Assessing Arabic Metalinguistic Awareness of Educators in Saudi Arabia: An Instrument Validity Using Rasch Modelling

Bin Sawad, N. and Law, J. (2022) Assessing Arabic Metalinguistic Awareness of Educators in Saudi Arabia: An Instrument Validity Using Rasch Modelling. 22nd European Conference on Literacy, Dublin, Ireland, 04-06 Jul 2022.

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Metalinguistic awareness plays a vital role in literacy achievement (e.g., Casalis & Louis-Alexandre, 2000, Kirby et al., 2012; Levesque, et al., 2019; Tibi & Kirby, 2019). In the Arabic-speaking world, it is particularly essential due to Arabic being a rich morpho-phonemic language (Tibi & Kirby, 2018, 2019; Tibi et al., 2020). Teachers’ explicit knowledge of metalinguistics is vitally important; scholars believed and prioritize explicit teaching of metalinguistics as a promoting factor to effectively support learning to read (Hu, 2011; Renou, 2001). Therefore, the ability to identify specific knowledge gaps among teachers is vital in informing the design of professional development courses and pre-service training for teachers. Although strong measures of metalinguistic and basic language construct knowledge exist in English, no such validated assessments exist in Arabic. Accordingly, an instrument was developed to measure teachers’ Arabic metalinguistic ability in Saudi Arabia. Rasch model analysis was used to examine items difficulty and reliability and then assess the validity of the assessment tool. Analysis reveals that the assessment task is slightly difficult for the average teachers in Saudi Arabia. Group differences between general and special educators as well as years of experience are discussed.

Item Type:Conference or Workshop Item
Keywords:metalinguistic awareness, Arabic, morphology, phonology, teacher knowledge,
Glasgow Author(s) Enlighten ID:Bin Sawad, Nouf Ahmed O and Law, Dr Jeremy
Authors: Bin Sawad, N., and Law, J.
Subjects:L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
College/School:College of Social Sciences > School of Social & Environmental Sustainability
Research Group:Education Interdisciplinary Research Group
Copyright Holders:Copyright © 2022 The Authors
Publisher Policy:Reproduced with the permission of the Author
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