Teaching (Computer) Sciences in Arabic

Ali Mili,Algiers, December 28, 2002

OUTLINE

The StakesThe Current StateAnalogies/ LessonsPremises of a Remedial ApproachA Multi Faceted ApproachConcrete StepsConclusion: The Long Term

The StakesArabic on the brink of Oblivion/ Irrelevance/ Extinction.We are the Last Generation that has an Opportunity to save it.Arabic as a Tool for Unity/ Cohesion/ Synergy.Arabic as a Tool for Advancing a Common Scientific Agenda.Future Victories are Contingent on Science.

The Current State

Arabic has evolved very little since fifteenth Century.Has not kept up pace with recent technological/ societal evolution.Has borrowed haphazardly from other languages, in a way that compromises its integrity.Used mostly for Ceremonial functions.

The Current State: Human Resources

Arab Scientists and Engineers are working in other languages (both within and outside Arab countries), and contributing to the legacy/ tradition of other languages.

Many Arab scientists among the top experts in their fields.

Lack of coordination/ sense of common mission: little gain for the Arab nation/ the Arabic language.

The Current State: University Teaching

Syria, Saudi Arabia, Egypt.Heroic Efforts. Local initiatives, little/no provision for long term integration.Perceived as a Handicap, hence avoided by mainstream.Little/No infrastructural Support (books, educational materials, projects, solutions).

The Current State: Administration

Politically mandated efforts to introduce Arabic.

Stream starts at the administrative side, attempts to encompass technical aspects.

Usually fails as it reaches technical fields.

Reinforces the perception of Arabic as inadequate.

The Current State: Practice of Science/Technology/Engineering

Scientists/ Engineers/ Technicians practice in foreign languages (colonial past).Arabic terms/ expressions/ idioms are introduced by linguists/ journalists/ administrators, who do not necessarily have a feel for the concepts.Dictionaries/ Thesauri are not distributed widely; are not available on the web.Perceived as an obstacle to communication rather than a tool for expression/discovery.Used to address non-technical audiences rather than to communicate between technical audiences.

Analogies, Lessons

Analyze How English Evolves.

Analyze How other Nations (with/ without technological gap) deal with language.

Analyze How other Nations (with/ without language policy) deal with language.

Analyze How other Nations (with large/ small populations) deal with language.

Analyze How other Nations (with different character sets than English) deal with Language.

Study endangered languages.

Analogies, Lessons: EnglishA Worldwide process of language creation/ evolution, covering all areas of science, technology, art, culture, literature.Contributors come from diverse backgrounds, bring rich blend of perspectives.Totally bottom up; no language policy; no official body (Academie) to grant blessing.Darwinian processes govern the survival or extinction of terms.English as a tool for building common human legacy.

Analogies, Lessons: Technological Gap

Russia/ Germany/ Japan/ FranceTeaching/ Research in national language.Using English References.Research production in national language and English, though increasingly in latter.Excellence in some areas of research/ technology, creating a body of knowledge encoded primarily in their language.

Analogies, Lessons: Language Bodies

Germany versus France/ Quebec:

Experience shows futility/ inefficiency/ insufficiency of legislating language.

Language bodies follow practice rather than to lead it.

Language’s health depends on willingness of people to use it and on influential figures to evolve it.

What makes greatest difference: convenience to the user.

The important question is whether we have something important to say; it is not what language we use to say it.

Analogies, Lessons: Nation Size

Holland versus ChinaHolland: small country, close to England; unique language, very close to English; at the heart of a unifying Europe.China: more than a billion people, half a world away; totally different language, different character set, different thought processes.

Yet, both preserve their language as a medium for teaching and research. What is our excuse?

Analogies, Lessons: Different Characters

Russia

Scientific Texts written in Russian.

Many Symbols borrowed from English/ Latin/ Greek alphabet.

Russian research very strong in several areas.

Russian texts translated to other languages.

Premises of a Remedial Approach

Language as a Tool of Discovery. Rather than a representation medium. Language development as a scholarly activity. Conveying novel ideas through analogies, figures of speech. Language and Thought. Language shapes thought. Thinking and Speaking at once.Language as a Strength, rather than a Burden. Contributing to the human legacy.

Premises of a Remedial Approach

Language reflects needs/ aspirations of a Nation. Inuit: 300 names for frozen water. French: 360 names for cheese. Poverty of Arabic is not intrinsic; reflects limited use.

Language Depends on Usage. Creating a tradition of usage. Experience.

Language is a Collective Responsibility. Experts propose, Linguists monitor, Users dispose/ select/ forget.

Premises of a Remedial Approach

Arabization starts at the technical level.

Arabization starts at the university level.

Terminology is not the issue. Tradition is.

Multiplicity of terms is not an issue. Using it as an alibi is.

No creativity without chaos.

Renounce romantic ideas about how Arabic is/ should be; we cannot evolve it and preserve it at once.

We can evolve it in ways that serve us while preserving its unique character/ its structural integrity.

A Multi Faceted Approach

Three Partners:

1. Governmental bodies: Infrastructural Support. Archival/ Recording/ Monitoring Functions. Encourage/ Support/ Record.

2. Professional Societies: Coordination Between Key Players. Top Down coordinative Function.

3. Researchers/ Educators: Expand/ Evolve/ Use. Bottom Up Creative Function. Chaos is good.

Concrete Steps: Governmental Bodies

Provide Language Support: Fully integrated, fully compatible, fully operational tools for email, web hosting, in Arabic. Available on www.Provide Educational Resources: Web based resources to support teaching (research?). Lecture notes, exercises, projects.Act as Repository of Technical Information. Online dictionaries, online thesauri, surveys.Promote the Introduction of Arabic at the University level. Works down through the educational ladder.Achieving goals by contracting out to private sector.

Concrete Steps:Professional Organizations

Provides Forum of Debate.

Encourages/ Coordinates Efforts to Standardize material, share Resources.

Manages Publications in Arabic.

Organizes Conferences/ Workshops in Arabic.

Create/ manage special interest groups.

www.aiccsa.org/csea03.html. July 2003, Tunis, Tunisia.

Concrete Steps: Researchers/ Educators

The Foot Soldiers of this effort. The creative partners. Creating a tradition.Teach in Arabic.Do Research and publication in Arabic.Think in Arabic.Linguists: provide framework. Domain experts: dispose. Users: select.Currently: efforts to start a book series in Arabic in CS; model for other fields.

Conclusion: The Long Term

It is not too late, but we do not have much time either.

Global effort, involving many partners, contributing different components.

Strategic importance for the Arab nation, but also benefits for mankind, by bringing a unique perspective.