Arabic Hebrew Research Articles

The cyclicity of reborrowing and the ping-pong effect: The case of Arabic–Hebrew–Arabic ṣabāba/sababa ‘ok’

Aims and objectives: The nature of the effect of language contact has been a source for extensive investigation in the linguistic field. More specifically, the case of reborrowing, that is, the shift from language A to language B and then cyclically back to language A, often involving a change in meaning and/or form, has been a source for extensive interest. In this paper, we examined the word ṣabāba/sababa ‘o.k’ as a case study of reborrowing from Classical Arabic into Israeli Hebrew and then back to Spoken Palestinian Arabic. We show that while language contact does motivate and affect change, it does not necessarily take part in internal changes exhibited in the target language itself, but can, in turn, later be exhibited back in the original language or one of its dialects. In addition, as language-contact change operates according to more general principles of linguistic change, such as grammaticalization, we shall demonstrate both intra- and inter-language changes. Methodology and data: We used the Lisān al-ʿArab (لسان العرب, ‘Tongue of Arabs’) dictionary for the etymological investigation in Arabic,1 the corpus of the Quran for historical Arabic data, scripts and poems from the Mamluk Arabic period for the Middle Ages’ Arabic data,2 and for contemporary spoken Arabic, we used a corpus of 100 random WhatsApp messages of Israeli Arab Bedouin students (such usage exists in all Palestinian Arabic dialects). For the Hebrew data, we used the Israeli Historical Jpress Corpus3 and the Hebrew Historical Maagarim corpus;4 and finally, for contemporary Hebrew data, we used 100 random examples from the hetenten corpus.5 Analysis: We found a reborrowing ‘ping pong effect’, from classical Arabic to 20th-century Hebrew, and in the contemporary 21st century back to Spoken Palestinian Arabic. We also found a phonetic change from Classical Arabic ṣabāba صَباَبة to Contemporary Arabic sababa صبابا. A similar phonetic change occurred in Hebrew, from sabaaba סבאבה to sababa סבבה. Thus, this was not a diachronic shift from Classical Arabic to Spoken Arabic, but rather the classical Arabic word was borrowed into Hebrew and then, in a ‘ping-pong’ reborrowing shift, went back to spoken Arabic. This process involved mechanisms of metonymy, bridging contexts, and lexicalization. Conclusions: While language contact does motivate and affect change, it does not necessarily occur through internal changes exhibited in the target language itself but rather can be transferred back, in a cyclical fashion, to the original language. These results focused on a bilingual community, shedding additional light on the nature of linguistic processes of reborrowing and language contact.

PENGENDALIAN PERSEDIAN PAKAN AYAM PETELUR MENGGUNAKAN METODE EONOMIC ORDER QUANTITY (EOQ) PADA PETERNAKAN XYZ DI BANYUWANGI

Delays in the supply of chicken feed at XYZ Farm resulted in a decrease in chicken egg productivity, resulting in chicken death. To ensure that production runs smoothly, XYZ Farms must guarantee the availability of raw materials for chicken feed. The aim of this research is to determine the ideal number of orders for chicken feed supplies to minimize feed shortages due to delivery delays. This research applies the Economic Order Quantity (EOQ) method to help XYZ farms manage the purchase of raw materials for chicken feed, and Single Exponential Smoothing to forecast supplies that are updated continuously by considering the latest data. The forecasting calculation uses an accuracy of 0.6 for the need for katul, corn and concentrate in January 2024. The results of the Economic Order Quantity (EOQ) calculation show that the optimal order for Katul is 6,702 kg, corn 29,190 kg, concentrate 25,402 kg. Orders are made 4 times a month, and Reorder Point is made when 1,586 kg of katul remains, 6,494 kg of corn and 8,742 kg of concentrate. Reordering or Reorder Point (ROP) is needed to overcome the potential for stock out during lead time TRANSLATE with x English Arabic Hebrew Polish Bulgarian Hindi Portuguese Catalan Hmong Daw Romanian Chinese Simplified Hungarian Russian Chinese Traditional Indonesian Slovak Czech Italian Slovenian Danish Japanese Spanish Dutch Klingon Swedish English Korean Thai Estonian Latvian Turkish Finnish Lithuanian Ukrainian French Malay Urdu German Maltese Vietnamese Greek Norwegian Welsh Haitian Creole Persian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster Portal Back //

