2 | 1 | NA/0 | Question |
|
explains about the context of use of the two varieties OR the interrelationship between fusha and ammiya | explains about one variety and its use | No answer/ unable to explain about fusha or ammiya | Q1: Do you know that in Arabic there is a fusha and ammiya, what are these two? | Definition |
Explains the contexts of use for the two varieties with/without examples | Explains the contexts of use for one variety only OR provides only examples but does not explain relationship | Does not know when the two varieties are used
| Q2: When do we use each one of those? can you give me an example of when do you use fusha and when do you use ammiya | |
The child knows the differences between the two varieties with examples | The child talks about the differences or provided example/s of the differences | The child does not know there are differences between the two varieties | Q3: Is there any differences between these two languages? Can you give some examples?, | Interrelationship |
The child knows the similarities between the two varieties with examples | The child talks about the similarities or provides example of the similarities | The child does not report knowing there are similarities between the two varieties | Q4: Are there any common things between the two languages? Can you give me some examples? | |
The child knows exactly which type of texts he/she likes | The child knows which type of texts he likes only with prompting | The child does not identify favorite text types of text after explanation provided
| Q5 Which texts do you like to read?
If the child is unable to name favorite text types, prompt him/her as follows: Do you like reading stories, scientific articles, or poems | Text Knowledge |
The child reports no challenges with no awareness to the potential effects of diglossia | The child reports difficulty understanding fusha with awareness to challenges in processing it in light of diglossia | The child reports awareness to the challenges processing fusha but reports good ability to using it
| Q6 Do you at times feel it is hard for you to understand fusha?
If the child reports it’s hard for him/her to understand fusha ? ask the following: Is it harder for you when you hear it or when you read it | Awareness to Cognitive Processes |
Both | Writing OR Speaking | None | Q7: Do you like writing in fusha or just speaking it, | |
Thinks and writes directly in fusha | Thinks in ammiya and then writes it down in fusha | Thinks in ammiya and writes in ammiya OR can write in fusha OR unaware of the processing involved in writing fusha
| Q8: When you are about to write about a specific topic, do you think about the topic in fusha and write it directly in fusha or do you think about the topic first in ammiya and later writing it in |