Role of Teachers in Teaching Arabic Letters to Young Children of UAE: Exploring Criteria of Arabic Letters Teaching

Autor/inn/en	Gharaibeh, Mahmoud; Alhassan, Abed Alrazaq
Titel	Role of Teachers in Teaching Arabic Letters to Young Children of UAE: Exploring Criteria of Arabic Letters Teaching
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2191392 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gharaibeh, Mahmoud) ORCID (Alhassan, Abed Alrazaq)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2191392
Schlagwörter	Foreign Countries; Teacher Role; Arabic; Literacy Education; Alphabets; Pronunciation; Vowels; Phoneme Grapheme Correspondence; Teaching Methods; Kindergarten; Grade 1; Elementary School Teachers; Special Education; Reading Instruction; Dyslexia; Phonological Awareness; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Arabisch; Buchstabenschrift; Aussprache; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special needs education; Sonderpädagogik; Sonderschulwesen; Leseunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Vereinigte Arabische Emirate
Abstract	An insufficient number of studies investigated the criteria for Arabic letter teaching in schools. Teachers play an integral role in understanding Arabic letters among young children, as it is essential for acquiring reading in the Arabic language early in life. The criteria for teaching letters in a current study include ease of pronunciation, long vowels, short vowels, ease of pronunciation, sound, shape, and letter names. It is important to consider letter teaching as it helps in the early recognition and identification of the language and in performing better academically. The focus of the current study is to explore the orthographic attributes of Arabic letters, how teachers teach these letters, the order and criteria they follow, and the relative difficulty of letter knowledge items within the Arabic alphabet framework. Arabic letter teaching criteria tests were conducted among 80 teachers from Arabic-speaking countries in UAE. These teachers taught Kindergarten, grade 1, and special needs children. The current study's findings revealed that Arabic letter teaching efforts are dynamic as chi-square results are non-significant, reflecting that teachers' criteria and order adopted do not depend on teachers' level of education or their specific area of expertise. Findings show that most teachers who adopt ease of pronunciation of letters in teaching students start with long vowels. Furthermore, results indicated that most teachers introduce Arabic letters, sounds, and shapes when teaching young learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01