The Impact of Exposure to The Impact of Exposure to MSA on the Acquisition of MSA on the Acquisition of

Basic Language and Basic Language and Literacy Skills in ArabicLiteracy Skills in Arabic

Elinor Saiegh-HaddadElinor Saiegh-Haddad

Bar-Ilan UniversityBar-Ilan University

saieghe@mail.biu.ac.ilsaieghe@mail.biu.ac.il

Reading and oral languageReading and oral language Reading is discovering how the written Reading is discovering how the written

code maps the oral language. It follows code maps the oral language. It follows that:that:

1. linguistic opacity between the oral and 1. linguistic opacity between the oral and the written language should impede the the written language should impede the acquisition of reading.acquisition of reading.

2. Sustained exposure to the written code 2. Sustained exposure to the written code should facilitate the acquisition of basic should facilitate the acquisition of basic reading skills.reading skills.

DiglossiaDiglossia

Diglossia is a sociolinguistic (not a Diglossia is a sociolinguistic (not a structuralist) notion. In its original structuralist) notion. In its original definition (Ferguson, 1959), it was used to definition (Ferguson, 1959), it was used to describe linguistic contexts where more describe linguistic contexts where more than one variety of the same language are than one variety of the same language are used for socially distinct and non-used for socially distinct and non-overlapping functions.overlapping functions.

Later definitions (Fishman, 1972) extended Later definitions (Fishman, 1972) extended

the term to refer to contexts of social the term to refer to contexts of social bilingualism.bilingualism.

Arabic diglossiaArabic diglossia

Arabic was used by Ferguson (1959) as a Arabic was used by Ferguson (1959) as a typical case of diglossia. In Arabic the two typical case of diglossia. In Arabic the two linguistic codes: Modern Standard Arabic linguistic codes: Modern Standard Arabic (MSA) and Spoken Arabic vernaculars (MSA) and Spoken Arabic vernaculars (SAV) are used for writing and for oral (SAV) are used for writing and for oral language informal interactions, language informal interactions, respectively.respectively.

In accordance with Ferguson’s classical In accordance with Ferguson’s classical definition, the two linguistic codes in the definition, the two linguistic codes in the Arabic context are linguistically related.Arabic context are linguistically related.

Linguistic DistanceLinguistic Distance

Diglossia is marked by linguistic distance Diglossia is marked by linguistic distance between the oral language, which children between the oral language, which children acquire as a mother tongue, and the acquire as a mother tongue, and the written language, which the majority of written language, which the majority of children learn at school together with children learn at school together with learning how to read in Arabic.learning how to read in Arabic.

Thus, learning to read in Arabic involves Thus, learning to read in Arabic involves acquiring two systems: an orthographic acquiring two systems: an orthographic system and a linguistic system.system and a linguistic system.

Impact on reading acquisitionImpact on reading acquisition Saiegh-Haddad (2003, 2004, 2005a, 2005b).Saiegh-Haddad (2003, 2004, 2005a, 2005b).

1. Children find novel linguistic structures1. Children find novel linguistic structures (MSA (MSA structures) significantly more difficult to process structures) significantly more difficult to process than oral language structures (SAV structures).than oral language structures (SAV structures).

2. The ability to process MSA structures correlates 2. The ability to process MSA structures correlates with reading accuracy and reading fluency in with reading accuracy and reading fluency in Arabic.Arabic.

PS. These studies have primarily examined PS. These studies have primarily examined phonological awareness.phonological awareness.

Current StudyCurrent Study Research questions:Research questions:

1. Effect of linguistic distance on:1. Effect of linguistic distance on:a. Phonological representation for MSA a. Phonological representation for MSA

words.words.b. Lexical retrieval for MSA words.b. Lexical retrieval for MSA words.c. Linguistic awareness for paired lexical c. Linguistic awareness for paired lexical

items.items.

2. Effect of early oral exposure to MSA on the 2. Effect of early oral exposure to MSA on the acquisition of these skills.acquisition of these skills.

ParticipantsParticipants Two groups of children were tested: An Two groups of children were tested: An

experimental and a control group.experimental and a control group.

