LLAS Centre for Languages, Linguistics and Area Studies

A Web-as-Corpus approach to populating Wikiversity for teaching about Islam and Muslims in language, linguistics and area studies

Wikiversity is an online open-source public repository for University-level teaching and learning materials, based on the Wikipedia architecture for “crowd-sourcing”: it relies on volunteers to collaborate by actively contributing their knowledge for the common good. Undoubtedly a wealth of learning resources exists on the WWW, but scattered on individual websites, in a wide range of formats and structures. Individual lecturers prepare online teaching materials to support their own teaching, but few know of Wikiversity, and few have time or inclination to take on the extra step of formally registering and uploading their materials to Wikiversity. This project aims to organise and semi-automate the harvesting of these scattered resources, by adapting Web-as-Corpus techniques from Corpus Linguistics.

Arabic language and Islamic Studies: who studies Arabic and how can these skills be used at university and beyond?

Learning a modern foreign language in UK has declined, yet the learning of Arabic is rising. We hypothesise that there is more Arabic language competence among Islamic Studies students than is currently apparent in the university sector: this represents missed opportunities for Arabic as a career enhancing skill. A small mapping exercise will aim to sample relationships between students’ prior Arabic competence and Arabic language courses in Islamic Studies departments within UK universities. The study will also investigate Arabic language studies that students undertake in Muslim institutions such as Darul Ulooms, Madrassahs, and Muslim schools and colleges. There are possible correlations between classical Arabic (including that of the Qu'ran) and modern Arabic; ways to enhance the uptake of degree level Arabic courses amongst students who have prior knowledge of Arabic; and enhancing undergraduates’ career possibilities involving Arabic.

A model for collaboration between HE and non-HE institutions in developing an Islamic Studies module (Qur’anic Arabic)

A wealth of expertise in teaching Islamic Studies (IS) exists in non-HE Muslim colleges. This project aims to help universities with little or no provision in IS to tap into this wealth by establishing mutually beneficial ties with such colleges. A model for cooperation between the University of Westminster and a London-based Muslim college in the area of Qur’anic Arabic could be replicated in this or other branches of IS by other universities. The partner college would gain prestige and good practice, while the university would benefit from the college’s expertise as it expands its IS provision.

Islamic Studies provision in UK higher education

Working in partnership with the Subject Centre for Philosophical and Religious Studies, a team based at LLAS has carried out research funded by HEFCE on the provision of Islamic Studies-related modules at all UK Higher Education Institutions. The research showed that Islamic Studies is located in a wide variety of disciplines and departments, but that the bulk of provision is concentrated in a small number of pre-1992 universities. However, some provision was found at the majority of universities investigated. This research will inform further work to support academics working in Islamic Studies by providing clear data on the breadth and scope of current provision.

International approaches to Islamic Studies in higher education

The Subject Centre for Languages, Linguistics and Area Studies (LLAS), in partnership with the Subject Centre for Philosophical and Religious Studies (PRS), has prepared a report for HEFCE on international approaches to Islamic Studies. The report examines the historical development and current state of Islamic Studies in eight countries: the United Kingdom, France, Germany, the Netherlands, the United States, Australia, Malaysia and Turkey. It also presents perspectives on recent developments in Islamic Studies and the responses of governments, policy makers and funding bodies; interactions between institutions of higher education and faith-based organisations and communities; and case studies that highlight examples of innovative practice in relation to Islamic Studies in higher education. The report was commissioned by HEFCE to inform its activities relating to Islamic Studies, which was designated a Strategically Important Subject in June 2007.