This document summarizes the education and experience of Suha B. Matloob. She holds a PhD in Linguistics and Translation from Al-Mustansiriya University in Iraq and has over 30 years of experience in translation, teaching Arabic, and cultural expertise. She is currently a Senior Linguist/Translator at Leidos and has previous experience as an Assistant Professor teaching Arabic at the Defense Language Institute and as a freelance translator.
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Difference between Arabic and English in the Basic Sentence Structure Contras...ijtsrd
Human beings have a one of a kind feature language. Languages differ from one another in many ways. Standard Arabic and Standard English, for example, are distinct yet similar languages. That is, these two languages were developed independently of one another. The Arabic language is Semitic, or Syro Arabian, in the same way as the English language is German. They do, however, share some language characteristics on all levels, including phonological, morphological, syntactic, and semantic. These topics are heavily influenced by the fields of Contrastive Linguistics and Comparative Linguistics. The differences in fundamental sentence form between Arabic and English, as well as how English and Arabic differ in sentence structure, will be examined in this article, as well as how this impacts Arab students learning English as a second language. When attempting to translate from Arabic to English and vice versa, one of the most common mistakes students make is using incorrect terms. Ibrahim Muneer Abdalatif Kub | Karim Muneer Abdalatif Kub "Difference between Arabic and English in the Basic Sentence Structure: Contrastive Analysis and Typical Translation Errors" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47579.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/47579/difference-between-arabic-and-english-in-the-basic-sentence-structure-contrastive-analysis-and-typical-translation-errors/ibrahim-muneer-abdalatif-kub
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Difference between Arabic and English in the Basic Sentence Structure Contras...ijtsrd
Human beings have a one of a kind feature language. Languages differ from one another in many ways. Standard Arabic and Standard English, for example, are distinct yet similar languages. That is, these two languages were developed independently of one another. The Arabic language is Semitic, or Syro Arabian, in the same way as the English language is German. They do, however, share some language characteristics on all levels, including phonological, morphological, syntactic, and semantic. These topics are heavily influenced by the fields of Contrastive Linguistics and Comparative Linguistics. The differences in fundamental sentence form between Arabic and English, as well as how English and Arabic differ in sentence structure, will be examined in this article, as well as how this impacts Arab students learning English as a second language. When attempting to translate from Arabic to English and vice versa, one of the most common mistakes students make is using incorrect terms. Ibrahim Muneer Abdalatif Kub | Karim Muneer Abdalatif Kub "Difference between Arabic and English in the Basic Sentence Structure: Contrastive Analysis and Typical Translation Errors" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47579.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/47579/difference-between-arabic-and-english-in-the-basic-sentence-structure-contrastive-analysis-and-typical-translation-errors/ibrahim-muneer-abdalatif-kub
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Realization of the Grapheme 'er' by Learners of English as Foreign Language T...ijtsrd
This research work sets out to evaluate the spoken productions of foreign learners of English the case of students in the English Department of the University of Doba, i.e. students of Level One, who were 200 in number. To carry out the investigation, reading activity of a text was used to collect data. Variationism by Labov 1963 was the theory used to guide the analysis of data. The investigation arrived at the results that learners have very poor performance in the pronunciation of English sounds, which is due to the influence of French and lack of English practice. To improve the learning of EFL, students are recommended to practice English intensively and extensively. Ndikoua Ngaidandi | Michael Etuge Apuge ""Realization of the Grapheme 'er' by Learners of English as Foreign Language: The Case Study of Level-One Students of English Department, University of Doba in Chad"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30274.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/30272/refrigeration-and-air-conditioning-breaking-barriers-among-practitioners-proficiency/mateo-a-alin
Instructor of all levels of Classical Arabic, Modern Standard Arabic, Colloquial Egyptian dialect, conversational Arabic, and Arabic for special needs.
