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Reading and Writing in a Diglossic Context: A Multifaceted Perspective

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Handbook of Literacy in Diglossia and in Dialectal Contexts

Part of the book series: Literacy Studies ((LITS,volume 22))

Abstract

Arabic is considered a classical case of diglossia because conventionally, one form of Arabic is spoken (SA) and another is used in the domain of written language (MSA). In the recent past, globalization of English-based technology, together with the absence of Arabic supporting keyboards, resulted in the reliance on Latin script as the main writing system when communicating through computers (CMC). This writing is known as ‘Arabizi’, which represents Spoken Arabic (SA). The advent of Arabic supporting software has allowed the writing of SA in Arabic letters, but has not completely eradicated Arabizi. Although the use of Arabizi today is less ubiquitous than it was half a decade ago, its effects on the cognitive processes involved in literacy are scientifically interesting. The present chapter explores the way that Arabizi affected reading, writing, and personal and social dynamics in a sample of Arabic-speaking adolescents collected in 2014. We focused on three areas of inquiry: The first aimed to provide a description of writing practices, perceptions, and attitudes for the two writing systems, Arabizi and MSA. The second examined literacy skills and abilities in MSA and Arabizi. The third tried to determine the stability of the Arabizi orthography in order to evaluate to which extent it is standardized.

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Notes

  1. 1.

    Ivković (2015) defines Latinization as: “… the substitution of native, non-Latin-based graphemes with graphemes from the Latin alphabet in languages where standard usage prescribes a different writing system”. (p. 2)

  2. 2.

    The Triangle (Hebrew: המשולש, HaMeshulash; Arabic: المثلث, al-Muthallath), formerly referred to as the Little Triangle, is a concentration of Israeli Arab towns and villages adjacent to the Green Line, located in the eastern Sharon plain among the Samarian foothills; this area is located within the easternmost boundaries of both the Central District and Haifa District

  3. 3.

    This sex differences in using CMC was also reported among American (Jantz’s, 2011), German (Höflich & Rössler, 2002) and Norwegian (Ling, 2001) teens.

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Author information

Authors and Affiliations

  1. Department of Learning Disabilities, University of Haifa, Haifa, Mount Carmel, Israel

    Aula Khatteb Abu-Liel & Raphiq Ibrahim

  2. The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel

    Aula Khatteb Abu-Liel, Raphiq Ibrahim & Zohar Eviatar

  3. Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel

    Bracha Nir

  4. Psychology Department, University of Haifa, Haifa, Israel

    Zohar Eviatar

Authors
  1. Aula Khatteb Abu-Liel
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  2. Raphiq Ibrahim
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  3. Bracha Nir
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  4. Zohar Eviatar
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Editor information

Editors and Affiliations

  1. Department of English Literature and Linguistics, Bar-Ilan University, Ramat Gan, Israel

    Elinor Saiegh-Haddad

  2. Department of English Literature and Linguistics, Bar-Ilan University, Tel-Aviv, Tel Aviv, Israel

    Lior Laks

  3. Department of Psychology, The Chinese Univ of Hong Kong, Shatin, New Territories, Hong Kong

    Catherine McBride

Appendices

Appendices

1.1 Appendix A

The Questionnaire written in MSA, including three parts. Part1- Demographic information; part 2- CMC habits and use; part 3- Perceptions, and attitudes for the two writing systems, Arabizi and MSA.

figure a
figure b
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1.2 Appendix B: Word Lists

  • List 1: Isolated words for Oral Reading Efficiency - Vowelized MSA

figure e

  • List 2: Isolated words for Oral Reading Efficiency - Unvowelized MSA

figure f

  • List 3: Isolated words for Oral Reading Efficiency – Arabizi

figure g

1.3 Appendix C: Texts

  • Text1- Oral Reading Efficiency of Arabizi text

figure h

  • Text2- Oral Reading Efficiency of vowelized MSA

figure i
figure j

Text3- Oral Reading Efficiency of unvowelized MSA

figure k

  • Text1 - Silent Reading Comprehension of Expository vowelized text

figure l
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figure n

  • Text2 - Silent Reading Comprehension of Expository unvowelized MSA

figure o
figure p
figure q

  • Text3 - Silent Reading Comprehension of Narrative vowelized text

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  • Text4 - Silent Reading Comprehension of Narrative unvowelized text

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  • Text5 - Silent Reading Comprehension of Narrative text in Arabizi

figure aa
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figure ac
  1. 7.

    wenta 5elsat a7dath el2osa?

    1. 1)

      youm eljom3a elmasa

    2. 2)

      youm eljom3a eldohor

    3. 3)

      youm elsbet elmasa

    4. 4)

      youm elsbet eldohor

  • Text6 - Silent Reading Comprehension of Expository text in Arabizi

figure ad
figure ae
figure af
figure ag

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Abu-Liel, A.K., Ibrahim, R., Nir, B., Eviatar, Z. (2022). Reading and Writing in a Diglossic Context: A Multifaceted Perspective. In: Saiegh-Haddad, E., Laks, L., McBride, C. (eds) Handbook of Literacy in Diglossia and in Dialectal Contexts. Literacy Studies, vol 22. Springer, Cham. https://doi.org/10.1007/978-3-030-80072-7_14

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