Volume 16, Issue 1
  • ISSN 1387-6732
  • E-ISSN: 1570-6001
Buy:$35.00 + Taxes


We report results of writing samples of six Emirati children aged four to four and a half years collected at monthly intervals over an eight month period (the kindergarten academic year). Three teachers and six parents were interviewed to triangulate the data that were collected in the classrooms. The grounded theory method was used to code and categorize the data, which were then compared with the literature on emergent writing. Findings of this longitudinal study revealed that few opportunities are provided at home and in kindergarten for the development of young children’s emergent writing in Arabic and revealed other issues related to bilingualism and diglossia. Recommendations are provided for policy makers, teachers, and parents that would accelerate the development of young children’s Arabic literacy, particularly emergent writing skills, in the United Arab Emirates (UAE).


Article metrics loading...

Loading full text...

Full text loading...

  • Article Type: Research Article
Keyword(s): Arabic; diglossia; emergent writing; home literacy; kindergarten
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error