Clinical characteristics and early results of the modified abramson technique to treat pectus carinatum at Viet Đuc Hospital from 2020-2023

Pectus carinatum is the second most common congenital anterior chest wall deformity. This study describe the clinical, paraclinical characteristics and evaluate the early results of the modified Abramson technique to treat pectus carinatum at Viet Duc Hospital. This is a retrospective descriptive study, in all cases diagnosed with pectus carinatum and underwent surgery according to the modified Abramson technique at Viet Duc Hospital from 1/2020 to 12/2023. In 134 patients, 131 were male, the mean age 13.6 ± 1.98 years. All patients presented with cosmetic complaints, and 85.2% patients have BMI <18.5. 94/134 cases (70.2%) had symmetrical deformities, 37/134 cases (27.6%) had asymmetrical deformities, and 3 cases (2.2%) had mixed pectus deformities. The average Haller index is 2.1 ± 0.3. All patients were operated using a bar, fixed at both ends with steel thread. Operative time was 33.6 ± 7.76 minutes, and hospital stay was 5.3 ± 0.76 days (4–7 days). There was no significant early postoperative complications. Conclusion: clinical examination and computed tomography play an important role in diagnosing pectus carinatum. The modified Abramson technique is a minimally invasive surgical method for pectus carinatum patients with short operative time, hospital stay, and the first step gives good treatment results. TRANSLATE with x English Arabic Hebrew Polish Bulgarian Hindi Portuguese Catalan Hmong Daw Romanian Chinese Simplified Hungarian Russian Chinese Traditional Indonesian Slovak Czech Italian Slovenian Danish Japanese Spanish Dutch Klingon Swedish English Korean Thai Estonian Latvian Turkish Finnish Lithuanian Ukrainian French Malay Urdu German Maltese Vietnamese Greek Norwegian Welsh Haitian Creole Persian TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster Portal Back

Gonadotropins in assisted reproductive technology programs: A review

Reproductive medicine is actively developing, and new methods, drugs, and protocols are being developed and introduced for the treatment of infertility. Assisted reproductive technologies (ART) are the most effective methods. In ART protocols, ovarian stimulation (OS) is based on gonadotropin use. The choice of the starting dose of gonadotropin is a critical factor in the successful OS and the effectiveness of ART programs. The article describes the development history of gonadotropins and provides current data on their use in ART programs. The use of biosimilars of follitropin alfa in OS is discussed, and the effectiveness of its Russian biosimilar is also addressed. TRANSLATE with x English Arabic Hebrew Polish Bulgarian Hindi Portuguese Catalan Hmong Daw Romanian Chinese Simplified Hungarian Russian Chinese Traditional Indonesian Slovak Czech Italian Slovenian Danish Japanese Spanish Dutch Klingon Swedish English Korean Thai Estonian Latvian Turkish Finnish Lithuanian Ukrainian French Malay Urdu German Maltese Vietnamese Greek Norwegian Welsh Haitian Creole Persian TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster Portal Back

