This document provides a summary of an Egyptian man's personal and professional qualifications. It outlines his educational background, which includes ongoing PhD studies and a master's degree focusing on Arabic poetry. It also lists his work experience teaching Arabic at various universities and schools in Egypt and Saudi Arabia. Additional sections provide details on publications, areas of expertise, affiliations and hobbies related to Arabic calligraphy, literature and language.
Developing a Checklist for Arabic for Academic Purposes (AAP) Textbooks Evalu...ufo_ana
ملخص
إن تعليم اللغة لأغراض خاصة مجال تدخل عليه تطورات مستمرة تتناسق مع حاجات المتعلم التي تسير مع التطورات في مجال تخصصٍ. وتستلزم هذه الحالة مسايرة الكتب المقررة في هذا المجال مع تلك التطورات. ومن أفضل طريقة لتحديد ذلك، تقييم الكتاب من عدة جوانب. مهما كثرت الأدوات لذلك الغرض، فإنّ تقييم كتاب مقرر ذاتيّ النشاط حيث لا توجد قائمة معينة تشمل جميع المعايير ويمكن تطبيقها على جميع السياقات التعليمية بدون تعديلات كثيرة كي تتساير مع الثقافة والبيئة التعلّمية. ومن أجل ذلك، تهدف هذه الدراسة إلى وضع بنود لقائمة مرجعية لتقييم كتاب مقرر للغة العربية لغرض أكاديمي مستخدم في الجامعة الإسلامية العالمية بماليزيا. ستعرَض في هذه الدراسة مجموعة من بنود لقوائم مرجعية استخدمت لتقييم كتب مقررة للغة لأغراض خاصة. ثم تناقَش هذه البنود وتحلَّل من حيث تركيبها، وتناسُبها للوضع التعليمي الحالي بناءً على نتائج الدراسات السابقة في المجال. ويتم بذلك اختيار أنسب البنود لتقييم الكتاب المقرر.
كلمات مفتاحية: كتاب مقرر - تقييم - معايير - قائمة مرجعية - العربية لأغراض علمية
Abstract
The teaching language for specific purposes is a field with an intervention of continuous developments that are consistent with the needs of the learner, which are moving with developments in the field of specialty. This condition requires the textbooks used in the field to be in pace with the changes in industries of specialties. Among the best ways to determine this is by evaluating the textbook in several aspects. Although there have been many evaluation tools, the textbook evaluation is a subjective activity in which it has no specific checklist consisting standards of evaluation that can be applied to all educational contexts without modifications in order to conform to the learning culture and environment. Hence, this study aims to develop a checklist of items in order to evaluate the textbook of Arabic Language for Academic Purposes (AAP) among learners at the International Islamic University Malaysia (IIUM). This study will present a range of checklist items used in language for specific purposes (LSP) textbook evaluation. These items, then, are discussed and analyzed in terms of structures and practicality to the current educational environment based on the results of previous studies in the field. By then, the selection of appropriate items to evaluate the textbook is done.
Keywords: Textbook - evaluation – standards - checklist - Arabic for Academic Purposes
Developing a Checklist for Arabic for Academic Purposes (AAP) Textbooks Evalu...ufo_ana
ملخص
إن تعليم اللغة لأغراض خاصة مجال تدخل عليه تطورات مستمرة تتناسق مع حاجات المتعلم التي تسير مع التطورات في مجال تخصصٍ. وتستلزم هذه الحالة مسايرة الكتب المقررة في هذا المجال مع تلك التطورات. ومن أفضل طريقة لتحديد ذلك، تقييم الكتاب من عدة جوانب. مهما كثرت الأدوات لذلك الغرض، فإنّ تقييم كتاب مقرر ذاتيّ النشاط حيث لا توجد قائمة معينة تشمل جميع المعايير ويمكن تطبيقها على جميع السياقات التعليمية بدون تعديلات كثيرة كي تتساير مع الثقافة والبيئة التعلّمية. ومن أجل ذلك، تهدف هذه الدراسة إلى وضع بنود لقائمة مرجعية لتقييم كتاب مقرر للغة العربية لغرض أكاديمي مستخدم في الجامعة الإسلامية العالمية بماليزيا. ستعرَض في هذه الدراسة مجموعة من بنود لقوائم مرجعية استخدمت لتقييم كتب مقررة للغة لأغراض خاصة. ثم تناقَش هذه البنود وتحلَّل من حيث تركيبها، وتناسُبها للوضع التعليمي الحالي بناءً على نتائج الدراسات السابقة في المجال. ويتم بذلك اختيار أنسب البنود لتقييم الكتاب المقرر.
