Thematic Conversation: The Politics of Translation

Abstract

possible solutions. These suggestions included techniques to make the culture accessible to students as well as overall program strategies to achieve bigger goals within a reasonable time frame. Maysa Abou Youssef started the conversation by addressing the challenges of teaching modern Arabic Literature to American students. She emphasized the need to contextualize the text. A vivid example of this issue is the scene in Midaq Alley by Naguib Mahfouz where Mrs. Kersha is defaming her husband's lover. Mrs. Kersha follows a protocol for the act of radh. Making the students aware of what is involved in this cat fight would make them appreciate the scene and the text. Subtle gestures like a woman tearing her dress is a paralinguistic sign for the men to stay out of it. While, Samia Montasser discussed another approach to help students appreciate a different example of imagery in the language. Through the use of proverbs, Samia introduces the students to the values and beliefs of the Middle East. Maggie Nassif shared her experience in directing Arabic for Specific Purpose programs in the Middle East. Using the Wharton Arabic Summer MBA program as an example, she addressed issues such as: understanding Middle Eastern office dynamics, hierarchy, the concept of time and place, as well as the dress code in business culture in the Arab world. It is essential for students to appreciate the difference in the definition of professionalism in the region to accurately succeed in setting criteria, measuring success, and rewarding employees. In addition, Hana Kilany addressed the issue of rising enrollment and discrepancies in requirements and offerings in the different programs. Issues related to establishing Arabic K-12 and summer abroad programs will further complicate matters and widen the gap among the different students within the one program. Kirk Belnap wrapped up the discussion by proposing the creation of a Network of Excellence to concentrate efforts to achieve the desired results. In order to produce a considerable number of students at higher levels of proficiency we need to create opportunities for quality intensive study programs, both domestic and abroad. Longer summer programs, more semester and year-long programs that keep students meaningfully engaged with the language and culture arc needed. One model proposed recommends recruiting interested students into solid 1 year programs, offering a quality domestic intensive 2"-year program, then sending those who demonstrate their ability to an intensive well-designed and closely supervised abroad program for a semester and preferably a year. Such students will return to find the language finishing courses and the area studies courses that they need for their specialized fields. In order to achieve these goals there is the need for funding, assessment and training of teachers and administrators.