have functioned independently due to their fluency in English; they were able to read parking machines, store signs, menus, and ticket information on their own. Their language abilities afforded them comfort and agency even in a new place, and it allowed them to interact fully with their environment without needing much help outside help.

They later told me that they were not only fluent in English, but also had working knowledge in German, French, and Spanish as well. While this kind of language variety is impressive, it is not uncommon for the world at large. A European Commission report from 2012 found that 77% of people in the Netherlands have practical skills in at least two foreign languages (p. 13), and English is the foreign language most Europeans are able to speak at 38% (p. 19). In other regions of the world, such as those in Asia, Africa, India, and the Middle East, it can be common to speak or learn more than one language. These additional languages are not always taught exclusively in a classroom environment – as is common in English-speaking countries – but instead learned more organically through exposure and everyday use.

A Pew Research Center article from 2015 details that only 25% of American adults reported speaking a language other than English in a 2006 survey, and only 43% of this group said they could speak the language very well. While these numbers may be changing, and these statistics are never exact, it is clear that Americans spend less time and effort learning foreign languages. A 2015 article from The Atlantic quoted Richard Brecht, head of the University of Maryland’s Center for Advanced Study of Language, as saying, “It isn’t that people don’t think language education is important. It’s that they don’t think it’s possible.”

Language learning, especially later in life, is not easy. I studied Spanish in high school and Latin in undergrad, but I retain almost no functional or conversational skills in these languages. However, many online resources make language learning possible – and fun – after people have left the formal classroom environment. I am currently using Duolingo – an interactive phone app – to learn Dutch, in the hopes of one day being able to speak to my relatives in their native language.

If you are interested in learning a foreign language, there are many resources that are available to you, whether you are at the University of Illinois at Urbana-Champaign or not:

Rosetta Stone – for University of Illinois students and faculty, look under Quick Links on the Literatures and Languages Library homepage and login with your netID and password

Mango Languages – through the Urbana Free Library with your library barcode and Champaign Public Library with your library barcode. Many public libraries have Mango Languages subscriptions; check the online resources page.

Duolingo – freely available on iOS, android, and Windows devices

Ethnologue – This is not a language-learning tool, but it includes updated statistics about languages worldwide. Use a University of Illinois netID and password to log in.

Happy language learning!

Laura Rocco

Graduate Assistant | International and Area Studies Library

MSLIS Candidate | School of Information Sciences

University of Illinois at Urbana-Champaign

Sources

Devlin, K. (2015, July 13). Learning a foreign language a ‘must’ in Europe, not so in America. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2015/07/13/learning-a-foreign-language-a-must-in-europe-not-so-in-america/.

Friedman, A. (2015, May 10). America’s lacking language skills. The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2015/05/filling-americas-language-education-potholes/392876/.

TNS Opinoin & Social, European Commission. (2012). Europeans and their languages. Retrieved from http://ec.europa.eu/commfrontoffice/publicopinion/archives/eb_special_399_380_en.htm.

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Learning Korean is as easy as A, B, C’s!

Ever wondered what those K-Pop bands are singing about? Or what the actors in your favorite K-dramas are crying about? Well, wonder no more because this post of Glocal Notes is for you!  Needless to say, you are not the only one because a study by The Modern Language Association found that university students taking Korean language classes increased by 45 percent between 2009 and 2013, despite the overall decrease in language learning by 7 percent. According to Rosemary Feal, the executive director of the Modern Language Association, this increase could be a result of young people’s interest with Korean media and culture. Before going into learning Korean, let’s find out about Korean language itself.

The Korean alphabet was invented!

The Korean alphabet was invented in 1444 and proclaimed by King Sejong the Great in 1446. The original alphabet is called Hunmin chŏngŭm which means “The correct sounds for the instruction of the people.” As you can see from the name of the alphabet, King Sejong cared about all of his people.

Before the Korean alphabet was invented, Korean people used Chinese characters along with other native writing systems as a means of documentation. As stated in the preface of Hunmin chŏngŭm below, because of inherent differences in Korean and Chinese and due to the fact that memorizing characters takes a lot of time, the majority of the lower classes were illiterate. This was used against them by aristocrats to put themselves in a higher position of power. As expected, the new system of writing faced intense resistance by the elites who perhaps thought it was a threat to their status and to China. However, King Sejong pushed through his opposition and promulgated the alphabet in 1446.

Below is the paraphrased translation of the preface of Hunmin chŏngŭm.