كلمات مفتاحية: كتاب مقرر - تقييم - معايير - قائمة مرجعية - العربية لأغراض علمية
Abstract
The teaching language for specific purposes is a field with an intervention of continuous developments that are consistent with the needs of the learner, which are moving with developments in the field of specialty. This condition requires the textbooks used in the field to be in pace with the changes in industries of specialties. Among the best ways to determine this is by evaluating the textbook in several aspects. Although there have been many evaluation tools, the textbook evaluation is a subjective activity in which it has no specific checklist consisting standards of evaluation that can be applied to all educational contexts without modifications in order to conform to the learning culture and environment. Hence, this study aims to develop a checklist of items in order to evaluate the textbook of Arabic Language for Academic Purposes (AAP) among learners at the International Islamic University Malaysia (IIUM). This study will present a range of checklist items used in language for specific purposes (LSP) textbook evaluation. These items, then, are discussed and analyzed in terms of structures and practicality to the current educational environment based on the results of previous studies in the field. By then, the selection of appropriate items to evaluate the textbook is done.
Keywords: Textbook - evaluation – standards - checklist - Arabic for Academic Purposes
Changes in the word’s place and the formation of the structure is a system by which some words move from its place to take another due to some effects of linguistic aspects like morphology and syntax . This movement is not only restricted to the words, but that may take place in phrases as well. These changes involve constrains that governs these changes and the movements process. Syntactic structure is one of the linguistic aspects that are commonly influenced in dialect languages. The structure of the sentence, including all kinds of sentences, is a matter of change in dialect. Much concern is paid to study the notion of interrogatives whether in Arabic dialect or in Gulf Arabic dialect. Since the divers of dialects of Saudi dialects are difficult to be touched, although these dialects are mutually intelligible. One of the two dominant dialects, Hijazi and Najd, can be a good representative of the rest of the sub-dialects. This paper will be a contribution to shed light on the structure of wh- interrogatives in-situ in Najdi Arabic dialect and the movement that takes place in different positions in the sentence.
The classification of the modern arabic poetry using machine learningTELKOMNIKA JOURNAL
In recent years, working on text classification and analysis of Arabic texts using machine learning
has seen some progress, but most of this research has not focused on Arabic poetry. Because of some
difficulties in the analysis of Arabic poetry, it was required the use of standard Arabic language on which
“Al Arud”, the science of studying poetry is based. This paper presents an approach that uses machine
learning for the classification of modern Arabic poetry into four types: love poems, Islamic poems, social
poems, and political poems. Each of these species usually has features that indicate the class of
the poem. Despite the challenges generated by the difficulty of the rules of the Arabic language on which
this classification depends, we proposed a new automatic way of modern Arabic poems classification to
solve these issues. The recommended method is suitable for the above-mentioned classes of poems. This
study used Naïve Bayes, Support Vector Machines, and Linear Support Vector for the classification
processes. Data preprocessing was an important step of the approach in this paper, as it increased
the accuracy of the classification.
Changes in the word’s place and the formation of the structure is a system by which some words move from its place to take another due to some effects of linguistic aspects like morphology and syntax . This movement is not only restricted to the words, but that may take place in phrases as well. These changes involve constrains that governs these changes and the movements process. Syntactic structure is one of the linguistic aspects that are commonly influenced in dialect languages. The structure of the sentence, including all kinds of sentences, is a matter of change in dialect. Much concern is paid to study the notion of interrogatives whether in Arabic dialect or in Gulf Arabic dialect. Since the divers of dialects of Saudi dialects are difficult to be touched, although these dialects are mutually intelligible. One of the two dominant dialects, Hijazi and Najd, can be a good representative of the rest of the sub-dialects. This paper will be a contribution to shed light on the structure of wh- interrogatives in-situ in Najdi Arabic dialect and the movement that takes place in different positions in the sentence.
