While Sh Ismail investigates, allow me to offer my up front conclusion:

The children’s series on the top left (العربية بين يدي أولادنا) should be implemented in every serious maktab in the UK. Those who don’t currently have a slot for Arabic, consider blocking out Fridays for it, as two hours a week is enough to complete the series in 3-4 years. Those who have a dedicated lesson on Urdu, it might be time to replace the Urdu lesson with Arabic.

As the next generation grows up in a globalised world, what a huge privilege would it be to be connected with the entire Muslim world in terms of identity, politics and religion.

Anyone who wishes to refine their Arabic intuition must focus on works that are universally recognized for their eloquence, such as:

Al-Mu‘allaqat (the celebrated pre-Islamic odes)
Diwan al-Hamasa
Nahj al-Balagha
Maqamat al-Hariri
Rasa’il Badi‘ al-Zaman

These works represent the highest standard of Arabic expression, serving as essential resources for anyone engaged in producing tafsir.

-Summarized from Ibn 'Ashoor

**English to Arabic Poetry;

Below is part of Macbeth that was translated in 1940 by an Egyptian poet Muhammad Al-Harrawi and the translation is in pure Arabic poetry (check screenshots)

Speech: “Is this a dagger which I see before me” by William Shakespeare from Macbeth**

Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch thee.
I have thee not, and yet I see thee still.
Art thou not, fatal vision, sensible
To feeling as to sight? or art thou but
A dagger of the mind, a false creation,
Proceeding from the heat-oppressed brain?
I see thee yet, in form as palpable
As this which now I draw.
Thou marshall'st me the way that I was going;
And such an instrument I was to use.
Mine eyes are made the fools o' the other senses,
Or else worth all the rest; I see thee still,
And on thy blade and dudgeon gouts of blood,
Which was not so before. There's no such thing:
It is the bloody business which informs
Thus to mine eyes. Now o'er the one halfworld
Nature seems dead, and wicked dreams abuse
The curtain'd sleep; witchcraft celebrates
Pale Hecate's offerings, and wither'd murder,
Alarum'd by his sentinel, the wolf,
Whose howl's his watch, thus with his stealthy pace.
With Tarquin's ravishing strides, towards his design
Moves like a ghost. Thou sure and firm-set earth,
Hear not my steps, which way they walk, for fear
Thy very stones prate of my whereabout,
And take the present horror from the time,
Which now suits with it. Whiles I threat, he lives:
Words to the heat of deeds too cold breath gives.
[a bell rings]
I go, and it is done; the bell invites me.
Hear it not, Duncan; for it is a knell
That summons thee to heaven or to hell.

One critical flaw in the teaching of Arabic language rules - grammar, morphology, rhetoric - in the traditional madaris is the semblance that all rules are of equal importance in terms of their prominence and their application in the actual Arabic language.

They are not. Especially for the early years of language building, there is absolutely no reason to subject students to rules and topics there rarely see the light of day.

Teachers should not waste time on باب اخشوشن or مفعول معه when other areas of the language are far more important.

السلام عليكم ورحمة الله وبركاته

https://www.arkview.org/arabic

Insha'Allah, we have two new live classes starting this week!

105 is starting on Monday December 2

And

213 is starting on Tuesday, December 3.

Please see the link and course catalogue for further details!

And with Allah alone is every success!

One of my teachers said once

الذي يكشف العجمي من العربي عند المستمع في الغالب ثلاثة أشياء
١ـ المخارح
٢ـ الضمائر
٣ـ الاعداد

That which allows the listener to distinguish between the Arab and non Arab usually are three

1- Pronunciation
2- Pronouns
3- Numberings

These are three important things for the one learning Arabic to work on perfecting when speaking.

I did not spend enough time as I would have liked studying classical Arabic poetry so I always used to read various classical Arabic lexicon as a habit. This came as an easy habit for me because before Islam I used to always carry my Random House rhyming dictionary in my back pocket.

Just from this habit of reading classical lexicons and checking up words regularly, I realized how much linguistic mistakes are made due to a lack of awareness regarding how words are used and change in meaning based on context، even amongst people of learning and teaching.

Dear Students of Knowledge get yourself at the very least a pocket size copy of these 3 classical dictionaries and refer to them on the regular:

1 المختار الصحاح
2 المصباح المنير
3 المغرب في ترتيب المعرب

ʿUmar b. al-Khaṭṭāb said, "Knowledge of Arabic increases murūʾah and strengthens the intellect."

— Ibn Mufliḥ, Al-Ādāb al-sharʿiyyah, ii. 94

قالَ وهيب بن الورد رَحِمَهُ الله

‏بلغَنا أنَّ الحِكْمَة عشرة أجزاء: تسعةٌ منها في الصَّمت، والعاشرة في عُزلةِ النَّاس.

‏•العُزلَة لِلخَطّابي

Wisdom has ten parts.
Nine parts are keeping quiet, and the tenth part is staying away from people.

—al-Wuhayb ibn al-Ward, d. 153 CE

Quoted in al-Khaṭṭābī (d. 988) in The Book of Seclusion