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Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
A study on urdu speakers’ use of english stress patterns phonological variationMehranMouzam
The aim of this research paper is to study Urdu Speakers’ use of English Stress Patterns and their phonological variation from native speakers of Pakistani EFL learners. The stress patterns of English language are affected by the influence of L1Urdu speakers’ perception in Pakistan which ultimately influences English pronunciation and sometimes its meanings as well. It also results difficulties faced by learners in our class rooms. Based on phonological differences between two languages, the researchers assume that there is a wide discrepancy in stress patterns among those spoken and used by native speakers and read and perceived by Pakistani students in our classrooms using English as second language. It carries a tangible impact of Urdu stress pattern with almost equal stress on all the syllables which is quite problematic both for teachers and learners of English whether it is as Second Language Learning or as Foreign Language Learning. To find out concrete results quantitative analysis of stress patterns was made on the selected sample taking from public sector university students. Findings of the research provide a useful pedagogical insight into the perspective of English language teaching with particular emphasis on spoken proficiency of English among students whose L1 is Urdu. The findings of the research suggest invariably the wrong placement of lexical stress in English words in Pakistan by Urdu speakers who have Urdu as L1 because they either place the stress on the syllable preceding the actual syllable or following it. Finally, it is suggested to follow the native speakers tone as a final remedy.
Realization of the Grapheme 'er' by Learners of English as Foreign Language T...ijtsrd
This research work sets out to evaluate the spoken productions of foreign learners of English the case of students in the English Department of the University of Doba, i.e. students of Level One, who were 200 in number. To carry out the investigation, reading activity of a text was used to collect data. Variationism by Labov 1963 was the theory used to guide the analysis of data. The investigation arrived at the results that learners have very poor performance in the pronunciation of English sounds, which is due to the influence of French and lack of English practice. To improve the learning of EFL, students are recommended to practice English intensively and extensively. Ndikoua Ngaidandi | Michael Etuge Apuge ""Realization of the Grapheme 'er' by Learners of English as Foreign Language: The Case Study of Level-One Students of English Department, University of Doba in Chad"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30274.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/30272/refrigeration-and-air-conditioning-breaking-barriers-among-practitioners-proficiency/mateo-a-alin
Instructor of all levels of Classical Arabic, Modern Standard Arabic, Colloquial Egyptian dialect, conversational Arabic, and Arabic for special needs.
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Resume
1. SUHA B. MATLOOB/TS SCI W/CI POLY
(602)-828-7764 – shmatloob@yahoo.com Severn – Maryland
Languages: Arabic MSA/Iraqi/Levantine/Egyptian/Sudanese/Gulf
EDUCATION
Ph.D. in Linguistics and Translation from College of Arts, Department of Translation,
Al-Mustansiriya University- Iraq. Thesis titled “Investigating Local and Global
Coherence in the Translation of News Discourse. Graduated 2006
M.A. in Translation from College of Arts, Department of Translation, Al-Mustansiriya
University- Iraq. Thesis titled “A Pragmatic Approach to Phatic Communion as a Social
Function of Language with Reference to Translation. Graduated 1999
B.A. in Translation from College of Arts, Department of Translation Al-Mustansiriya
University- Iraq. Graduated 1989.
SUMMARY OF SKI.LLS
Extensive experience in analysis, development, review and validation of course
materials and test items for basic, intermediate and advanced ESL (English as
Second Language) classes.
Expert in cultural and area studies having been born in Iraq in addition to spending
more than 30 years of my life in the Arab World.
Extensive experience in management and teamwork.
Comprehensive management experience at various levels in military, business and
academic settings.
Knowledge of computer programs and use, including, but not limited to Microsoft
office, as well as most aspects of Internet operations.
Excellent written and oral communication skills and ability to cope with multiple
tasks and assignments.
Twenty-two years of experience in translation and interpretation from English into
Arabic and vice versa.
Extensive Experience in Discourse Analysis
Speaks, reads and writes French intermediate level.
Speaks, reads and writes Arabic MSA, Iraqi, Egyptian and Levantine at native speaker
level.