The classification of the modern arabic poetry using machine learningTELKOMNIKA JOURNAL
In recent years, working on text classification and analysis of Arabic texts using machine learning
has seen some progress, but most of this research has not focused on Arabic poetry. Because of some
difficulties in the analysis of Arabic poetry, it was required the use of standard Arabic language on which
“Al Arud”, the science of studying poetry is based. This paper presents an approach that uses machine
learning for the classification of modern Arabic poetry into four types: love poems, Islamic poems, social
poems, and political poems. Each of these species usually has features that indicate the class of
the poem. Despite the challenges generated by the difficulty of the rules of the Arabic language on which
this classification depends, we proposed a new automatic way of modern Arabic poems classification to
solve these issues. The recommended method is suitable for the above-mentioned classes of poems. This
study used Naïve Bayes, Support Vector Machines, and Linear Support Vector for the classification
processes. Data preprocessing was an important step of the approach in this paper, as it increased
the accuracy of the classification.
AUSTRALIAN JOURNAL OF HUMANITIES AND ISLAMIC STUDIES RESEARCH (AJHISR)
Vol.1, Issue 1, Jul-15 to Dec-15
Abstract:
Languages are tools that connect people globally and help them acquire knowledge. It is a highly critical decision to choose a language or a set of languages for inclusion in curriculum in a manner that would be most productive at personal, community and national level. What we need to see in our next generation has to be ‘sowed the seeds for’ today. Our study present an overview of choices related to languages inclusion in curriculum for Muslim children from the perspective of acquiring local languages, Arabic, English and other international languages. Findings suggest that learning this set comprising of 4 languages is already practiced in different cultures and institutions. However selection of languages to be included in mix needs be carefully considered. Paper also highlights factors that govern influence of a particular language globally or for communities and recommend a set of languages that can be adopted for curriculum with further research.
USING OBJECTIVE WORDS IN THE REVIEWS TO IMPROVE THE COLLOQUIAL ARABIC SENTIME...ijnlc
One of the main difficulties in sentiment analysis of the Arabic language is the presence of the
colloquialism. In this paper, we examine the effect of using objective words in conjunction with sentimental
words on sentiment classification for the colloquial Arabic reviews, specifically Jordanian colloquial
reviews. The reviews often include both sentimental and objective words; however, the most existing
sentiment analysis models ignore the objective words as they are considered useless. In this work, we
created tow lexicons: the first includes the colloquial sentimental words and compound phrases, while the
other contains the objective words associated with values of sentiment tendency based on a particular
estimation method. We used these lexicons to extract sentiment features that would be training input to the
Support Vector Machines (SVM) to classify the sentiment polarity of the reviews. The reviews dataset have
been collected manually from JEERAN website. The results of the experiments show that the proposed
approach improves the polarity classification in comparison to two baseline models, with accuracy 95.6%.
An Enhanced Approach for Arabic Sentiment Analysisijaia
In recent years, there are massive numbers of users who share their contents over wide range of social networks. Thus, a huge volume of electronic data is available on the Internet containing the users’ thoughts, attitudes, views and opinions towards certain products, events, news or any interesting topics. Therefore, sentiment analysis becomes a desirable topic in order to automate the process of extracting the user’s opinions. One of the widely content sharing languages over the social network is Arabic Language. However Arabic language has several obstacles that make the sentiment analysis a challenging problem. Most users share their contents in informal Arabic. Additionally, there are lots of different Arabic dialects.
Hence, Arabic sentiment analysis researches is developed slowly compared to other languages such as English. This paper proposes a new hybrid lexicon approach for Arabic sentiment analysis that combines in the same framework both unsupervised and supervised technique. In the unsupervised phase, the polarity of data is extracted by means of Look-up table stemming technique. In the supervised phase, we use the
data of the true classified polarity from the unsupervised phase to generate and train a classifier for the further classification of the unclassified data. We test and evaluate the proposed approach using MIKA corpus [1]. The results show that the proposed approach gives better results.
In recent years, there are massive numbers of users who share their contents over wide range of social
networks. Thus, a huge volume of electronic data is available on the Internet containing the users’
thoughts, attitudes, views and opinions towards certain products, events, news or any interesting topics.