EVALUATING L2 VOCABULARY DEVELOPMENT FEATURES USING LEXICAL DENSITY AND LEXICAL DIVERSITY MEASURES

Most of the research on lexical measures was conducted in English and conducted similarly in other languages without accurate adaptations to the language being tested. The first objective of this study is to identify differences between applications of lexical density and lexical diversity when tested as in English and when adapted to the language being tested. The second objective is to inspect the effect of acquisition time on intermediate-level second-language learners' lexical density and diversity. In a test-retest study over one year, Arabic Hebrew bilinguals (n=23) wrote argumentative essays, in which lexical density and diversity were analyzed according to two approaches; a conventional approach as in English and an adapted approach more aligned with Hebrew linguistic features. In both approaches, lexical density was calculated as the number of lexical words in proportion to the total number of words and lexical diversity using the type-token ratio (TTR) and Corrected TTR (CTTR). Findings reveal statistically significant differences between the two approaches and the adapted approach allowed for cross-language and interlanguage comparisons. Although no significant increase in lexical density and diversity over the year was found, various patterns for lexical development were observed; at the second time point, students with the lowest level of lexical diversity substantially improved and more essays fell within the lexical density range of a typically written language.

Hemispheric involvement in the comprehension of conventional metaphors in Arabic–Hebrew speakers

Aims and objectives/purpose/research questions: Previous studies in pairs of typologically distant languages showed that hemispheric processing of metaphoric expressions differs in a native versus second language. The current research explored this finding in a pair of typologically close languages, Arabic and Hebrew. Design/methodology/approach: Forty-six Arabic native speakers who were proficient in Hebrew (second language; 30 women, aged 19–28) participated in a divided visual field (DVF) experiment. They were presented with conventional metaphors, literal expressions, and unrelated word pairs and asked to indicate whether the word pairs formed a meaningful expression. Participants were tested in spoken Arabic, literary Arabic, and Hebrew in separate blocks. Data and analysis: Mean reaction times and accuracy were analyzed using repeated-measures three-way analysis of variance, with language, visual field, and expression type as independent variables. Findings/conclusions: In contrast to previously reported findings, a left-hemisphere advantage or a bilateral pattern of processing was observed for conventional metaphors in both varieties of Arabic and in Hebrew, suggesting similar hemispheric processing in native and second language. Originality: Metaphor processing is examined in a pair of typologically close languages. Significance/implications: Our findings (in a pair of typologically close languages) differ from those previously reported in pairs of less similar languages, suggesting a modulatory role of language similarity in hemispheric processing of second-language metaphors.

Advantages of Bilinguals over Monolinguals: Creativity among Bilingual Arabic—Hebrew Arab Students

Advantages of Bilinguals over Monolinguals: Creativity among Bilingual Arabic—Hebrew Arab Students

The impact of brief exposure to the second language on native language production: Global or item specific?

AbstractBilinguals routinely shift between their languages, changing languages between communicative settings. To test the consequences of such changes in language use, 48 Arabic–Hebrew bilinguals named pictures in Arabic (L1) before and after a brief exposure manipulation, including either reading a list of Hebrew (L2) words aloud or performing a nonlinguistic task. Half of the items post-exposure were new and half were translation equivalents of the words presented during the L2 exposure task. Further, half of the items were very low-frequency L1 words, typically replaced by borrowed L2 words. Results show that across word types bilinguals were less accurate and produced more L2 cross-language errors in their dominant L1 following brief L2 exposure. Error rates were comparable for translation equivalents and new items, but more cross-language errors were observed post-exposure on translation equivalents. These findings demonstrate the engagement of both global whole-language control mechanisms and item-based competitive processes, and highlight the importance of language context and the dynamic nature of bilingual performance.

Two languages, one variable? Pharyngeal realizations among Arabic–Hebrew bilinguals

AbstractLinguistic features that index ethnic identities often originate in another language spoken by the same community, often involving the introduction of exogenous features absent from the mainstream variety. We examine the more unusual situation of Hebrew spoken by Arabic–Hebrew bilingual Palestinians, where the pharyngeal consonants, which occur in both Arabic and Hebrew monolingual varieties, serve as ethnically linked sociolinguistic variables. Drawing on sociolinguistic interviews with such bilinguals in Jaffa, we demonstrate that while Palestinians’ use of pharyngeals in Hebrew is commonly perceived as transfer from Arabic, their linguistic and social conditioning does not support a transfer account. Rather, for these speakers, pharyngeals are a socially meaningful resource simultaneously linked to Arab identity and to a rich indexical field in Hebrew. While the pharyngeals pattern linguistically as Hebrew features, our findings illustrate that, from a social meaning perspective, sociolinguistic features need not be unambiguously associated with a single language.

