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The Influence of the First Script on Spelling in a Second Script The influence of the first script on spelling in a second script A study of Eritreans and Syrians writing Dutch Laura Griffioen Faculty of Arts Master General Linguistics Radboud University Nijmegen Master thesis Supervisor: Dr. H.A.K. Klatter-Folmer Second supervisor: Drs. E. Krikhaar August 2018 መገዲ ትዕና ዓመት ኪዳ “Only with aim you reach your goal.” (Tigrinya saying) السﻻمة التاني في و الندامة العجلة في “In haste there is regret, but in patience and care there is peace and safety.” (Arabic saying) Preface Deze scriptie is het resultaat van een soms lastige, maar vooral bijzonder leerzame periode van mijn studententijd. Het heeft uiteindelijk wat langer geduurd dan mijn bedoeling was, maar ik ben blij dat ik de tijd kon nemen om er iets moois van te maken. Aan het begin van het jaar wist ik alleen dat ik graag onderzoek wilde doen naar schrijven en schriftsystemen. Ik heb lezen en schrijven altijd interessant gevonden, en toen we een keer college hadden over analfabetisme en laaggeletterdheid ben ik geschrokken van de grote hoeveelheid mensen die moeite heeft met lezen en schrijven. Hier wilde ik graag iets mee doen, want het is zo belangrijk in onze samenleving om deze vaardigheden te beheersen. Veel van de mensen in Nederland die hier moeite mee hebben zijn immigranten. Mijn interesse ging vooral uit naar de groep mensen die wel in een ander schrift zoals Arabisch kunnen schrijven, maar het Latijnse schrift niet goed beheersen. Mijn begeleider verwees me na ons eerste gesprek door naar Jeanne Kurvers, die veel onderzoek gedaan heeft naar deze zogeheten anders gealfabetiseerden. Zij heeft me vervolgens in de richting van het schriftsysteem van Eritreeërs gestuurd, omdat ze van ISK scholen te horen kreeg dat vooral deze leerlingen problemen hadden met schrijven. Ik wil haar hartelijk bedanken dat ze tijd wilde maken voor een gesprek en me vervolgens op weg geholpen heeft met verschillende artikelen. Er zijn diverse mensen die ik dankbaar ben voor hun steun in het schrijfproces. Allereerst wil ik mijn eerste begeleider Jetske Klatter van harte bedanken voor haar ondersteuning en de aanwijzingen die ze me steeds gegeven heeft. Ik heb het enorm gewaardeerd dat je altijd tijd wilde maken voor een gesprek. Je enthousiasme heeft ervoor gezorgd dat ik zelf ook enthousiast bleef en vertrouwen kreeg in het eindproduct. Daarnaast wil ik Evelien Krikhaar bedanken voor haar bereidheid om de tweede lezer te zijn. Ook dank aan prof. dr. Rob Schoonen, die mij als een tweede begeleider vooral bij het maken van de toets erg geholpen heeft. Door zijn goede adviezen is de toets aanzienlijk verbeterd. Bedankt dat je me uitgedaagd hebt om er meer van te maken. Dank ook aan het Pontem College voor het feit dat ik van de lestijd gebruik mocht maken om hun leerlingen te testen. In het bijzonder Raissa van Bergendael, de docent van de AA klas en de R1 klas, enorm bedankt voor het openstellen van je lessen. Ik heb ervan genoten om te zien hoe je met de leerlingen omgaat en hen het schrijven in het Nederlands bijbrengt. Ik hoop dat de resultaten die het onderzoek oplevert nog van nut kunnen zijn voor lessen in de toekomst. Carlien Alferink van Radboud in’to Languages, dankjewel voor het inspreken van de toets. Ook de andere collega’s van Radboud in’to Languages wil ik bedanken voor hun begrip en voor alle succeswensen gedurende het jaar. Dat heeft me echt goed gedaan. Verder wil ik mijn vrienden en familie in mijn directe omgeving bedanken dat ze er steeds voor me waren. Aan het thuisfront in Woudenberg en aan de Stuporianen: dank voor de afleiding, de aanmoedigingen, voor een luisterend oor en vooral voor jullie vertrouwen in mij. Elise en Fieke in het bijzonder bedankt, gedeelde smart is ten slotte halve smart. En vooral God, dank dat U er altijd bent en mij alles gegeven hebt wat ik nodig had om deze scriptie te kunnen schrijven. Abstract Many people who immigrate to the Netherlands have problems with writing Dutch. Among the biggest groups coming to our country in the last years are people from Syria and Eritrea. Most of them are well able to write in their own Arabic (Syria) or Ge’ez script (Eritrea), but they are less familiar with the Latin script. In this thesis the effect of the first scripts of mother tongue speakers of Arabic and Tigrinya on their spelling abilities was investigated. The aim was to find out whether the mistakes that these people made could be explained from the characteristics of their first script. A dictation test was created for them that included Dutch words and non-words with elements that were expected to cause difficulty. The test revealed that Syrians more often omitted vowels than Eritreans, which can be explained from the practice of vowel omission in Arabic. Eritreans had more difficulty with consonant clusters, which do not exist in their syllable-based script with syllables that have a CV structure. They performed similarly on a difficult spelling element where no effect of their first script was expected. Eritreans generally seemed to have more difficulty with transposing the overheard words to letters, which is interpreted as a difference in phoneme awareness. It is assumed that Eritreans may be less aware of the phonemes, because their first script has a courser granularity than Dutch. Extra class instructions that focus on the differences between the first and the second script are suggested as a solution to improve the writing products of Syrians and Eritreans. Contents 1. Introduction ........................................................................................................................ 1 2. Learning a script ................................................................................................................. 3 2.1 Early literacy ................................................................................................................ 3 2.2 Late literacy .................................................................................................................. 9 2.3 Learning a new script ................................................................................................. 14 2.4 Learning a script in Eritrea ......................................................................................... 20 2.5 Learning a script in Syria ........................................................................................... 25 2.6 Conclusion .................................................................................................................. 29 3. Methods ............................................................................................................................ 32 3.1 Start-up ....................................................................................................................... 32 3.2 Participants ................................................................................................................. 32 3.3 Test design .................................................................................................................. 33 3.4 Test taking .................................................................................................................. 44 4. Results .............................................................................................................................. 45 4.1 Analysis and coding ................................................................................................... 45 4.2 General test results ..................................................................................................... 45 4.3 Results Category 1: vowels ........................................................................................ 52 4.4 Results Category 2: long sound vowels vowels ......................................................... 54 4.5 Results Category 3: end consonants ........................................................................... 55 5. Discussion ........................................................................................................................ 56 5.1 Discussion category 1: vowels ................................................................................... 56 5.2 Discussion category 2: long sound vowels ................................................................ 60 5.3 Discussion Category 3: end consonants ..................................................................... 61 6. Conclusion ........................................................................................................................ 65 6.1 Answering the sub-questions ..................................................................................... 65 6.2 Answering the main question ..................................................................................... 66 6.3 Restrictions and options for future research ............................................................... 67 References ............................................................................................................................ 69 Appendices ........................................................................................................................... 73 I. Test scheme with words per category ........................................................................ 73 II. Words with their CELEX frequencies ................................................................... 79 III. Used words in the test with their pseudo words .................................................... 81 1. Introduction Many people who immigrate
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