Abstract
This chapter discusses early literacy education in Arabic for native Arabic-speaking children in four Arabic-speaking groups: the Palestinian Arab citizens in Israel, the Palestinians in the occupied Palestinian territories and native Arabic-speaking children in two Gulf countries: Kuwait and Saudi Arabia. It provides a representative portrayal of the theory and practice of early literacy education in these regions. The chapter reveals potential shared conceptions regarding the basic components of early reading development, but also some different challenges. A main challenge that all groups face, however, is the translation of such concepts into teacher training and appropriate materials for the teaching of literacy in Standard Arabic, especially in the light of diglossia. The chapter discusses early Arabic literacy education in each of the country contexts and major challenges for current and future early literacy provision in Arabic.
| Original language | English |
|---|---|
| Title of host publication | The Routledge International Handbook of Early Literacy Education |
| Subtitle of host publication | A Contemporary Guide to Literacy Teaching and Interventions in a Global Context |
| Publisher | Taylor and Francis |
| Pages | 185-199 |
| Number of pages | 15 |
| ISBN (Electronic) | 9781317659204 |
| ISBN (Print) | 9781138787889 |
| DOIs | |
| State | Published - 1 Jan 2017 |
Bibliographical note
Publisher Copyright:© 2017 selection and editorial matter, Natalia Kucirkova, Catherine E. Snow, Vibeke Grøver and Catherine McBride; individual chapters, the contributors.