When it was first published in 2005, Mourad Boutros’s classic work Arabic for Designers was the first of its kind, an authoritative guide for English-speaking designers working with the cultural and design complexities of Arabic. Extensively illustrated, it addressed the rise in global awareness of Arab cultures and provided a framework for understanding and respect.
The author’s objective was to show how non-Arabic-speaking designers can work with the language and understand and respect its cultural nuances while avoiding the pitfalls and mistakes to which many others have fallen victim.
More than ten years later, the second edition of Arabic for Designers is being released. Do not for a moment, though, think that this is an updated reprint of the original. Much of the content and the majority of the sumptuous illustrations are completely new.
Beginning with an overview of Arabic as a major world language, the author traces the development of Arabic from an essentially spoken to a written language. He shows how religious imperatives caused written Arabic to be transformed and beautified and places the subsequent development of Arabic scripts within their historical and cultural contexts.
Following an exposition of the main types of Arabic script, he then outlines the growth of Arabic typography and Arabic typesetting from slow beginnings in the era of moveable type to the high-technology digital environment of today. The author places particular emphasis on overcoming the inherent difficulties when designing bilingual Arabic-Latin typefaces to meet current demand.
Based upon over 40 years’ experience of working with an array of corporate clients, agencies, and type foundries, Boutros shows the importance of cultural knowledge to good design.
For a variety of reasons, the worlds of business and communications rely more and more on the cross-hybridization of Latin and Arabic graphic design approaches. As the book reveals, it is a process that can yield incredibly innovative, beautiful, and successful results. Without the proper knowledge, however, creative campaigns and endeavors, not to mention the money invested, can so easily be lost.
Using stunning visual examples and case studies, Mourad Boutros takes the reader through the entire range of graphic design applications—newspaper and television news, magazines, book jacket designs, corporate and brand identity, creative calligraphy, logotype design, logotype conversions, advertising, design for print, bilingual signage, and fine art.
This completely revised edition of a classic work is an illustrated guide to how to work with Arabic and understand and respect its cultural nuances. It remains an up-to-date and invaluable reference for design students, design and marketing professionals, and anyone interested in good design and Arabic culture and language, regardless of background, ability, or level of experience.
Richard Lederer celebrates National Library Week with bibliophilia
Just about everyone has seen the blue street signs with the big white H and an arrow pointing the way to the nearest hospital. Now our roads are fringed by a similar kind of road marker with a prominently displayed L doodle figure reading a book and an arrow aimed in the direction of another local institution: the public library.
Such signs remind us that librarians serve us in much the same way as doctors and nurses and that books and other media are just as vital to our health as bandages and medicine.Just about everyone has seen the blue street signs with the big white H and an arrow pointing the way to the nearest hospital. Now our roads are fringed by a similar kind of road marker with a prominently displayed L doodle figure reading a book and an arrow aimed in the direction of another local institution: the public library. Such signs remind us that librarians serve us in much the same way as doctors and nurses and that books and other media are just as vital to our health as bandages and medicine.
In fact, recent scientific research reveals that those who read books, magazines, and newspapers live longer. “As little as a half-hour a day of book reading had a significant survival advantage over those who did not read,” said the study’s senior author, Becca R. Levy, a professor of epidemiology at Yale.Each year, during the second or third week of April, we celebrate National Library Week.
This year, that week spans April 10–16, and the theme is “Libraries Transform.” Elinor Lander Horwitz once wrote, “There are numerous men and women perambulating the earth, in appearance much like ordinary respectable citizens, who have warm, loving, passionate—even sensuous—feelings about libraries.”Books live. Books endure and prevail. A woman telephoned an Atlanta library and asked, “Can you please tell me where Scarlett O’Hara is buried?”The librarian explained, “Scarlett is a fictional character in Margaret Mitchell’s novel Gone with the Wind.” “Never mind that,” said the caller. “I want to know where she’s buried.”
For that reader, Scarlett O’Hara had been so alive that now she was dead.Books move. Books do not sit still. The first bookmobile in the U.S., a horse-drawn wagon operated by a county library in Hagerstown, Maryland, began making its rounds in 1905. But the first bookmobile in Western history was, perhaps, the property of the Dutch humanist writer Desiderius Erasmus, who wrote the first best seller, In Praise of Folly.