The experimental group had all been enrolled for at least two The experimental group had all been enrolled for at least two years in a private day-care centre that has for more than three years in a private day-care centre that has for more than three decades adopted a language policy of using MSA (or a MSA-SAV decades adopted a language policy of using MSA (or a MSA-SAV code mixed variety) in interacting with children (hereafter, MSA-code mixed variety) in interacting with children (hereafter, MSA-educated children, N=45).educated children, N=45).

The control group came from kindergartens in the same city The control group came from kindergartens in the same city where SAV is the medium of interaction (hereafter, SAV-educated where SAV is the medium of interaction (hereafter, SAV-educated children, N=32).children, N=32).

Children were three, four, and five years old. Children were Children were three, four, and five years old. Children were equated on cognitive skills (RAN, Memory, PA), on SES, on print equated on cognitive skills (RAN, Memory, PA), on SES, on print exposure, and on exposure to MSA at home.exposure, and on exposure to MSA at home.

TasksTasks

1. Word Repetition: Phonological 1. Word Repetition: Phonological representation for MSA wordsrepresentation for MSA words

2. Picture Naming: MSA word retrieval.2. Picture Naming: MSA word retrieval.

3. SAV Form Production: Linguistic 3. SAV Form Production: Linguistic awareness for MSA-SAV paired lexical awareness for MSA-SAV paired lexical items.items.

Phonological RepresentationPhonological Representation Children's phonological representation for MSA Children's phonological representation for MSA

words was tested using a word repetition test. words was tested using a word repetition test.

Three types of MSA words were used: Three types of MSA words were used: a. words incorporating a MSA CVCC word syllabic a. words incorporating a MSA CVCC word syllabic structure (e.g. /structure (e.g. // vs. // vs. /).).b. words incorporating a MSA phoneme (e.g., b. words incorporating a MSA phoneme (e.g., /// vs. // vs. / ). ).c. words incorporating both a MSA syllabic c. words incorporating both a MSA syllabic structure and a MSA phoneme (e.g., /structure and a MSA phoneme (e.g., // vs. / vs. //).).

All words were familiar in their SAV form. All words were familiar in their SAV form.

MSA Word RetrievalMSA Word Retrieval A picture naming test was used to measure A picture naming test was used to measure

children's ability to retrieve the MSA lexical children's ability to retrieve the MSA lexical representation of high familiarity SAV words. representation of high familiarity SAV words.

Three types of words were targeted:Three types of words were targeted: MSA words that differed by the syllabic structure MSA words that differed by the syllabic structure

only (e.g., /only (e.g., // vs. // vs. //)./). MSA words that differed by a consonantal MSA words that differed by a consonantal

phoneme (e.g.,/phoneme (e.g.,// vs. // vs. //)./). or by both the syllabic and the phonemic or by both the syllabic and the phonemic

structure (e.g. /structure (e.g. // vs. // vs. /).).

Linguistic Awareness for Paired Linguistic Awareness for Paired Lexical ItemsLexical Items

Children’s awareness of the linguistic relatedness Children’s awareness of the linguistic relatedness between the SAV and the MSA phonological between the SAV and the MSA phonological representation of paired lexical items was representation of paired lexical items was measured by asking children to produce the SAV measured by asking children to produce the SAV form of MSA words.form of MSA words.

Three types of MSA words were used:Three types of MSA words were used: MSA words that differed by the syllabic structure MSA words that differed by the syllabic structure

(e.g., /(e.g., // vs. // vs. //)./). MSA words that differed by a phoneme (e.g.,/MSA words that differed by a phoneme (e.g.,// /

vs. /vs. //)./). MSA words that differed both (e.g. /MSA words that differed both (e.g. // vs. // vs. /).).

Word repetition accuracy by group Word repetition accuracy by group and linguistic conditionand linguistic condition

0

20

40

60

80

100

123

MSA S+P MSA P MSA S

MSA

SAV

ANOVA: Main Effect of condition ANOVA: Main Effect of condition significant; Interaction of group by significant; Interaction of group by

condition significantcondition significant

0

20

40

60

80

123

MSA S+P MSA P MSA S

MSA

SAV

Word repetition accuracy by group and linguistic condition: 3-year-oldsWord repetition accuracy by group and linguistic condition: 3-year-olds