The language of [our] people is different from that of the nation of China and thus cannot be expressed by the written language of Chinese people. Because of this reason, the cries of illiterate peasants are not properly understood by the many [in the position of privilege]. I [feel the plight of the peasants and the difficulties faced by the public servants and] am saddened by the situation.

Therefore, twenty eight [written] characters have been newly created. [My desire is] such that, each [Korean] person may become familiar [with the newly created written language of Korean] and use them daily in an intuitive way.

A page from the Hunmin Jeong-eum Eonhae

A page from the Hunmin Jeong-eum Eonhae, a partial translation of Hunminjeongeum, the original promulgation of the Korean alphabet. https://commons.wikimedia.org/wiki/File:Hunmin_jeong-eum.jpg

Korean is simple.

The construct of the system is simple. Because King Sejong knew that peasants did not have hours and hours to spend on learning how to write, he invented a system in which “a wise man can acquaint himself with them before the morning is over; a stupid man can learn them in the space of ten days.” The modern-day script has evolved into 24 characters and is called Hangul (한글) in South Korea and Chosŏn’gul (조선글) in North Korea. Due to its simplicity, both Koreas boast exceptionally high literacy rates, more than 99% in South and North Korea.

Fourteen consonants in Hangul

Fourteen consonants in Hangul http://www.antiquealive.com/Blogs/Hangeul_Korean_Alphabet.html

Ten vowels in Hangul

Ten vowels in Hangul http://www.antiquealive.com/Blogs/Hangeul_Korean_Alphabet.html

Consonants: What you see is what you write.

The shapes of consonants, ㄱ(g/k),ㄴ(n),ㅅ(s),ㅁ(m) andㅇ(ng), are based on how your speech organs look like when you pronounce these sounds. Other consonants were derived from the above letters by adding extra lines for aspirated sounds and by doubling the consonant for tense consonants.  

Shapes of consonants in Hangul

Shapes of consonants in Hangul
http://www.wright-house.com/korean/korean-linguistics-origins.html

Vowels: Three strokes encompass the world.

Various combinations of three strokes make up vowels in Hangul. A horizontal line (ㅡ) represents the Earth (Yin), a vertical line for the standing human (ㅣ), and a point (ㆍ) for heaven (Yang). This concept is derived from Eastern philosophy where heaven, Earth and human are one.

Vowel combinations in Hangul

Vowel combinations in Hangul
https://commons.wikimedia.org/wiki/File%3AHangul_Taegeuk.png
By Jatlas (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

1 Block = 1 Syllable

The Korean alphabet consists of 14 consonants and 10 vowels. Unlike English, where letters are written in sequential order, Korean letters are combined into syllable blocks. Each block produces 1 syllable. A syllable block contains a combination of consonant/s and vowel/s. For example, since the word 한글 (Hangul) has two syllables, it has two blocks. Pretty easy, right?

Syllable Blocks for the word 한글 (Hangul)

Syllable Blocks for the word 한글 (Hangul)
http://allthingslinguistic.com/post/66133111314/why-the-korean-alphabet-is-brilliant

Learn Korean

If you have made it this far, you may want to check out some ways you can actually learn the language yourself. There are numerous resources and classes that will fit your learning style.

Take classes:

University of Illinois at Urbana-Champaign offers twelve Korean language courses throughout the academic year with varying levels. There are multiple scholarship opportunities for learning Korean! Check out Foreign Languages and Area Studies, Critical Language Scholarship Program, Middlebury Language Schools’ Summer Intensive Program Fellowship, and many more.    

Self-study tools:

Strapped for time during the semester? There are many self-study tools that will let you learn the language in your own time, location and pace.

Print resources:

  • Integrated Korean Series – Want to take a peek at what students are learning in Korean classes? This is the current textbook used by the University of Illinois at Urbana-Champaign’s Korean Language Program.
  • 서강 한국어 (Sŏgang Han’gugŏ) – Series of textbooks published by Sŏgang University in Korea and used by many Korean programs in American Universities.
  • 재미있는 한국어 (Chaemi innŭn Han’gugo) – Korean textbook series published by Korea University. Volumes 4-6 are available through the University Library.
  • Everyday Korean Idiomatic Expressions: 100 Expressions you can’t live without – Have you ever wondered about some Korean expressions from K-drama that just did not do it justice with word-for-word translations? Well, this book is for you! This book lists 100 idiomatic expressions with literal and actual meanings and usages with detailed explanations so you can be a Korean language expert. Here is the book intro.

