Saudi Cultural Missions Theses & Dissertations
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Item Restricted Arabic Diacritics And Reading: A Proposed Psycholinguistic Approch To Foreign/Second-Language Pedagogy(Saudi Digital Library, 2023) Alqazlan, Bandar; Morkus, NaderArabic orthography is mainly presented either in shallow orthography (with all diacritics) for novice students or in deep orthography (without diacritics) for superior readers. However, the shallow orthography is heavily loaded with diacritics which may burden the reading process, whereas deep orthography can cause ambiguity (heterophonic homographic words). Building upon the findings of current psycholinguistic research, this study introduces a systematic approach to effectively and economically address the issue of diacritics and reading. This proposed approach begins with shallow orthography for new words the first six to twelve times they are encountered to assure lexical internalization and then ends with the newly-coined term semi-deep orthography in which only the needed diacritics are used. The semi-deep orthography is employed based on two principles: word frequency and ambiguity within the root-pattern system. The first principle is word frequency, in which the top 5000 high-frequency words, accounting for approximately 90% of written discourse, do not need diacritics. The second principle is ambiguity within the root-pattern system, since this system produces nearly 85% of Arabic vocabulary and thus provides the basic unwritten-vowel framework required for reading. However, occasionally ambiguity emerges within the system, for example when diacritics are required to distinguish between the active and passive forms of a verb.34 0Item Restricted So that Schools are not a Body without a Soul: Educators’ Approaches to Dialogic Pedagogy with Youth in the U.S. Middle Schools(2023) Alshehri, Fatimah; Schutz, PaulThe emphasis of this dissertation is on dialogic pedagogy as it manifests in the practices and experiences of three middle school Humanities teachers while engaging students in the US. classrooms. The purpose of this qualitative case study is to explore how teachers encourage classroom dialogue in a way that students' voices and experiences are valued, and they are acknowledged as creative, capable, and active human beings. Drawing on Freirean theoretical and pedagogical approaches as well as his Theory of Dialogic Action, this case study was conducted from a humanistic and critical perspective to understand the importance of humanistic critical dialogic pedagogy and how teachers approach it in an era of standardization.31 0