Erasmus had few personal possessions aside from his books, and he declared, “When I get a little money, I buy books; and if any is left, I buy food and clothes. My luggage is my library. My home is where my books are.” No surprise then that in Erasmus’s caravan during his travels throughout 16th-century Europe, one donkey was reserved exclusively to carry his books.Near the end of the tenth century, well before Erasmus, lived Abdul Kassem Ismael, the grand vizier of Persia. Wherever Ismael traveled, he took his 117,000-volume library, strapped to his 400 camels. To expedite his reading pleasure, the camels that made up his mile-long bookmobile caravan were trained to walk in alphabetical order, each flock carrying titles beginning with one of the 32 letters in the Persian alphabet.
Books are not just inert objects to be used for a brief while and returned to the shelf. Like Erasmus and Abdul Kassem Ismael, true bibliophiles carry their libraries around with them wherever they go. Emily Dickinson, who went on expeditions everywhere while she remained at her home in Amherst, Massachusetts, knew that bookmobility travels two ways, that our books also take us with them:
There is no Frigate like a Book
To take us Lands away
Nor any Coursers like a Page
Of Prancing Poetry.
This Traverse may the poorest take
Without oppress of Toll —
How frugal is the Chariot
That bears the Human Soul.
Librarians are the rare profession named after the buildings in which they serve. After all, doctors and nurses are not called hospitalarians and lawyers are not courtiers. Blessed be our nation’s librarians. Amalgams of scholars, teachers, indexers, counselers, traffic controllers, janitors, and baby sitters, they march in the company of secular saints. May their tribe increase and multiply.
A recent study has found that bilinguals process arithmetic problems in different ways depending on which of their languages they are using. While it is largely accepted that humans possess at least some non-verbal numerical abilities to make arithmetic calculations, it’s becoming more and more apparent that language plays an important role in numerical and mathematical calculations.
Researchers at the University of Luxembourg gathered 21 who all had Luxemburgish (an official language of Luxembourg that developed from a variant of German) as their native language and who studied within the Luxembourgish school system which means they all had German as instruction language and they had all learned French as a second language. The participants then attended secondary school with French as the predominant instruction language. Thus, all of the participants were considered adequately bilingual with the highest proficiency levels in both German and French.
Participants were asked to solve a mixture of simple and complex math problems in both German and French. While participants were able to solve the math problems with equal proficiency in both languages, they took longer on complex tasks and made more errors when working in French.
Participants’ brain activity was measured by functional magnetic resonance imaging which showed that they used different parts of their brains depending on the language in use. Participants used parts of their brain when calculating in French that indicate the need for greater cognitive resources to solve the complexity of the tasks. This also possibly indicated that complex additional solving may have been automatized in German but not French, hence it took more ‘brain power’ to solve the problems in French.
Researchers also found that when solving problems in French, the part of the brain associated with visual presentation also lit up, even though the study had no visual stimuli. “These activations,” the study says, “raise the question of whether bilinguals performed the French complex additions with
the help of a mental visual support, such as via imagining the heard numbers in their visual symbolic form.”
Contrary to previous studies on bilinguals and arithmetic, the brain regions associated with translation were not activated. This indicates that bilinguals are not translating the problems from one language to the other (German to French), but are instead using visio-spacial processing.
“In sum,” the researchers said, “different brain regions can underlie proficient task solving in each of a bilingual’s languages, while behavioral differences are minimal to non-existent.”
In recent years, young children and toddlers have been increasingly exposed to handheld devices. It’s become commonplace to see babies playing games on tablets, smartphones, and other technological devices, rather than with wooden blocks and plastic toys. This has led researchers to wonder, do these devices affect toddlers in ways different than more ‘analog’ toys? Recent studies point to yes.
The study, “Is handheld screen time use associated with language delay in infants?” was performed by Dr. Catherine Birken, MD, MSc, FRCPC, staff pediatrician and scientist at The Hospital for Sick Children (SickKids) in Toronto, Ontario, Canada. Birken relied on parent-submitted information and regular check-ups to monitor children’s development. From 2011 to 2015, Birken asked parents of children 6-24 months involved in Toronto’s research network TARGet Kids! to estimate how much screen-time their children had engaged in. Meanwhile through the checkups, Birken and her team conducted an Infant Toddler Checklist (ITC), a validated questionnaire for detecting expressive speech delay and other communication concern.
