Arabic in Israel: Language, Identity and Conflict
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In Arabic in Israel, Muhammad Amara analyses the status of Arabic following the creation of the State of Israel and documents its impact on the individual and collective identity of Israel’s Palestinian Arab citizens. The interplay of language and identity in conflict situations is also examined. This work represents the culmination of many years of research on Arabic linguistic repertoire and educational policy regarding the language of the Palestinian citizens of Israel. It draws all of these factors together while linking them to local, regional and global developments. Its perspective is interdisciplinary and, as such, examines the topic from a number of angles including linguistic, social, cultural and political. Cover......Page 1 Title......Page 4 Copyright......Page 5 Contents......Page 6 List of tables, figures, and maps......Page 11 Preface......Page 13 Acknowledgements......Page 18 Identity and identities......Page 20 Conflicting identities: Palestinian-Jewish relationships inside Israel......Page 23 Language and social identity......Page 25 The Arabic language and social identity......Page 27 Language and identity in Israel......Page 29 The vitality of Arabic in Israel......Page 32 Language and conflict......Page 33 The role of language in the Arab-Israeli conflict......Page 35 Conclusion......Page 36 Diglossia: old and new challenges......Page 43 Modernization and the Arabic language......Page 45 Colonialism, globalization and the Arabic language......Page 47 Policy towards Arabic in the Arab world: encountering challenges......Page 50 Conclusion......Page 51 Internal contexts......Page 56 Regional contexts......Page 59 Conclusion......Page 65 The linguistic situation in Israel......Page 71 The status of Arabic in Israel......Page 72 Conclusion......Page 76 Introduction......Page 79 Is there a unique variety of Arabic in Israel?......Page 80 Influences from other Arabic varieties......Page 81 Conclusion......Page 83 Hebrew is the dominant language in Israel......Page 85 Putting Hebrew on the national agenda......Page 86 Teaching Hebrew......Page 87 Hebraization consequences......Page 88 Ideologized Hebrew and its teaching to Palestinian pupils in Israel......Page 89 The policy of teaching Hebrew: goals and curricula......Page 90 Textbooks and contents......Page 93 Consequences of Hebraization for teaching......Page 95 Culture contact and its linguistic reflections......Page 96 The importance of the study of Hebrew......Page 98 The knowledge and use of Hebrew......Page 99 Borrowing lexical items from Hebrew: integration and diffusion......Page 100 The construction domain......Page 101 Borrowing and its linguistic characteristics......Page 102 The consequences of Hebraization on borrowing......Page 104 English teaching in the Palestinian schools in Israel......Page 111 The current English curriculum......Page 113 Achievements......Page 114 Borrowing from English......Page 116 Globalization and English......Page 117 Writing with Latin and Hebrew letters......Page 118 Conclusion......Page 119 Introduction......Page 122 Hebraizing names: the translation of ideological orientation and political thinking......Page 126 Conclusion......Page 130 Linguistic landscape: a brief background......Page 133 Studies on linguistic landscape in Israel......Page 134 The Palestinian Arab linguistic landscape in Israel......Page 135 Hebrew and Hebraization......Page 138 Palestinian Arab uniqueness......Page 141 Conclusion......Page 142 Umm-el-Fahm: background......Page 143 Street names......Page 145 Local newspapers and Arabic......Page 146 Location names......Page 147 Language in the local politics......Page 148 Conclusion......Page 149 Introduction......Page 153 The effect of the Arabic curricula on the Palestinian Arab identity......Page 154 The hurdles blocking the achievement of high competence in Standard Arabic......Page 155 What is the role of the Arabic language in the Palestinian Arab education system?......Page 159 Conclusion......Page 160 Introduction......Page 164 Teaching the Arabic language......Page 165 Jewish attitudes towards the Arabic language......Page 167 Goals of teaching Arabic......Page 170 Bilingual schools: the Hand in Hand schools......Page 171 Conclusion......Page 172 Language ideology and attitudes towards Arabic......Page 176 The Communist party and the Democratic Front......Page 177 Balad......Page 178 The Islamic Movement......Page 179 Newspapers and websites......Page 181 College of Islamic law......Page 182 Civil organizations......Page 183 Survey......Page 184 Arabic language academies in the Israeli context: between the research role and nationalist aspirations......Page 187 A brief background......Page 188 The Cairo academy as an example......Page 189 The Cairo academy: goals, committees and achievements......Page 191 The formation of the Arabic Language Academy in Israel......Page 192 The official Arabic Language Academy......Page 193 The Al-Qasemi Arabic Language Academy......Page 194 Conclusion......Page 195 Arabic in the future vision documents......Page 197 Conclusion......Page 201 Challenges of the Arabic language......Page 205 Arabic as a strategic choice for building an Arab knowledge society......Page 210 Meeting the challenges: building a framework......Page 213 The second avenue: linguistic ideology......Page 214 The third avenue: language policy......Page 215 The local level: reinvigorating Standard Arabic......Page 216 Arabic education......Page 217 Conclusion......Page 218 Index......Page 221
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