Abstract
Most teachers in the Gulf would agree that Arab learners struggle more with reading and writing than listening and speaking. One little considered possible influence on this is the particular visual processing requirements of English. This article suggests why visual processing or visual cognition might be a particular difficulty for Arab students reading English. It offers a simple classroom checklist that may assist teachers to notice if visual processing strain could be effecting their student’s attention, motivation and performance.
Citation
Ball, J. and Kashoob, M. (2016), "Visual processing skill barriers in students with Arabic as a first language", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 13 No. 2, pp. 19-30. https://doi.org/10.18538/lthe.v13.n2.252
Publisher
:Emerald Publishing Limited
Copyright © 2016 Jennifer Ball and Muna Kashoob
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
Acknowledgements
Publisher's note: The Publisher would like to inform the reader that the article “Visual processing skill barriers in students with Arabic as a first language” has changed pagination. Previous pagination was pp. 1-12. The updated pagination for the article is now pp. 19-30. The Publisher apologises for any inconvenience caused.