In total, when the 1077 toddlers were examined, parents reported that 20 percent of the children used mobile devices for a mean time of around 30 minutes. According to the study, “Adjusting for covariates, we identified a significant association between handheld screen time and expressive speech delay; this relationship was more pronounced among children who reported any handheld screen time.”
On thing to note, however, is that the study did not distinguish between the types of screen time that the children may have been interacting with. Kids can learn language from media, much like books, if parents are using screen-time in an educational manner. However, Jenny Radesky, a University of Michigan developmental pediatrician told PBS, “The science on this says quite clearly that children [24 months or younger] just don’t symbolically understand what they’re seeing on a two-dimensional screen.”
The study isn’t comprehensive enough to make definitive decisions about how much screen time (if any) that infants have, and the study concludes that further research will be necessary to make recommendations limiting screen time.
President to Announce New Fund for Bilingual Programs
French President Emmanuel Macron will launch a new fund to support French-English bilingual programs in the U.S. on September 20 during his trip to New York for the opening of the UN General Assembly. Macron’s support of bilingual education has already been evidenced by his decision to “restore” bilingual classes in France.
The fund, which is supported by corporations including Chanel, Axa, Bic, and Best Buy, will provide $150,000 per year for five years to cover human and material needs for bilingual programs launched in public American schools during the last few years. There are some 150 such programs across the country.
According to French Embassy’s Cultural Counselor Bénédicte de Montlaur, “It’s about creating a support mechanism that can make the difference.” Schools benefitting from the fund, which has already reached $1.4 million, will be announced in October, so funding requests are required this month.
Funding specifically for the instruction of French teachers, of which there is a shortage despite the boom in bilingual programs, will also be offered.
France Welcomes Community College Students
In another move to promote relations between these old allies, the Cultural and Scientific Services of the French Embassy in Washington launched a two-part program entitled “Community College Abroad in France”, in partnership with Community Colleges for International Development and the n+i network (50 top engineering schools network in France). The Community College Abroad in France program includes two components: a 10-day, non-degree-granting summer bootcamp in June 2017, and a four-year degree-granting program starting Summer 2017.
Part of the “Transatlantic Friendship and Mobility Initiative”, a dual initiative of the U.S. Department of State and the French Ministry of Foreign Affairs launched in 2014 to increase and diversify student mobility cross-Atlantic, the Community College program echoes the French Embassy’s mission to reach new audiences, in this case, American students traditionally underrepresented in study abroad programs.
Seventeen community college students from across the US specializing in engineering and environmental science took part in this Juen’s 10-day, non-degree-granting pilot bootcamp in Paris. The program included a series of professional and scientific visits to learn about air quality control (Ballon d’air de Paris), environmental management practices for water distribution (Usine d’Austerlitz), innovative urban transportation, and lighting management in Paris.
Offering graduate studies abroad, the four-year degree-granting program in France is open to a small group of hand-selected students, following the completion of their two-year Associate degree at a U.S. community college with honors. Selected students are offered the opportunity to complete a Diplôme d’ingénieur (Engineering Degree) within four years of graduating from a community college.
Students begin the program with a pre-Diplôme d’ingénieur, a preparatory year in France, which allows them to become acquainted with new methods of study and to strengthen their French language skills. This is followed by a 3-year work-study Diplôme d’ingénieur at one of the 50 top engineering schools of the n+i network.
The program is designed to offer students professionalized training while enabling them to auto finance their degree. Students attend classes part-time while completing a paid part-time internship.
The French Embassy also offers one student a scholarship to finance the pre-Diplôme d’ingénieur year in France. This year, the laureate is Daniela Markovic from the honors college at Lonestar College in Houston Texas. She will start July 2017.
Community College Abroad in France aims to open up the classic junior-year-abroad experience to community college students. Amid soaring tuition prices in the US, they make up a significant portion of America’s post-high school student body but rarely find the means or programs to do some of their studies internationally.