ANOVA: Main effect of condition ANOVA: Main effect of condition significant; Interaction by group significant; Interaction by group

significantsignificant

0

50

100

150

123

MSA S+P MSA P MSA S

MSA

SAV

Word repetition accuracy by group and linguistic condition: 4-year-oldsWord repetition accuracy by group and linguistic condition: 4-year-olds

ANOVA: Main effect of condition ANOVA: Main effect of condition significant; Interaction not significant; Interaction not

significant (only 6 kids per group)significant (only 6 kids per group)

0

50

100

150

123

MSA S+P MSA P MSA S

MSA

SAV

Word repetition accuracy by group and linguistic condition: 5-year-oldsWord repetition accuracy by group and linguistic condition: 5-year-olds

Lexical retrieval by group and Lexical retrieval by group and linguistic distancelinguistic distance

0

10

20

30

40

50

123

S+P distance P distance S distance

MSA

SAV

ANOVA: Main effect of distance ANOVA: Main effect of distance significantsignificant

0

5

10

15

123

S+P distance P distance S distance

MSA

SAV

Lexical retrieval by group and linguistic distance: 3-year-oldsLexical retrieval by group and linguistic distance: 3-year-olds

ANOVA: Main effect of distance ANOVA: Main effect of distance significant; Interaction by group significant; Interaction by group

significantsignificant..

0102030405060

123

S+P distance P distance S distance

MSA

SAV

Lexical retrieval by group and linguistic condition: 4-year-oldsLexical retrieval by group and linguistic condition: 4-year-olds

ANOVA: Main effect of distance ANOVA: Main effect of distance significantsignificant

0

20

40

60

80

100

123

S+P distance P distance S distance

MSA

SAV

Lexical retrieval by group and linguistic condition: 5-year-oldsLexical retrieval by group and linguistic condition: 5-year-olds

Linguistic Awareness of Paired Linguistic Awareness of Paired Lexical ItemsLexical Items

0

20

40

60

80

123

MSA S+P MSA P MSA S

MSA

SAV

ANOVA: Condition significant; ANOVA: Condition significant; Interaction by Group significantInteraction by Group significant

0

20

40

60

80

123

MSA S+P MSA P MSA S

MSA

SAV

Linguistic Awareness: MSA→SAV: 3-year-oldsLinguistic Awareness: MSA→SAV: 3-year-olds

ANOVA: Condition not significant; ANOVA: Condition not significant; Interaction by group not significantInteraction by group not significant

0

20

40

60

80

123

MSA S+P MSA P MSA S

MSA

SAV

Linguistic Awareness: MSA→SAV: 4-year-oldsLinguistic Awareness: MSA→SAV: 4-year-olds

ANOVA: Condition significant; ANOVA: Condition significant; Interaction by Group not significantInteraction by Group not significant

0

50

100

150

123

MSA S+P MSA P MSA S

MSA

SAV

Linguistic Awareness: MSA→SAV: 5-year-oldsLinguistic Awareness: MSA→SAV: 5-year-olds

Summary: Linguistic DistanceSummary: Linguistic Distance

The type of linguistic distance The type of linguistic distance between MSA and SAV makes between MSA and SAV makes reliable predictions about difficulty in reliable predictions about difficulty in children’s acquisition of basic children’s acquisition of basic language and literacy skills in MSA.language and literacy skills in MSA.

Yet, its effect varies with the type of Yet, its effect varies with the type of

skill under question.skill under question.

Summary: Exposure to MSASummary: Exposure to MSA

““Naturalistic” exposure to MSA Naturalistic” exposure to MSA contributes to the acquisition of contributes to the acquisition of some language/ literacy skills.some language/ literacy skills.

Yet, it does not automatically result Yet, it does not automatically result in gains in all skills.in gains in all skills.

Phonological Representation and Phonological Representation and Linguistic DistanceLinguistic Distance

Words comprising SAV phonemes but have Words comprising SAV phonemes but have the syllabic structure CVCC appear to be the syllabic structure CVCC appear to be the most accurately represented in the the most accurately represented in the phonological lexicon of children. phonological lexicon of children.

This is followed by words comprising MSA This is followed by words comprising MSA phonemes and then (though not phonemes and then (though not statistically significantly) by those statistically significantly) by those comprising both an MSA phoneme and an comprising both an MSA phoneme and an MSA syllabic structure.MSA syllabic structure.