Cross-lingual phonological effects in different-script bilingual visual-word recognition

To isolate cross-lingual phonological effects during visual-word recognition, Arabic–Hebrew bilinguals who are native speakers of Spoken Arabic (SA) and proficient readers of both Literary Arabic (LA) and Hebrew, were asked to perform a visual lexical-decision task (LDT) in either LA (Experiment 1) or Hebrew (Experiments 2 and 3). The critical stimuli were non-words in the target language that either sounded like real words in the non-target language (pseudo-homophones) or did not sound like real words. In Experiment 1, phonological effects were obtained from SA to LA (two forms of the same language), but not from Hebrew to LA (two different languages that do not share the same script). However, cross-lingual phonological effects were obtained when participants performed the LDT in their second language, Hebrew (Experiments 2 and 3). Interestingly, while the within-language effect (from SA to LA) was inhibitory, the between-language effect (from SA to Hebrew) was facilitatory. These findings are explained within the Bilingual Interactive Activation plus (BIA+) model which postulates a fully interconnected identification system that provides output to a task/decision system.

Cross-linguistic transfer of handwriting performance: a comparison of Arabic bilingual and monolingual elementary school students

The knowledge relating to the effect of learning a second language (L2) on the mother tongue (L1) is relatively limited. Most studies focused on linguistic and reading skills, but we did not find studies relating to handwriting performance. Our study focused on the transfer effect of handwriting performance from Hebrew L2 to Arabic L1. The sample consisted of 123 native Arabic speaking fourth-grade students, of whom 64 attended monolingual schools, and 59 attended bilingual (Arabic–Hebrew) schools. We evaluated students’ Arabic handwriting speed and legibility as well as their handwriting automaticity, reading performance, motor control and non-verbal intelligence. Results showed that after controlling for reading speed, handwriting automaticity and motor control, the monolingual students outperformed their bilingual peers in handwriting speed but not in legibility. In addition, using hierarchical regression analysis, our results indicated that beyond the contribution of handwriting automaticity, reading speed and motor control, that explained 27% of the variance in handwriting speed, the model of education of L2 (monolingual vs. bilingual schools) had a unique contribution, and explained an additional 2% of students’ handwriting speed. We discuss these results with regard to the stage of students’ second language acquisition, language dominance, as well as the complexity of the Arabic versus Hebrew languages.

Metalinguistic awareness and literacy among semitic-bilingual learners: a cross-language perspective

In the current study we examined three questions. First: How does emergent bilingualism affect the development of metalinguistic awareness in kindergarten and first grade? We compared the changes in scores of tests of phonological awareness and morphological awareness from kindergarten to first grade, in two bilingual groups (Hebrew–Arabic and Arabic–Hebrew) and two monolingual Hebrew and Arabic speaking groups. The results revealed a bilingual advantage in kindergarten in both languages, which persisted into first grade for the native Arabic speakers in both phonology and morphology, and in phonology for the native Hebrew speakers. Importantly, all groups showed approximately equal improvement in metalinguistic abilities between kindergarten and first grade. Second: How does exposure to a typologically similar second language affect literacy acquisition in first grade? In both languages, there was a bilingual advantage in nonword reading and spelling, but no effect on reading speed. Third: What are the relationships between literacy measures in first grade and morphological, and phonological awareness in kindergarten, and how are these relationships impacted by bilingualism? These relations were slightly different for the two languages. For children learning to read Hebrew, morphological skills in kindergarten predicted both nonword reading and spelling measures in first grade. For children learning to read Arabic, only parental education predicted nonword reading and reading speed. For spelling, language experience interacted with metalinguistic abilities, with morphological abilities predicting the scores of bilinguals and phonological skills predicting the scores of monolinguals. The significance of the results for cross-language effects in literacy acquisition are discussed.

