CultureTalk Egypt Video Transcripts: http://langmedia.fivecolleges.

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Teaching Children to Read

Egyptian Arabic transcript:

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‫'ر‬I# G‫ إن ه‬،$(7‫أ آ‬X G‫ إن ه‬zI‫ ﺡ‬G‫' ﺝ'ا إن ه‬-"% VI -‫ ﺡ‬،Be9/# ‫'ر‬I-‫ ﺡ‬Q‫ء دا‬AJ)‫ ا‬i[?# G‫'ر إن ه‬I# +() G‫إن ه‬
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_C(#‫ت و‬+(7‫ آ‬s-[?1 Q'‫"' آ‬1 .‫ ﺡف‬8‫; آ‬%# ‫ ﺡ ﺡف أو‬8‫ آ‬s!H# ‫ أزاي‬V7K B #‫!; ﺕ'ر‬-1 Q'‫"' آ‬1‫ و‬b‫وف أو‬/)‫ا‬
.+>#'‫ﺡ‬G) ‫ ا)'ال‬m7:-1 ،+‫'ه‬-‫ﺡ‬G) 5-C)‫ ا‬m7:-1 ،B#'‫ﺡ‬G) €)u‫ ا‬m7:-1 ،'%‫ أ‬$(7‫ آ‬3d0 A?"# ،‫وف‬/)‫ ا‬+>?0 ‫[د‬#‫ و‬$(7H)‫ا‬

English translation:

The child learns language from four basic angles; the school is considered … the house,
the teacher, and the curriculum … and the student himself….these are five … I mean,
these are the five basic things, so that you can build an educational program for the
Arabic language, or for the child itself.

I, for me, as a teacher of Arabic and ….Al-hmaduallah….I have the ability to educate the
child … in more than … I mean, in two months or something like this … learning reading
and writing the Arabic language, reading with tashkeel1 and reading with understanding
[of] the meaning. I mean the sentence itself … at first … it depends on a basic thing.
You are starting with two methods, I mean in teaching Arabic … for kids that is … as
well … .the first thing … are you finishing or what?

The first method of it … I mean the child himself has to know the meaning of the
alphabet for Arabic, and the meaning of each letter … and what it represents. Secondly
… how would we make him memorize, or I make him understand and realize the value of
1
Case marking.
this letter and its indications … the second thing … the pictures that … in a truer
meaning that rests in the mind of the child about each letter, and how…each letter has a
value, in any place it is placed. If it is put at the beginning of the word, how does it look,
and if it is placed at the middle of the word, how does it look, and at the end of the word,
how does it look? The letter changes its pronunciation according to tashkeel…either it is
the damma or fa’tha or kasra, tashkeel … over the word … the ability to focus on,
always on, [the] very basic, the skill in training, not the memorization or … he … I make
my work with the kids; it is based on … [the notion that] that he is the one who makes
these things on his own. We know that the man, when he achieves something on his
own, he will be happy that he achieves -- that he read something, and he was able to form
from a group of letters a word … memorization of these letters … to teach him to
memorize these letters with tashkeel…the damma, the fatha,the kasra -- putting the letter
at the beginning of the letter [word] … at the middle of the word, what shape, and at the
end of the word, what shape – both in writing and in pronunciation, the writing first and
the pronunciation next. Also, the way he should hold the pen…in a truer meaning …
there are some … what is based on wrong is wrong; what is based on something wrong,
will always stay wrong … how the pen will be held in a good way. The teacher himself
holds the pen appropriately in front of students; what happens is a sort of imitation.
Sometimes, the student imitates the teacher blindly … he has to imitate something right.
Also, the child is like, in a truer meaning, is like a show [projection] screen, conveying all
that you say in the classroom, or what you are doing the classroom. It is a must that the
teacher should be an example for the student in everything; we memorize [with] him the
letters, and then he is trained in how he is writing every letter, and then we bring words.
He holds the word and then he gets the letters out of it. I mean, for example, the word
asad.2 He will sort the word out into “alif” by itself, “seen” by itself and “dal” by itself
….

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2
A lion.