A according to the Community College Research Center at Columbia University, 39% of all undergraduates in the 2015-16 school year in the U.S. were at two-year community colleges, but only 2% of them studied abroad.
Focused on students studying engineering and environmental science, the program – which aims to expand next year – also brings top talent from U.S. schools to France, and in doing so, gives the American community college system a chance to counter enduring stigmas, sometimes even among its own students.
Nancy Motley suggests a routine for literacy in all content areas
Teachers often feel immense pressure to cover too much material in too little time. They work tirelessly to ensure that their students are adequately prepared for the high-stakes testing that permeates the world of education. In addition to these accountability measures, today’s teachers are asked to communicate a dense and rigorous curriculum to classrooms full of students who have widely varying needs.
In their committed efforts to meet and exceed these expectations, instructional focus can get lost. It is time to move away from a spotlight that is solely placed on curriculum and instead shift back to successfully teaching students. In particular, we need to teach students how to think for themselves.
Students often spend much of their school day listening to teachers and then completing assignments related to the teachers’ mini-lessons or lectures. They have limited opportunities to orally process what they are learning, to make meaning in the company of their peers, and to read or write for authentic purposes. Why is this? Time. It takes time for students to talk, read, and write about academic topics. It is precious time that teachers are not sure they can afford to give.
As Schmoker (2011) clearly explains, however, “It should go without saying that most students won’t optimally learn facts (much less care about them) without abundant opportunities to read, write, and talk.”
Many leaders in the field of literacy, as well as those in educational research, contend that in order for students to achieve at the highest levels, they must actively participate in learning through conversation, reading, and writing (Wilkinson and Silliman, 2000; Tovani, 2004; Daniels and Zemelman, 2004; Gallagher, 2004; Zwiers, 2008). Students develop deep conceptual knowledge in a discipline only by using the habits of reading, writing, and thinking (McConachie et al., 2006; Schleppegrell, 2004).
In other words, in order for students with a vast array of needs to master dense, rigorous curriculum and to demonstrate success on high-stakes assessments, they must have consistent opportunities to talk, read, and write about content-area concepts.
To meet this challenge, teachers may reconcile their constrained time with the need to provide students opportunities for critical literacy practice by adopting the talk, read, talk, write (TRTW) routine.
TRTW is a simple way to deliver content that is centered around students’ practice of literacy skills rather than centered on a teacher’s direct teaching of a concept.
The TRTW routine can be used to teach an entire lesson but is also easily adapted as a routine for teaching individual terms or concepts.
At its core, students are reading a text to learn, rather than listening to their teacher to learn. In addition to reading the text, students engage in structured opportunities to discuss and write about the content.
The TRTW framework is instructionally significant for several reasons. Paramount on the list is that no student, not even the struggling reader, is invisible. All students participate in two conversations with peers, and those conversations directly support their ability to successfully complete both the reading and the writing tasks embedded in the lesson.
Additionally, there are many ways to differentiate within this approach. The selection of the text itself is a differentiation point. For example, a teacher can provide a grade-level article to the majority of the students in his or her class as well as a simplified version of the same article to any readers who are not proficient enough for the original text. The teacher could also provide a more advanced option, offering students a bank of additional resources that also meet the students’ same purpose for reading. Other ways to differentiate the text include providing copies with key points highlighted, teacher notes in the margin of the text, online versions of the text, or native-language text for beginner English language learners.
Differentiating the task is another effective option. For example, the teacher can have more than one purpose for reading a text. Some students may read for a literal and basic purpose, while others might read for a more inferential or evaluative purpose. The teacher can provide more than one version of any graphic organizer or note-taking support in order to specifically target what individual students should focus on during the reading. Furthermore, the writing task does not need to be the same for all students.
Some students might also need differentiation within the talking tasks. Teachers can give sentence stems and word banks to those needing additional support. Another option is to provide different questions to different groups of students. Some discussion groups only have the capacity to address one question at a time, while others could benefit from a list of questions that increase in complexity.
Lastly, the structure of this approach gives valuable time back to the teacher. While students are talking, reading, and writing, the teacher can provide individualized support for those who are struggling. Teachers are no longer the “sage on the stage” but rather true facilitators, equipped with the tools to consistently provide differentiated support as needed throughout the lesson.