Cross-language semantic influences in different script bilinguals

The current study examined automatic activation and semantic influences from the non-target language of different-script bilinguals during visual word processing. Thirty-four Arabic–Hebrew bilinguals and 34 native Hebrew controls performed a semantic relatedness task on visually presented Hebrew word pairs. In one type of critical trials, cognate primes between Arabic and Hebrew preceded related Hebrew target words. In a second type, false-cognate primes preceded Hebrew targets related to the Arabic meaning (but not the Hebrew meaning) of the false-cognate. Although Hebrew orthography is a fully reliable cue of language membership, facilitation on cognate trials and interference on false-cognate trials were observed for Arabic–Hebrew bilinguals. The activation of the non-target language was sufficient to influence participants’ semantic decisions in the target language, demonstrating simultaneous activation of both languages even for different-script bilinguals in a single language context. To discuss the findings we refine existing models of bilingual processing to accommodate different-script bilinguals.

Functional codeswitching and register in educated Negev Arabic interview style

AbstractThe sociolinguistic phenomenon of codeswitching, both diglossic and bilingual (Arabic–Hebrew), is extremely pervasive in all varieties of Palestinian Arabic, including Negev Arabic. Surprisingly, neither of these types of codeswitching in Palestinian Arabic has received due scholarly attention; moreover, their interplay has not been studied for any type of Arabic. This article analyses quantitative and functional aspects of diglossic and bilingual codeswitching in the personal interview style of 11 Negev Bedouin female students, focusing on their functional interaction. In the five distinct registers analysed, ratios of both diglossic and bilingual codeswitching were found to rise from childhood narratives to recounts of the period of academic studies and expository sections, with the use of Hebraisms dropping in the more formal registers. Although mixed bilingual discourse with intensive codeswitching is the default style for in-group discourse of the young generation, I show that many switches are not random, but fulfil discourse-pragmatic, communicative, social and textual functions typical of each of the registers. For example, in the narrative registers, switching may mark evaluation (commenting, explaining, self-repair, sidetracking, repetition). In both narrative and non-narrative discourse it may mark quotations, rephrasing or paraphrasing, with or without a metalinguistic introducing particle such as ‘as they say’. The result is redundancy at the referential level, with pragmatic functions of emphasizing or elaborating at the discourse level. This is in keeping with functions identified for bilingual codeswitching in general and also for diglossic codeswitching in Arabic; but it is the first effort, as far as I know, to combine analysis of the two codeswitching dimensions in any given code; and, moreover, to study the interplay of this bi-dimensional switching with relation to the stylistic factors of genre and register.

Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices

ABSTRACTBilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers’ agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic settings, in Finland (Finnish–Swedish and Russian–Finnish contexts) and Israel (an Arabic–Hebrew context) and interviewed the teachers about their use of languages in the classroom. We found that in each context the teachers reported modifications to an initial bilingual education model over time: from a strict separation of languages, to flexible bilingual practices. A thematic analysis of the contents of the teacher reflections as they emerged through interviews revealed five shared categories: (a) the flexible use of two languages; (b) responsible code-switching; (c) contextual and linguistic supports; (d) adjustments for individual children; and (e) role-modelling. Despite the different settings and socio-linguistic conditions, the similarities in teachers’ practices and the rationale they gave for applying flexible bilingual practices were significant. The shared practices across contexts may have important implications for bilingual education.

