شبكة المعلومات العربية التربوية

The literature on children’s trust in testimony has examined various factors that could influence the beliefs they form based on what they hear said around them. One of those factors is the characteristics of the language of the testimony (e.g., accent, same as the native language of the child). This factor was the particular focus of this study. Studies have indicated that children’s sensitivity towards language and accent begins very early in life and impacts their selective learning and selective trust in testimony. This study examined trust in testimony in the context of elementary schooling in Lebanon which is a multilingual context reflecting the diversity of languages used in Lebanese society and where different languages are allocated to different subjects within the Lebanese curriculum: science and mathematics are taught in a foreign language (English or French) and social studies and humanities subjects are taught in Modern Standard Arabic). This study examined the effect of language variety (English, Modern Standard Arabic, Lebanese Dialect), domains (science and social), grade (one and five), and gender (males and females) on children’s trust in testimony and whether there are interactions between those factors. This quantitative study was conducted with 44 Lebanese students, 22 from grade one and 22 from grade five. The students were recruited from middle SES private Lebanese school which implements the Lebanese curriculum. Each participating student was presented with paired statements dealing with topics in the scientific and social domains and were asked to decide whom they believe. Each statement was presented in one of the three different languages/language varieties: English language, Modern Standard Arabic, and Lebanese dialect (Ammiyah). Students’ responses were analyzed using descriptive statistics to compare the frequencies and percentages of the language preferences for each comparison pair. Descriptive statistics were presented in the form of cross-tabulation of frequencies and percentages. In addition, binary logistic regressions were performed to identify in each case any statistically significant main effects of domain, grade, or gender and any pairwise interactions. Overall, English was the preferred variety in the science domain which it was an option in comparison to both Modern Standard Arabic and Lebanese dialect. Both Modern Standard Arabic and Lebanese dialect were the equally preferred varieties in the social domain. When comparing Arabic language varieties, there was a marginal preference for Modern Standard Arabic over Lebanese dialect in both domains (science and social). Generally, both English and Lebanese Dialect were the preferred varieties in grade one, while English was the preferred variety in grade five. English was the preferred variety when it was an option in comparison to Modern Standard Arabic and Lebanese dialect in both males and females. When comparing Arabic language varieties, males marginally preferred Lebanese dialect over Modern Standard Arabic, while females more clearly preferred Modern Standard Arabic over Lebanese dialect. The findings of this study have implications for language-in-education policy in Lebanon and in the Gulf region. The findings of the study suggest that policy makers in Lebanon and Gulf region might be wise to consider language allocation approaches other than the ones that are typically used. (Author’s abstract)