Therefore, sentiment analysis becomes a desirable topic in order to automate the process of extracting the
user’s opinions. One of the widely content sharing languages over the social network is Arabic Language.
However Arabic language has several obstacles that make the sentiment analysis a challenging problem.
Most users share their contents in informal Arabic. Additionally, there are lots of different Arabic dialects.
Hence, Arabic sentiment analysis researches is developed slowly compared to other languages such as
English. This paper proposes a new hybrid lexicon approach for Arabic sentiment analysis that combines
in the same framework both unsupervised and supervised technique. In the unsupervised phase, the
polarity of data is extracted by means of Look-up table stemming technique. In the supervised phase, we
use the data of the true classified polarity from the unsupervised phase to generate and train a classifier for
the further classification of the unclassified data. We test and evaluate the proposed approach using MIKA
corpus [1]. The results show that the proposed approach gives better results.
1. 1 of 5
Hatem Aws Alansary
Cairo, Egypt
(002) 01097526400 - 024092435
Hatem_135_11@yahoo.com
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PERSONAL DATA
Nationality: Egyptian
Gender: Male
Date of birth: 16/10/1987
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EDUCATION
Cairo University PhD of Arts
Faculty of Dar Al-Ulum Bohtory's Effect on the Andalusia literature in the 5th
May 2015 – Present century of the hegira
Ain Shams University PhD research in progress
Faculty of Arts Pragmatics of The Pre-Islamic Arabic Poetic Discourse
March 2013 - Present
Cairo University Master of Arts
Faculty of Dar Al-Ulum “A Semiotic Study of Ibn Al-Farid’s Poem”
2010 - 2012 Excellent
Cairo University Special Diploma in Education (TAFL) Teaching Arabic
Faculty of Educational Studies as a Foreign Language
2014 – 2015 Good
Cairo University General Diploma in Education (TAFL) Teaching Arabic
Faculty of Educational Studies as a Foreign Language
2012 – 2013 Good
2. 2 of 5
Cairo University Bachelor of Arts – Arabic Language, literature and
Faculty of Dar Al-Ulum Islamic Science
2004 - 2008 Good
Khalil Agha School Specialized Diploma in Arabic Calligraphy and Golden
of Arabic Calligraphy Designs
2005 - 2007 Very Good
Khalil Agha School Diploma in Arabic Calligraphy
of Arabic Calligraphy Very Good (Rank: 3rd
nationwide)
2001 - 2005
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EXPERIENCE
Arabic Academy for Science, Technology and Maritime Transport, The College of Language and
Communication
Modern Standard Arabic Lecturer
September 2015 - present
American University in Cairo (AUC), Languages Department
Part Time instructor of Teaching Arabic as a foreign language
Jun 2013 – present
Cairo University, Institute of Educational Studies, Center of Educational Service
Teacher of Arabic as a Foreign Language
January 2013 - 2015
Ministry of High Education in Egypt, Center of Teaching Arabic as a foreign Language
Researcher and Teacher of Arabic as a Foreign Language
May 2014 - 2015
Schools of Arabic Calligraphy (Haddad) then (Khalil Agha)
Arabic Calligraphy Teacher
September 2012 - Present
Schools of Al-Emam Shafi (Riyadh, Kingdom of Saudi Arabia)
Arabic Language Teacher (primary, intermediate and secondary levels)
September 2009 - September 2012
Al-Emam Shafi'i Company, Educational Supervision Department (Riyadh, Kingdom of Saudi
Arabia)
Human Development Trainer
September 2009 - September 2011
3. 3 of 5
Cairo University, Center of Linguistic Training, Simulated Model of Arabic Language Academy,
Pioneer, Second Head and the Head of Human Development Department
2007 – 2009
International University in Latin America, Department of Teaching Arabic as a Foreign Language
Member of Textbook Authorship Community
December 2007 - October 2008
Lessan Al-Arab Center for Teaching Arabic as a Foreign Language
Teacher of Arabic as a Foreign Language and Arabic Calligraphy to Non-Arabic Speakers
March 2005 - March 2008
Al-Diwan Center for Teaching Arabic as a Foreign Language
Teacher of Arabic Calligraphy to Non-Arabic Speakers
June 2006 - June 2008
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COURSES
The Governmental General Administration of Education in Riyadh (boys), Educational Training