Bilingual teachers' language strategies: The case of an Arabic–Hebrew kindergarten in Israel

The goal of this study was to investigate the language-teaching strategies used in a bilingual Arabic–Hebrew kindergarten in Israel. We used an ethnographic approach by applying a mixed methods design. The results demonstrate that the language-teaching strategy most frequently used by teachers was flexible bilingualism, through translanguaging that involved code-switching. This is in contrast to traditional instruction using language separation. In the teachers' opinion, translanguaging enables bilingual children to learn their second language efficiently, especially since Arabic is a socially weaker language in Israel, and it encourages children's interactive involvement in the kindergarten.

On Language and the Possibility of Change

Sayed Kashua, a prominent novelist, screenwriter and journalist, has become a central figure in the Israeli public sphere in recent years. This essay examines Kashua's hypercritical treatment of both sociological and linguistic accounts of the young Palestinian generation in Israel – often referred to as the ‘Stand-Tall Generation’ – as reflected in his popular television series Arab Labour. This treatment will be examined via an investigation of two main interpretations of the phenomenon of Arabic–Hebrew code-switching – a well-known and documented phenomenon in Israeli Palestinian speech. The core corpus for this essay is the fourth episode of the first season of Arab Labour, in which Kashua's critique is crystallized, and which deals with the kidnapping of Meir, the Jewish photographer friend of the protagonist, Israeli Palestinian reporter Amjad. Kashua conveys his critique through an intensive treatment of the notion of code-switching, which includes not only a sophisticated usage of the phenomenon, but also a critique of the very notions of language and code, their relation to the distinction between reality and fiction, and the relevance of perceptions of these notions to the local political power relations. Kashua constantly directs his critique to both the linguistic and the metalinguistic levels, by adhering to the resistance of the phenomenon to offer itself to existing interpretations or explanations. By doing this, his texts invite the intervention of the Derridian metalinguistic critique, which besides its methodological importance in the midst of the sociological, sociolinguistic and discursive enquiry, should prove valuable also for the analysis of Kashua's inspiring thinking of the notions of criticality and intellectuality, of the role of the intellectual, and of the possibility of political change and forgiveness.

Peace education through bilingual children’s literature written in Arabic and in Hebrew: different narratives, different socialization

The aim of this research has been to evaluate the contribution of the emerging Israeli genre of bilingual literature, Arabic and Hebrew, to peace education. Since Israeli society is a multicultural one comprised of two nations, Arabs and Jews who live in an environment of conflict, one must regard those textbooks as political socialization agents. The content analysis procedure, based on Salomon’s typology about peace education, revealed that most Arabic–Hebrew texts try to convey to young readers merely the ideas of coexistence and harmony rather than the notion of peace education in regions of intense conflicts alongside agonizing and painful costs.

Interculturalism and the pendulum of identity

This article offers a critical appraisal of the role played by cultural identity in intercultural bilingual Arabic–Hebrew schools in Israel. While engineered as oases of interculturalism amidst a life of ethnic segregation, such schools ultimately confront serious difficulties in escaping the constraints of identity politics and representation. This is expressed by the leading part that group identity plays in the schools’ everyday life. By drawing on the philosophy of Gilles Deleuze, we argue that this state of affairs diminishes the potential of the intercultural encounter to overcome emotional and conceptual inhibitions reigning in larger society. Interculturalism, in order to distance itself from a politics of ressentiment that can only restrict its capacity to flourish, needs to place itself before representation.

Jewish–Palestinian Integrated Education in Israel and its Potential Influence on National and/or Ethnic Identities and Intergroup Relations

This paper reports on a second round of interviews conducted with students in an integrated bilingual (Arabic–Hebrew) Palestinian–Jewish school and with similar-age students in standard monolingual schools in Israel. Our research looks at the potential influence of integrated bilingual education on national and/or ethnic identities and perceptions of intergroup relations and conflict. The interviews demonstrate the children's perceptions of ethnic and/or national identities as these are shaped through school interactions and within larger communal contexts, and provide insight into how these children envision the conflict and their present and future relations with the ‘other’.