Effect of Using the Low Variety in the Classroom on Learning MSA: A Case of Saudi Elementary Schools Pupils

Abstract

Students’ poor linguistic proficiency in using Modern Standard Arabic (MSA) among Saudi students at elementary schools is attributed to the diglossia, whereas the low variety (LV) is totally different from the MSA. The paper examines the extent of the teachers’ use of low variety and the reasons behind it. Also, the study examines the impact of LV use of Arabic on students’ linguistic proficiency at the elementary stage. The study concentrates on the early schooling years (pre-school and kindergarten periods) in order to emphasize the important role of parents and teachers who still believe that exposing their children to MSA is not important and; thus, has no future implications on students’ linguistic proficiency. In addition, the study aims to introduce the term of diglossia and highlight such issue supported by a review of the most relevant literature. The researcher administered a questionnaire on a sample consisting of (30) teachers, randomly selected, from (3) elementary schools. The data was collected from the sample’s population, then processed and analyzed by the SPSS; consequently, the results of the questionnaire were interpreted accordingly. The data analysis shows that the teachers at elementary schools always use the LV in teaching and they rarely use MSA during explaining the lessons. It also maintains that the learners’ poor linguistic proficiency lies the lack of repeated MSA use in classroom instructions. Furthermore, the paper presents the importance of exposing the children to MSA from an early age.