Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years

Al‐Janaideh, Redab; Hipfner-Boucher, Kathleen; Cleave, Patricia L.; Chen, Xi

doi:10.1080/13670050.2021.1927974

Cited by 2 publications

(4 citation statements)

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“…This is important when the orientation of learning Arabic is receptive ability or listening (Hamat et al, 2014). With the ultimate goal, students are able to understand, describe, and express what has been understood from what is seen (Al-Janaideh et al, 2022). The lecturer presented cartoon films with short film durations, with the main roles of ornamental fish, Finding Dory, and Spongebob.…”

Section: Discussionmentioning

confidence: 99%

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

Putra,

Isnaini,

Yousry

2024

Scaffolding

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The purpose of the study was to describe the competence of INSURI Ponorogo Arabic learning media lecturers with a standard perspective and teacher professionalism, according to The Australian Federation of Modern Language Teachers Associations (AFMLTA). This research is qualitative and uses a case study approach. Carried out in the INSURI Arabic language education study program. Research data in the form of competence and professionalism of PBA Learning Media lecturers are limited to projections of student receptive ability development through Arabic cartoons accessed from Marhaban Academy Channel on the https://www.youtube.com/@MarhabanAcademy link. The sources of research data are lecturers, students, and learning activities in the classroom. Data collection techniques are carried out by observation, interviews, and documentation. The analysis of research data is carried out by reducing data, presenting data, and drawing conclusions. The results showed, referring to the standards of AFMLTA foreign language teachers. Lecturers of Arabic learning media courses have met AFMLTA standards, namely mastering pedagogic, professional, and social competencies. Pedagogic competence is colored by the ability to manage classes. Professional competence is aimed at the formulation of learning objectives before lecturers step into the learning process. Meanwhile, social competence is aimed at creating a learning atmosphere by adjusting the curriculum and culture of the INSURI Ponorogo campus. Thus, the existence of AFMLTA can measure the competence and professionalism of language teachers outside Australian countries.

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Section: Discussionmentioning

confidence: 99%

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

Putra,

Isnaini,

Yousry

2024

Scaffolding

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Section: Arabic Orthographymentioning

confidence: 99%

“…It is interesting to note the phenomenon of diglossia in the Arabic language, which refers to the use of two versions: spoken Arabic and literary Arabic [13,24,25]. Spoken Arabic has various dialects, and native Arabic speakers use spoken Arabic in everyday life, but literary Arabic is used in education, writing, the Qur'an, and literature [13,22,25,26]. Spoken and literary Arabic vary considerably in terms of phonology, vocabulary, syntax, and grammar and thus affect language development and reading acquisition [11,14,15,29].…”

Section: Arabic Orthographymentioning

confidence: 99%

“…Reading comprehension of written texts is the outcome of decoding and listening comprehension [1,14,36,37]. It also refers to the ability to extract meaning from written representations of the language in order to construct new meanings by activating previous knowledge [15,25]. The two foundational skills of reading comprehension are word recognition, which refers to the ability to read individual words accurately, and listening comprehension [8].…”

Section: Reading Comprehensionmentioning

confidence: 99%

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Predictors of Listening and Reading Comprehension in Arabic as the First Language and Listening and Comprehension in English as a Foreign Language: Two Different Orthographies

2023

Ageing Sci Ment Health Stud

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By studying Arabic and English language orthographies among Arabic learners in Israel, we can better understand the process of how learners with different orthographic backgrounds learn a language. In this paper, the uniqueness of the Arabic and the English language orthographies and their features and role in listening and reading comprehension will be discussed in depth. Subsequently, the research methodology and procedure will be presented. Finally, the findings will be analyzed followed by the discussion, conclusions, and limitations of the study. Literature ReviewFew studies have investigated the role of listening and reading comprehension in the first language as a predictor of linguistic skills in another language [1,2]. Listening comprehension and reading comprehension are similar skills but constitute two distinct forms of comprehension involving different cognitive processes [3][4][5][6][7]. Listening comprehension depends on an understanding of a spoken language while reading comprehension depends on an understanding of a written language [8]. While reading comprehension depends on decoding skills, which are predicted by phonological awareness, listening comprehension depends on word processing and is predicted

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Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years

Cited by 2 publications

References 61 publications

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

Predictors of Listening and Reading Comprehension in Arabic as the First Language and Listening and Comprehension in English as a Foreign Language: Two Different Orthographies

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