  • 외국인을 위한 한국어 읽기 (Korean Graded Readers) – Want to read Korean novels and short stories but afraid that those may be too hard for you?  Here is a set of 100 books where Korean novels and short stories are divided into levels of difficulty.
  • Korean with Chinese Characters – Want to find out how Hancha (Chinese characters in Korea) is used in a Korean context? Here is a book that lists some common Hancha words used in Korean contexts.

Language through media:

Sometimes, learning a language may be less stressful if you follow a storyline. Here are some resources for you to explore Korean movies and dramas.

  • Media Collection at Undergraduate Library – Korean movies from diverse time periods are available through the Media collection at Undergraduate library.
  • Asian Educational Media Service (AEMS) – AEMS is a program of the Center for East Asian and Pacific Studies at the University of Illinois at Urbana-Champaign that offers multimedia resources to promote awareness and understanding of Asian cultures and people.
  • Asian Film Online – Asian Film Online offers a view of Asian culture as seen through the lens of the independent Asian filmmaker. Through a selection of narrative feature films, documentaries and shorts curated by film scholars and critics, the collection offers perspectives and insights on themes highly relevant across Asia, including modernity, globalization, female agency, social and political unrest, and cultural and sexual identity.
  • Ondemandkorea.com – Watch Korean drama and variety shows, for free. Many of the episodes provide subtitles in English and Chinese.

Other Resources:

  • Korean Language Program -The Korean Language Program at University of Illinois in Urbana-Champaign offers Korean and accelerated Korean language course tracks for non-heritage and heritage learners. These language courses are augmented with cultural instruction introducing students to both Korean culture and society using authentic texts and audio-visual materials including newspaper articles, dramas, films, documentaries, etc. Weekly events such as the Korean Conversation Table (KCT) are available during the semester to help you practice speaking in Korean.
  • Center for East Asian and Pacific Studies (CEAPS) – The Center for East Asian and Pacific Studies provides lectures, seminars, programs and events on East and Southeast Asia.  
  • Korean Cultural Center (KCC) Facebook Page – The Korean Cultural Center is a registered student organization and a non-profit organization at the University of Illinois at Urbana-Champaign. The group works to promote Korean culture through various events and programs. Visit their Facebook page to check out the latest event!

If you are interested in finding out more about learning Korean language or its culture, feel free to contact the International and Areas Studies Library at internationalref@library.illinois.edu. Also, don’t forget to follow our Facebook page for instant updates on cultural events and posts like this one.

Author: Audrey Chun

References

Algi Shwipke Pʻurŏ Ssŭn Hunmin Chŏngŭm. Sŏul : Saenggak ŭi Namu, 2008.

The Background of the invention of Hangeul”. The National Academy of the Korean Language. January 2004.

Hunmin Jeongeum Haerye, postface of Jeong Inji, p. 27a, translation from Gari K. Ledyard, The Korean Language Reform of 1446, p. 258.

Korea. [Seoul : Korean Culture And Information Service], 2008.                    

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Adventures in Arabic, Part III

This week we bring you our third and last entry in the “Adventures in Arabic” series. The content in Parts I, II, and III reflect eight months of elementary study of the Arabic language and include not only linguistic observations of interest but literary, cultural, religious, and strategic ones, too. Thank you for joining me on this journey. Or, that is, شُكْراً (shoo-krahn).

A girl writes Arabic calligraphy on a wall. Image Credit: Nur Meryem Seja on Flickr

A girl writes Arabic calligraphy on a wall. Image Credit: Nur Meryem Seja on Flickr

GRAMMAR

Gender applies here, too.

Remember that binary distinction that you had to make in Spanish class between el niño (boy) and la niña (girl)? Yes, gender appears as frequently and as importantly in Arabic, too. Just like the romance languages, French, Portuguese, Italian, Romanian, and more, nouns are divided into two classes, masculine and feminine, and the adjectives that modify them must abide by certain rules to respect the conventions of grammar. Even in English, word pairings like actor/actress, bachelor/bachelorette, god/goddess, host/hostess, waiter/waitress represent a similar concept.

Words belong to families.

