Last Wednesday, which is the day we meet with our German-Arabic tandem partner to speak in each others’ language (often unsuccesfully), our Omani friend decided to mix things up a little. Instead of him visiting our house and us going to his, he took us to his brother’s school. His brother is the head master of a private school and he requires his teachers to be present on Wednesday, even though they have no pupils then. Since the school teaches pre-schoolers and up, up to age 8 (I think), our friend thought it would be a perfect opportunity to amuse bored teachers and actually get us to learn something that will help us master the Arabic language.
While we were waiting, we tried to decipher the writings on the wall. One started with “a-l-l-h-m” and as I tried to fit in the right vowels, our friend became increasingly uncomfortable until he interrupted me. ‘Try this,” he said, placing his hand over the ‘m’. Obviously, that left me with a-l-l-h and “Allehum” indicates to God that you are speaking to him directly. At this point, I broke out in a cold sweat.
The reason is that the week before I tried my best to describe my parents’ house. Upstairs there are two bathrooms, one of which is small. This, at least, is what I was going for, but since I did not know how to say ‘one of which’ I decided on “… two bathrooms, the one is small”. Now, in retrospect I could have suspected that ‘the one’ could also be written as ‘The One’ and that would have indicated that I was about to make a significant mistake. Since I had not considered capitals, however, I ended up saying: “Upstairs are two bathrooms, God is small.”
So yeah, mangling a-l-l-h-m made me uncomfortable. I will try to stay away from words with a-l-l-h or ‘the one’ the next few times we meet with our friend. I may have pushed him to the edge already. On the other hand, I will now never forget how to say ‘one of which’.
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This started out as the story of us meeting, perhaps, our new Arabic teacher. But this story is not as funny as the one above, so I will just finish it – but for future reference only. Read on at your own risk.
We were led into the head masters’ office – you know, never before in my life had I seen the inside of one of those. I was that well-behaved – where we, our friend, the headmaster and two giggling Egyptian teachers tried to make sense of the situation. This took some time, as our friend had somewhat forced the school visit on us and we had not really thought about our expectations. We definitely did not impress the head master, who at some point quipped that maybe we could do some chores in the school and then we’d be speaking Arabic in no time. But his general demeanor left me with the impression that he did not think much of our future as conversationalists in Arabic.
Once he left and soon after our friend had left as well, the Egyptian teacher loosened up and gave us a childrens’ story to read. This took a lot of effort, because words look different when they are conjugated and we just do not know whether we are looking at conjugations or completely new words. For instance, “he sits/is sitting” is “y-j-l-s”. “He will sit” is “s-y-j-l-s” and “then he will sit” is “f-s-y-j-l-s”. Compared to that, a-l-l-h-m should have been easy.
I can see how practice will enable us to recognise such structures quickly but for now … Luckily the Egyptian teacher could not believe she was teaching Arabic to two Europeans, doctors no less, and she remained enthousiastic throughout the whole thing: “When I tell her, my mother will simply not believe this!”