This volume features a set of selected peer-reviewed articles, which represent research by some very prominent scholars and some promising researchers in the field. The articles cover a wide range of areas in Arabic linguistics, namely Sociolinguistics, Phonetics, Phonology, Morphology, Syntax, and Language Acquisition. They also feature research on a number of Arabic dialects namely Egyptian Arabic, Emirati Arabic, Jordanian Arabic, Lebanese Arabic, Sudanese Arabic, and Syrian Arabic. Some of the contributions engage prominent issues that relate to current development in the Arabic speaking world. For example Reem Bassiouney’s paper is a significant contribution in that regard. Other contributions, such as the ones by Stuart Davis, Abdel-khalig Ali, Lababidi & Park, Ntelitheos & Idrissi, present innovative studies in Arabic Morphology, Phonetics, Phonology, and Language Acquisition respectively. How Arabic can serve as a testing ground for some theoretical constructs and approaches is exemplified by Peter Hallman, Phil Crone, and Youssef Haddad’s contributions in the area of Syntax and its interface with other fields.

Al-'Arabiyya is the annual journal of the American Association of Teachers of Arabic and serves scholars in the United States and abroad. Al-cArabiyya includes scholarly articles and reviews that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy.

Al-‘Arabiyya Volume 53 features five articles and six book reviews. Three of the articles contribute in many meaningful ways to Arabic sociolinguistics, one to Arabic second language learning and teaching pedagogy, and one to Arabic dialectology. The book review section contains six reviews of books whose contents and scope range from teaching the Arabic language, to literature, to translations of literary works, to oral history. These book reviews are Dris Soulaimani’s first welcome contribution as book review editor.

Al- c Arabiyya is the annual journal of the American Association of Teachers of Arabic and serves scholars in the United States and abroad. Al- c Arabiyya includes scholarly articles and reviews that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy.

This volume provides an analysis of a famous medieval Arabic grammatical text, al-Ājurrūmiya (c. 1300), as commented on by aš-Šhirbīnī (d. 1570). This edition includes the original text and a translation into English, as well as extensive comments and annotations, with the aim of making accessible both to Arabists and non-Arabists the main elements of indigenous Arabic linguistics, and thereby at least partially filling a large blank in the history of linguistics.

For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary. In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method’s success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).