A visual word map that traces different manifestations of the root ف-ه-م. Image Credit: Blogger Sawitri from myarabicnotes.blogspot.com

A visual word map that traces different manifestations of the root ف-ه-م (f-h-m). Image Credit: Blogger Sawitri from myarabicnotes.blogspot.com

Consider, for a moment, these groups or “families” of words below:

happy, happily, happiness, unhappily

interest, interesting, disinterested, uninterested

simple, simplify, simplistic, simply

In English, we have a base form of a word that provides a sort of template for additional suffixes and prefixes that we affix to its beginning or ending to establish new meanings. As outlined in the initial text used for Arabic 201, Alif Baa by Kristen Brustad, et al, in Arabic, “words are usually formed from a core of three consonants that constitute [their] basic meaning[s], called the root[s] of the word[s]. Words are formed by putting roots into different patterns or syllable structures” (207). For example, the root ب ت ك (k-t-b) will always address something in relation to the act of writing or the written word; the root س ر د (d-r-s) will always address studying; and ع – م – ج  (j-m-3*) will always address groups or plurality. These roots are organized in different patterns and coupled with various short vowels to indicate nouns, verbs, people, adjectives, and more.

k-t-b,  aktab (I write), maktaba (library), kitaab (book)

d-r-s, tadros (she studies)dars, (lesson), madrasa (school)

j-m-3*, aljamaعa (Friday), jaamiعa (university), tajmع (group)

SCRIPT

Transliterations are approximations.

A transliteration involves using the script of one language to write another. Unlike the Latin or Roman script used to write English, the Arabic script does not have letters for “p,” “v” or “x.” So, writing “Patricia,” “Victor,” and/or “Xavier” pose unique challenges. “P” and “v” are typically substituted by the Arabic letter “ب” (baa) while “اكس” (iks) is used to establish the sound of “x.” Accordingly, to make additional negotiations, “Champaign” is written as  “شمبين” (shambeen); “Europe” is “أوروبا” (oorooba) and “Harvard” is written as “هارفرد” (harfard). Also note that there is no capitalization in Arabic.

 The Arabic script can appear to be more “dainty” than the Roman script.

Take these words for example, all typed without any formatting and in the same size font. The Arabic words appear to be more condensed as they take up less space.

dog كلب

cat قطة

 fish سمك

Print vs. handwriting

There is a difference between reading a standardized font in print and reading someone’s cursive handwriting. This distinction would seem obvious as, inter-culturally speaking, even handwriting in English differs in appearance from language in print. See below:

A typed grocery list, from right-to-left and top-to-bottom: milk, eggs, strawberries, sugar, flour, banana, orange, meat, chicken, fish, dates, gum, eggplant, wipes, soap, juice, honey, watermelon, ice cream (a transliteration), chocolate (a transliteration).

A typed grocery list, from right-to-left and top-to-bottom. It reads: “milk, eggs, strawberries, sugar, flour, banana, orange, meat, chicken, fish, dates, gum, eggplant, wipes, soap, juice, honey, watermelon, ice cream [a transliteration], chocolate [a transliteration]”.

The same grocery list, as above, but in handwriting. See the previous image’s caption for a translation of the listed items.

The same grocery list as above, handwritten. See the previous image’s caption for a translation of the listed items.

 

 CULTURE

Some names are very common.

As in English with names like Michael, Matt, John, Jennifer, Stephanie, and Mary, there are certain names that will appear over and over again in Arabic. Among them are Ahmed, Mahmoud, and Mohammed (Muhammad) for men and Fatima, Khadija, and Salma for women. As in English with names like Mary and Sara, some of these stem from holy texts. Mohammed, for example, and the many derivations thereof, refers directly to the founder of Islam.

You can make yourself a celebrity by reciting the Koran.

In many Islamic societies, the recitation of Koranic verses, or “قراءة (qirat), is a highly prized ability. Many young talents who sing well on shows like American Idol, The Voice, and The X Factor are applauded for their voices; reciting the Koran in some places in the Middle East can garner fame and attention.

STRATEGY

Typing.

If you take learning Arabic seriously, there are some invaluable resources you need to have handy. Some of the greatest of these are the tools used to type the language in the absence of an Arabic-lettered keyboard. Each of the sites below will allow you to type and/or select the letters you need to create Arabic language texts.

A dictionary.

Guess what word is used most frequently in the Arabic language. “The” or “ال” is the first; the twelfth is “God” or “الله”; and the 93rd is “world” or “عالم. With A Frequency Dictionary of Arabic: Core Vocabulary for Learners, students of Arabic can review the words that are most frequently used.

A screenshot of the University of Illinois' Summer Institute of Languages of the Muslim World

A screenshot of the University of Illinois’ Summer Institute of Languages of the Muslim World

Thank you for joining us on our Adventures in Arabic. In addition, we encourage you to study any other language with a script different from your own. In a world of shrinking borders, knowledge of your neighbors will surely be valued in whatever profession you assume. On the University of Illinois campus, Arabic is offered not only through the curriculum but also through short-term IFLIP courses and intensive SILMW courses over the summer. For more posts like these, be sure to like our Facebook page and tune in next semester for more from Glocal Notes and the International and Area Studies Library.

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