UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Sign bilingualism and Arabic literacy: using PVR with deaf girls in Saudi Arabia

Basonbul, Najwa Abood; (2018) Sign bilingualism and Arabic literacy: using PVR with deaf girls in Saudi Arabia. Doctoral thesis (Ph.D), UCL (University College London).

[img] Text
Basonbul_10042870_thesis.pdf
Access restricted to UCL open access staff until 1 March 2023.

Download (8MB)

Abstract

Despite many decades of educational efforts worldwide, Deaf people often do not develop spoken and written language satisfactorily. Now, harnessing the language that Deaf family members naturally develop promises progress in both sign language and community language literacy. Sign bilingual education (SBE) has developed in several countries but has not been applied formally in Saudi schools for Deaf pupils. This exploratory, sequential, mixed‐methods study introduced SBE, applying the preview-view-review (PVR) strategy as a bilingual approach for literacy in a Saudi school for Deaf girls. Five hearing teachers, two Deaf assistants and 17 Deaf pupils participated. Data were collected via a newly developed Arabic Reading Measure for Deaf pupils (ARMD), semistructured interviews, observations, documents and personal records. The first phase of the study was an ethnographic evaluation of teaching strategies for Deaf pupils and their reading levels, to identify the hearing teachers‘ level of sign language and to observe interaction in the school. The second phase was quasi-experimental, applying PVR to pupils‘ reading strategies and performance. This required the development of a new reading test in Arabic for Deaf pupils. The third phase examined how SBE could be applied in Saudi Deaf education and elicited teachers‘ and assistants‘ views of its application. Following the 30-week intervention, reading performance improved, but several factors were found to limit this improvement. Among themes raised by teachers were compartmentalised application of SBE and low expectations of pupils‘ performance. Deaf assistants recognised the importance of improved professionalism and commented on the competence of teachers, by whom they felt exploited. Classroom observation revealed the ineffectiveness of teachers‘ mixing of vernacular and formal Arabic. The findings suggest that Saudi Deaf education should more systematically apply methods supported by effective measurement of pupil performance. This study adds to knowledge of hearing teachers‘ relationships with Deaf people in schools and has policy implications.

Type: Thesis (Doctoral)
Qualification: Ph.D
Title: Sign bilingualism and Arabic literacy: using PVR with deaf girls in Saudi Arabia
Event: UCL (University College London)
Language: English
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
URI: https://discovery.ucl.ac.uk/id/eprint/10042870
Downloads since deposit
0Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item