Edited and supervised 178 research papers in journalism, science, literature, linguistics,
syntax, sociolinguistics, psycholinguistics, area studies and education for undergrads.
Translated book “Discourse and Power” by Prof. Van Dijk. Translated 12 English
literature books from English into Arabic.
Participating member of Iraqi Translators Association since 1997.
Participating member of Iraqi Teachers League since 2003.
Freelance translator in private sector.
2. PROFESSIONAL EXPERIENCE
Leidos - Senior Linguist/Translator – Fort Meade 08/2020-current.
Kapsuun Group/Chenega Corp. Contractor/Team Lead analyst/Fort Meade.
02/2018-07/2020
Assistant Professor/Team Leader 2011 - 2018
DEFENSE LANGUAGE INSTITUTE (DLI) – Monterey, California
Teach basic, intermediate, and advanced Modern Standard Arabic and Iraqi Dialect to
military personnel in addition to culture and Islamic history.
Record passages from TV, newspapers and Internet, edit and develop test criteria.
Assist recording Modern Standard Arabic (MSA) Listening Tests.
Participate in editing the curriculum recordings the passages.
Adapt authentic materials to supplement the official DLI curriculum for a more student-
friendly and authentic course.
Create and deliver presentations on End of course Speaking Test and Oral Proficiency
Interview for department instructors.
Create CDs and videotapes explaining the different aspects and mechanism of tests and
present examples of the test on.
Develop and coordinate computer language games in all immersion training of MEII.
Averaged overall mean 3.9 – 4.00 out of 4.00 in E/ISQ (End / Intermediate student
questionnaire) in the distribution of ratings for the whole employment period.
Team lead for post DLPT5 students. Achieved %100 success rate.
Team lead for basic-course students handling all the responsibilities of a successful team
leader. Evaluated excellent by my supervisors.
Freelance Translator 1989 – Present
Translate technical, medical, industrial, legal, and literary documents.
University Professor 2000 - 2006
Al-Mustansiriya University- Iraq, Assistant Professor
Taught Linguistics and Translation in Arabic and English including, but not limited to
general and applied linguistics, semantics, Islamic history, pragmatics, syntax, literature,
theories of translation, linguistics and culture, area studies and education in addition to
legal, scientific, literary translation.
My duties included facilitating university level courses in translation and linguistics. I
maintained academic records, attended meetings, and counseled students working on
their degrees in translation and linguistics. I supervised undergraduate and MA theses and
papers.
Developed and implemented study and testing materials.
Taught Modern Standard Arabic for beginners, intermediate and advanced levels
including Arabic linguistics.
3. Interpreter/Translator/ Arabic Instructor 2000- 2011
Taught ESL to full time students including adults of diverse nationalities, ranging from
illiterate to advanced levels.
Developed and implemented study and testing materials.
Translated manuals, handouts and briefings from English into Arabic.
Taught Arabic to foreign adults.
Translated and interpreted for the General Manager and Board of Directors.
Worked as an interpreter for Lutheran Social Services 2008-2009.
Worked as an interpreter for the International Rescue Committee 2009-2011.
RECOGNITIONS/AWARDS
DEFENSE LANGUAGE INSTITUTE (DLI) – Monterey, California
Exceptional ratings for the period employed at DLI.
Letters of appreciation from the Dean for my contributions to Language Day
and Immersion Day.
Earned “Exceptional” ratings from students and supervisors.
Remarks
PhD certificate has been evaluated and granted equivalency to any local university in
the US through the University of Phoenix and CAREE/NACES.com
Transcripts and original transcripts are available upon request.
Attended and passeda 40-hour community interpreters course with the IRC in
Phoenix, AZ.
Attended and passeda 40-hour medical interpreting course with the Phoenix
Children Hospital and The IRC in Phoenix, AZ.
Attended and passeda 40-hour Legal interpreting course with The IRC in Phoenix,
AZ.