faculty of Languages

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About faculty of Languages

Faculty of Languages


The Faculty of Languages was established in 1986/1987, under the name of the Language Center. In 1988, the former General People's Committee issued a Decision No. 245 of 1988 to change the name of the Center to the Faculty of Languages. In 2002, the Faculties of Languages, Social and Applied Sciences, and Education were merged together under the name “Faculty of Arts".


However, with the start of the Fall Term in 2008/2009, the academic activities of the Faculty of Languages ​​were re-activated in all its levels pursuant to the decision of the former General People's Committee No. 535 of 2007 on the reorganization of universities and higher institutes. Since then, all language departments ended integration with the Faculty of Arts.


The Faculty of Languages ​​in its second era includes six departments:


Department of Arabic Language

Department of English Language

Department of French Language

Department of Spanish Language

Department of Italian Language

Department of African Languages

Department of Translation

Facts about faculty of Languages

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Who works at the faculty of Languages

faculty of Languages has more than 153 academic staff members

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Mr. Badredden Mohamed E Salem

انا الأستاذ بدرالدين محمد سالم عضو هيئة تدريس بجامعة طرابلس كلية اللغات قسم اللغات الافرواسيوية..شعبة اللغات الأفريقية.. تخصص لغة سواحيلية متحصل على ماجستير لغة سواحيلية من جامعة دار السلام تنزانيا.. و متحصل على عدة شهادات تدريبية مرموقة ( استراتيجية فكرة التصميم معتمدة من جامعة سيدني و التسويق الرقمي معتمدة من جامعة ايلنوى و القيادة الدولية والسلوك التنظيمي معتمدة من جامعة بوكوني و إدارة الأعمال معتمدة من وزارة الخارجية الهولندية سبارك) وغيرهم. قمت بتدريس اللغة السواحيلية في القسم و كمادة عامة داخل الكلية.. تعاونت مع وزارة الزراعة والثروة الحيوانية و تقلدت منصب رئيس قسم المواد العامة بالكلية .. نائب مدير مركز اللغات... مدير مدرسة أرض بابل للتعليم الخاص.


Some of publications in faculty of Languages

Problems Encountered in Teaching English as a Foreign Language to Large Classes in Libyan Primary Schools

Abtracts: Large English classes can cause many problems for the teacher and the young learners. It may seem impossible in such classes to organize dynamic and creative teaching and learning sessions. For example, it is impossible for the teacher in such classes to ensure individual participation of the young learners in the process of language practice and language use. Large classes can never be suitable for dealing with the new demands of language teaching. In other words, large classes cannot facilitate accomplishing teaching and learning based on the principles underlying communicative approach adopted in the primary 5 and 6 textbook, which is intended to build up the learner's confidence in going from organizing information to using the different language skills. The study examines the negative effects of the large number of young learners in the classroom. It intends to shed light on problems encountered in teaching English as a foreign language for communication to such classes. Research procedure and techniques to be used to collect data required for this study will be fulfilled by the use of teacher's questionnaire, as well as data drawn from informal interviews with English teachers in some primary schools in Tripoli. The actual teaching environment in primary schools is unsuitable for teaching English as a foreign language to young learners and at the same time, it prevents pupils from learning English properly. This is because most of the classes which have been visited and observed were crowded with large number of pupils. It has been noticed that this situation was problematic and uncomfortable for both the teachers and the pupils. Teaching English as a foreign language for communication to young learners requires small number of pupils in each class for the process to be successful. Young learners need special teachers' care and attention. They need enough time for each learner to practise the language and perform the various activities. Therefore, it has been recommended that large classes must be reduced to normal-size classes.
أسماء محمد أبوصاع (2010)
Publisher's website

Les langues d'origines et langues héritées en contexte libyen : approche historico-sociolinguistique

Toutes les ressources historico-sociolinguistique offrent un riche descriptif de l'héritage linguistique en Libye à travers de nombreux facteurs : historique, archéologique, économique, social. Mais, sur le plan de la linguistique, peu d'études se sont penchées sur la Libye. Dans la présente étude, nous essayerons d'étudier à travers de facteurs historicosociolinguistique les langues d'hier et aujourd'hui. arabic 18 English 84
Publisher's website

L’ambiguïté de la typologie des dialectes arabes étude sociolinguistique et phonétique

Selon les études menées par les sociolinguistes et les dialectologues sur les dialectes arabes ; le terme de « parler arabe » désigne principalement et généralement les dialectes arabes parlés aujourd'hui dans le monde arabe. Certains auteurs comme Versteegh (2001) et Malherbe, (2010) et Salam (2012) et Embarki (2008), les parlers varient principalement selon certains critères de zones géographiques qu'ils recouvrent, et dans ce sens, plusieurs dialectologues ont pu se baser sur ce critère pour les classer. Dans Même sens, d'autres études proposent une classification sociolinguistique de ces parlers. Pour distinguer un parler d'un autre, plusieurs facteurs ont été pris en considération tels que les traits phonético-phonologiques, morphologiques et lexicaux. (Emabrki 2008). En ce qui nous concerne, nous essaierons de nous pencher sur les deux classifications proposés par les dialectologues et sociophonéticiens.
Fathi Salam Terfas(6-2018)
Publisher's website