Abstract
This study explored spelling development of the written form of Arabic among native Bedouin Arabic (BA) speakers in second, fourth, and sixth grades (N = 347) from two recognized authorities in south Israel. Specifically, this study focused on guttural (), uvular-velar (/q/ and ), emphatic ( , , and ), and dental (/t/) consonants. Three tasks were constructed for this study: real word dictation, pseudo-word dictation, and real word recognition. The results for the real word task, pseudo-word task, and the word recognition task indicated significant improvement in spelling accuracy of the consonants targeted among fourth graders, however there was no additional improvement among the students in the sixth grade. It was also found that with emphatic phonemes accuracy is significantly lower than with all other phonemic groups at all elementary grades. In addition, gender differences were observed with significantly higher scores for girls in all grades targeted for all tasks. Pedagogical implications of these findings are discussed.
Highlights
Bedouin minority comprises 15% of Arab citizens in Israel according to the Central Bureau of Statistics of Israel (2013)
This study explored spelling development of the written form of Arabic among Bedouin Arabic speaking second, fourth, and sixth graders with specific attention to the acquisition of guttural (/h/), uvular-velar (/q/ and /ʁ/), emphatic (/ḏ/, /ṯ/, and /ð /), and dental (/θ/) consonants
This study explored spelling development of the written form of Arabic among native Bedouin Arabic speaking second, fourth, and sixth graders with specific attention to the acquisition of guttural (/h/), uvular-velar (/q/ and /ʁ/), emphatic (/ḏ/, /ṯ/, and /ð /), and dental (/θ/) phonemes
Summary
Bedouin minority comprises 15% of Arab citizens in Israel according to the Central Bureau of Statistics of Israel (2013). Most of the researches so far focused on mapping the Bedouin dialects (Abdel-Massih & Bahig, 1978; Abu El-Hij’a, 2012; Al-Wer & De Jong, 2009; Blanc, 1970; Fischer & Jastrow, 1980; Holes, 1995a; Holes, 1995b; Shawarba, 2007), with specific attention to the Bedouin dialect of the Galilee in north Israel (Rosenhouse, 1980, 1984, 1995a, 1995b; Rosenhouse & Katz, 1980), the Bedouin dialects of central and southern Sinai (de Jong, 2011), and outside Israel, for example Bedouin dialects in Jordan (Palva, 2008), Egypt and eastern Lybia (Mitchell, 1960), Iraq (Palva, 2009), and Kuwait (Ayyad, 2011); sociolinguistic aspects and stylistic variation of the Bedouin dialects of the Negev (Henkin, 1992, 1994, 1996, 1998, 2000, 2005, 2007a, 2007b, 2009a, 2009b, 2010, 2011); Bedouin poetry (Bailey, 1991; Holes & Abu Athera, 2007; Jargy, 1989); anthropological aspects of Bedouin society (Borg, 1999, 2001; Borg & Kressel, 1995, 2001); Bedouin manners from sociolinguistic point of view (Piamenta, 1979). None of these studies has ever explored aspects of language acquisition and the spelling development of the written form of Arabic among Bedouin students in elementary schools from a linguistic point of view, which is the main purpose of this study
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