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Dyslexia and Traumatic Experiences

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Edited By Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami

This book focuses on dyslexia and traumatic experiences. It strives towards fostering a scientific exchange that promotes emergence of synergy effects and real progress in the understanding of dyslexia, psychological trauma, and stress experiences, as well as special methodological problems of qualitative research. The international and interdisciplinary team includes authors from Indonesia, Sri Lanka, Morocco, Sudan, South Africa, South Korea, Iran, China, Portugal, and Germany. The main topics of the book relate to dyslexia with some new perspectives on this old phenomenon, to traumatic experiences, to intervention methods and to some special methodical problems, particularly in qualitative research methods.
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Adil Ishag - Diglossische Aspekte beim Arabischlernen (Diglossic Aspects in Arabic Language Learning)

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Adil Ishag

International University of Africa, Sudan

Diglossische Aspekte beim Arabischlernen (Diglossic Aspects in Arabic Language Learning)

Abstract: Diglossia emerges in a situation where two distinctive varieties of a language are used alongside within a certain community. In this case, one is considered as a high or standard variety and the second one as a low or colloquial variety. Arabic is an extreme example of a highly diglossic language. This diglossity is due to the fact that Arabic is one of the most spoken languages and spread over 22 Countries in two continents as a mother tongue, and it is also widely spoken in many other Islamic countries as a second language or simply the language of Quran. The geographical variation between the countries (where the language is spoken and the duality of the classical Arabic and daily spoken dialects in the Arab world), which makes the Arabic language to one of the most diglossic languages in the world. This paper tries to investigate this phenomena and its relation to learning Arabic as a first and second language.

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