Phonological Representation and Phonological Representation and Exposure to MSAExposure to MSA

““Naturalistic” exposure to MSA enhances Naturalistic” exposure to MSA enhances the phonological representation of words the phonological representation of words embodying MSA phonemes.embodying MSA phonemes.

Phonological representation for CVCC Phonological representation for CVCC words appears not to be affected by this words appears not to be affected by this type of exposure to MSA.type of exposure to MSA.

Verbosity, articulation quality, and oral Verbosity, articulation quality, and oral language productive skills may be better language productive skills may be better predictors of CVCC structures than predictors of CVCC structures than naturalistic exposure. naturalistic exposure.

Lexical Retrieval: Linguistic Lexical Retrieval: Linguistic DistanceDistance

The ability to retrieve the MSA lexical The ability to retrieve the MSA lexical representation of familiar SAV wordsrepresentation of familiar SAV words may may be predicted by the type of linguistic be predicted by the type of linguistic distance.distance.

CVCC words are easier than words CVCC words are easier than words comprising MSA phonemes. Both are comprising MSA phonemes. Both are easier than words comprising both MSA easier than words comprising both MSA phonemes and a CVCC structure.phonemes and a CVCC structure.

Lexical Retrieval and Exposure to Lexical Retrieval and Exposure to MSAMSA

Exposure to MSA facilitates very strongly Exposure to MSA facilitates very strongly the retrieval of words with MSA phonemes the retrieval of words with MSA phonemes but not those with CVCC structure.but not those with CVCC structure.

Effect of exposure to MSA on the retrieval Effect of exposure to MSA on the retrieval of words comprising both MSA phonemes of words comprising both MSA phonemes and CVCC structures emerges at the age and CVCC structures emerges at the age of four only. This advantage disappears at of four only. This advantage disappears at the age of five. the age of five.

Linguistic Awareness and Linguistic Linguistic Awareness and Linguistic DistanceDistance

Linguistic awareness is affected by Linguistic awareness is affected by the type of linguistic distance.the type of linguistic distance.

CVCC words are the easiest to CVCC words are the easiest to

become of, followed by words become of, followed by words comprising MSA phonemes, and then comprising MSA phonemes, and then words embodying both an MSA words embodying both an MSA phoneme and a CVCC structure.phoneme and a CVCC structure.

Linguistic Awareness and Exposure Linguistic Awareness and Exposure to MSAto MSA

Unlike the other two skills, SAV-educated childrenUnlike the other two skills, SAV-educated children performed better than MSA-educated children at performed better than MSA-educated children at the age three. the age three.

Only at the age of four and five do we begin to Only at the age of four and five do we begin to see a slight gain in favor of MSA-educated see a slight gain in favor of MSA-educated children on CVCC words and on words embodying children on CVCC words and on words embodying MSA phonemes, but not on those embodying MSA phonemes, but not on those embodying both. both.

Interpretation: confounded with metalinguistic Interpretation: confounded with metalinguistic development and with oral language productive development and with oral language productive skills.skills.

ConclusionConclusion

It is possible to make reliable predictions It is possible to make reliable predictions about acquisition difficultyabout acquisition difficulty by the type of by the type of linguistic distance between the target MSA linguistic distance between the target MSA and its representation in the SAV of and its representation in the SAV of children.children.

““Naturalistic” exposure to MSA does not Naturalistic” exposure to MSA does not automatically result in gains in the automatically result in gains in the acquisition of all language and literacy acquisition of all language and literacy skills.skills.

The way forwardThe way forward

Explicit, Mediated, Structured, Systematic Explicit, Mediated, Structured, Systematic and Planned exposure may prove more and Planned exposure may prove more beneficial in the acquisition of some beneficial in the acquisition of some language skills. language skills.

This is especially so given the limitations This is especially so given the limitations on quantity, or linguistic input that on quantity, or linguistic input that children receive in this, so called children receive in this, so called “naturalistic” exposure. “naturalistic” exposure.

This question is for future research to This question is for future research to pursue.pursue.

THANK YOUTHANK YOU

תודהתודה

شكراشكراsaieghe@mail.biu.ac.ilsaieghe@mail.biu.ac.il