Department
The General Project of Education Curriculums Development Course
October 2011
Quranic Recitation License (Ijaza) in two imams' readings:
First: Imam A’asem by ways of: Sho’ba and Hafs
2010
Second: Imam Alkesa’ey by ways of: AL-Laith and AL-Dory
2011
Cairo University, Faculty of Political Science and Economics
Civic Teaching Course from Democracy and Human Rights Program
April 2009
Canadian Training Center of Neuro-Linguistic Programming (NLP)
NLP Diploma
NLP Assistant Practitioner
Certified NLP Practitioner
Certified NLP Master Practitioner
July 2008
Canadian Training Center of Hypnosis
Hypnosis Diploma
Hypnosis Assistant Hypnotist
Certified Hypnotist
October 2008
4. 4 of 5
Canadian Training Center of Human Development
Memory Enhancement Diploma
Modern Management Strategies Diploma
Modern Marketing Strategies Diploma
2008
Cairo University, Faculty of Political Science and Economics
Civic Culturing Course from the Program for Civilization Studies and Dialogue of Cultures
September 2007
AL-Diwan Center for Teaching Arabic as a Foreign Language
Training Course for Teaching Arabic as a Foreign Language
June 2007
Raba’a Al Adawiya Community
Zedny Human Development Program Course
(Communication Skills, Mind Mapping, Planning, Self-Management, Leadership and Self-
Learning)
July 2006
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COURSES I CAN TEACH
TAFL (all levels and for Academic purposes)
Arabic language and literature (all Undergraduate courses)
Arabic calligraphy (all types all levels)
Arabic culture.
Applying modern linguistics on the Arabic text.
Islamic law. (specially Hambaly Feqh)
AL-Kalam science (specially Ashary and Hambaly schools)
Old Arabic logic. (specially textually)
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AFFILIATIONS
Member of the scientific board in Shaikh Al-Amod foundation and Tabary Academy.
Community of Arabic Calligraphy and heritage lovers.
Al-Sawy wheel of culture.
Knowledge Group in Cairo.
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LANGUAGES
Excellent command of spoken and written Arabic (mother tongue)
Very good command of spoken and written English
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5. 5 of 5
PUBLICATIONS
“A Semiotic Study of Ibn Al-Farid’s Poem” a master degree thesis.
“Bohtory's Effect on the Andalusia literature in the 5th century of the hegira” a PhD thesis.
Created “How to teach Arabic Calligraphy for Non-Arabic speakers” a new academic workshop
in the CCTAFL in AUC.
Co-authored “Descriptive Analysis of Teaching Arabic as a Foreign Language Textbooks”
(This is a descriptive analysis of the six most frequently used textbooks in the field published
before 2007 around the Middle East) for Lessan Al-Arab Center for Teaching Arabic as a
Foreign Language.
Co-authored four levels of the textbook for Lessan Al-Arab Center for Teaching Arabic as a
Foreign Language.
Co-authored, revised and recorded the first and second levels of “Gesroka Ila Al-Arabia,” the
textbook for teaching Arabic as a foreign language used in The International University in Latin
America.
Co-authored “Al-Balagha Al-Arabia,” a guide for studying Arabic literature for Lessan Al-Arab
Center for Teaching Arabic as a Foreign Language.
Created “Arabic Calligraphy Life in Arabic Manuscripts” a presented lecture in the Egyptian
Book House.
Created “The Methodology and Mahmud Mohamed Shaker” a presented lecture in Sennary
House.
Wrote numerous research papers and essays in different fields
(TAFL, NLP, Pragmatic Linguistics, Education, Semiotics, Modern and Old Literature Studies,
Comparative literature, Manuscripts and Discourse Analysis).
Online Portfolio: https://hatemalansary.contently.com/
Personal Blog: http://hatemalansary.blogspot.com.eg/
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ACTIVITIES/HOBBIES
Arabic poet and calligrapher.
Well-versed in Arabic literature, pragmatic philosophy and divinity studies.
Exhibited my calligraphy works in the Permanent Gallery of the Community of Arabic
Calligraphy Lovers and Heritage in 2007
Five times invited guest speaker on different topics related to the Arabic language on Nile
Culture TV channel.
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REFERENCES
Business and personal references are available upon request.