Aside from differentiation, another significant benefit of the TRTW routine is that every step of the process builds academic language. Students are listening, speaking, reading, and writing in the language of the content area. They are active users of academic language, rather than passive observers of the teacher’s use of academic language. The responsibility for learning is shared with and then passed on to the students. The TRTW routine requires the students, not the teacher, to accept responsibility for learning. When they do, they become independent thinkers and problem solvers prepared for tasks both within and beyond our classrooms.
Bibliography
Daniels, H. and Zemelman, S. (2004). Subjects Matter: Every Teacher’s Guide to Content-Area Reading. Portsmouth, NH: Heinemann.
McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bitz, J. and Taylor, J. A. (October 2006). “Task, Text, and Talk.” Educational Leadership 64, no. 2, p. 8–14.
Motley, N. (2016). Talk, Read, Talk, Write: A Practical Routine for Learning in All Content Areas (K–12), 2nd ed. San Clemente, CA: Canter Press.
Schleppegrell, M. J. (2004). The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
Schmoker, M. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD.
Tovani, C. (2004). Do I Really Have to Teach Reading? Portland, ME: Stenhouse.
Wilkinson, L. C., and Sillman, E. R. (2000). “Classroom Language and Literacy Learning.” In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr (eds.) Handbook of Reading Research, Vol. 3, p. 337–360. Mahwah, NJ: Lawrence Erlbaum Associates.
Zwiers, J. (2014). Building Academic Language: Essential Practices for Content Classrooms. 2nd ed. San Francisco, CA: Joley-Bass.
Nancy Motley is an educational consultant for Seidlitz Education and the author of Talk, Read, Talk, Write: A Practical Approach to Learning in the Secondary Classroom. She is also the co-author of The Diverse Learner Flip Book and has developed a variety of training sessions in thinking strategies, vocabulary development, nonfiction reading and writing, and ELPS implementation.
Nancy’s previous educational roles have included classroom teacher, reading specialist, intervention program coordinator, professional development instructor, and curriculum developer.
She was awarded the Alief ISD’s Teacher of the Year Award in 2003. While teaching for Alief in Houston, Texas, she specialized in increasing student achievement for a variety of special populations, including English language learners and students with dyslexia.
The NPD program provides grants to eligible institutions of higher education and public or private entities with relevant experience and capacity, in consortia with states or districts, to implement professional development activities that will improve instruction for English Learners (ELs). Professional development may include preservice or in-service activities for educators of ELs including teachers, administrators, paraprofessionals or other educators working with ELs.Professional development activities may include teacher education programs and training for other education professionals that lead to certification, licensing, or endorsement for providing instruction to English learners.
“Our English learner students represent an incredible asset for our country, yet they also face unique challenges. We need to keep shining the spotlight on them and building our capacity to better serve and teach them.” said OELA Assistant Deputy Secretary, José A.Viana. “With this funding, we continue to deliver on our promise of equity, excellence and opportunity in supporting educators, students and families across the country. They are counting on us to help them soar!”
A full list of grant recipients will be released by the end of the month, and the Department projects this new cohort of 42 grants will serve nearly 2,000 pre-service and 10,000 in-service teachers.
The Canadian province of Ontario is proposing to create a new French-language university, the first of its kind in the majority English-speaking province, giving French-speaking students more opportunities to study in French.
In consultation with the francophone community, the French-Language University Planning Board has recommended the creation of a French-language university in the Toronto area, governed by and for francophones. After careful review, Ontario will be accepting the key recommendations of the report and intends to introduce legislation for the creation of the proposed university in the coming months.
Creating more postsecondary education options for students is part of a plan to create jobs, grow the economy, and help people in their everyday lives.
Ontario is home to 611,500 francophones—the largest population in Canada outside of Québec—with central and southwestern Ontario home to the fastest-growing francophone population.
About 430,000 people in the greater Toronto area speak French, which makes it the fourth-most-important center of French-language speakers in Canada. In 2015–16, the Ontario government invested $87.9 million to support French-language postsecondary education, including almost $14 million from the federal government—an increase of more than 71% since 2003–04. In partnership with the federal government, the government of Ontario has invested more than $204 million in capital projects since 2008 to support French-language postsecondary education.
“Francophone culture and the French language have always been essential to Ontario’s identity and prosperity. This is strongly reaffirmed today with the government’s intent to provide high-quality postsecondary education to francophone students. The creation of a new French-language university, governed by and for francophones, is a critical milestone for Franco-Ontarians and future generations,” commented Marie-France Lalonde, minister of francophone affairs.
Today, International Literacy Day (8 September) will be celebrated across the world under the theme of ‘Literacy in a digital world’. A global event is taking place at UNESCO’s Headquarters in Paris, with the overall aim to look at what kind of literacy skills people need to navigate increasingly digitally-mediated societies, and to explore effective literacy policies and programs that can leverage the opportunities that the digital world provides.
The 2017 UNESCO International Literacy Prizes awards ceremony will also take place to recognize and reward excellent literacy practices from around the world in connection with this year’s theme and as a key target in Sustainable Development Goal 4.
International Literacy Day is celebrated annually worldwide and brings together governments, multi- and bilateral organizations, NGOs, private sectors, communities, teachers, learners and experts in the field. It is an occasion to mark achievements and reflect on ways to counter remaining challenges for the promotion of literacy as an integral part of lifelong learning within and beyond the 2030 Education Agenda.
Message from Ms Irina Bokova, Director-General of UNESCO on the occasion of International Literacy Day:
Digital technologies permeate all spheres of our lives, fundamentally shaping how we live, work, learn and socialize. These new technologies are opening vast new opportunities to improve our lives and connect globally — but they can also marginalize those who lack the essential skills, like literacy, needed to navigate them. Traditionally, literacy has been considered a set of reading, writing and counting skills applied in a certain context. Digitally-mediated knowledge societies are changing what it means to be literate, calling for new and higher-level literacy skills. At the same time, in return, technology can work to improve literacy development. This must be understood in the wider context. Worldwide, 750 million adults today still lack even the most basic literacy skills. Some 264 million children and youth are not benefiting from school education. Furthermore, international surveys show that a large share of adult and youth populations all over the world, including developed countries, are inadequately equipped with the basic digital skills required to function fully in today’s societies and workplace. Narrowing this skills gap is an educational and developmental imperative. Information and communication technologies are creating opportunities to address this challenge. Digital tools can help expand access to learning and improve its quality. They have the power to reach the unreached, improve the monitoring of literacy progress, facilitate skills assessment, and make the management and governance of skills delivery systems more efficient. To create and seize new opportunities to take forward Sustainable Development Goal 4 on Education and lifelong learning for all, we need collective action. Partnerships between governments, civil society and the private sector are essential today to promote literacy in a digital world. I see the Global Alliance for Literacy within a Lifelong Learning Framework as a model of the concerted efforts we need to advance the global agenda and support national literacy initiatives. International Literacy Day offers a moment to review the progress and come together to tackle the challenges ahead. This year, the event is devoted to better understanding the type of literacy required in a digital world to build more inclusive, equitable and sustainable societies. Everyone should be able to make the most of the benefits of the new digital age, for human rights, for dialogue and exchange, for more sustainable development.
Irina Bokova
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When it was first published in 2005, Mourad Boutros’s classic work Arabic for Designers was the first of its kind, an authoritative guide for English-speaking designers working with the cultural and design complexities of Arabic. Extensively illustrated, it addressed the rise in global awareness of Arab cultures and provided a framework for understanding and respect.
Richard Lederer celebrates National Library Week with bibliophilia
A recent 
In recent years, young children and toddlers have been increasingly exposed to handheld devices. It’s become commonplace to see babies playing games on tablets, smartphones, and other technological devices, rather than with wooden blocks and plastic toys. This has led researchers to wonder, do these devices affect toddlers in ways different than more ‘analog’ toys? Recent studies point to yes.
Visit 
Nancy Motley suggests a routine for literacy in all content areas
The 
The Canadian province of Ontario is proposing to create a new French-language university, the first of its kind in the majority English-speaking province, giving French-speaking students more opportunities to study in French.
