EDU 653 project 1

Running head: LANGUAGE ACQUISITION IN THE UAE !1

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Language Acquisition in the United Arab Emirates

Elisabeth Clapp

EDU 653: Second Language Acquisition

Professor Marisa Gambardella

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LANGUAGE ACQUISITION IN THE UAE !2

Introduction

The article “Bilingual Education in the UAE: Factors, Variables and Critical Questions”

by Kay Gallagher, appears in the Education, Business and Society: Contemporary Middle

Eastern Issues journal. The article asserts that the government schools in the United Arab

Emirates have undertaken the ambitious project of reforming their public educational system

with the Abu Dhabi Education Council’s (ADEC), New School Model. Gallagher offers an

analysis of three macro-factors surrounding this project and concludes with an explanation of the

academic and societal benefits of the reform. The omission of other possible factors creates

confusion as to the rationale of ADEC’s decision for the New School Model and the justification

of it.

Synopsis

Gallagher defines bilingual education as “using the target language as the medium of

instruction, rather than merely “teach[ing] the language as a subject” (2011, p. 63). The Abu

Dhabi Education Council (ADEC ) assumed a “monumental step” (Gallagher, 2011, p. 62) in

reforming education in the UAE with the New School Model of bilingual education. According

to Galligher (2011) prior to ADEC’s announcement, all school subjects were taught only in

Arabic, with English as a foreign language. Beginning with the 2010-2011 school year, the New

School Model began teaching kindergarten and early primary grades in both Arabic and English,

with a gradual release extending one grade level per year. Mathematics, English, and science

began being taught in English by a native English speaking teacher. History, Islam, and Arabic


are taught in Arabic by a native Arabic speaking teacher with the objective being; students will

be able to read and write in both languages (Gallagher, 2011).

The article poses pivotal questions regarding the effects bilingual education will have on

cultural, political and educational settings in the UAE. Gallagher (2011) states “the Arab world

has received little attention” regarding language education, and only a limited amount of research

is available (p. 64). Gallagher categorizes the macro-factors into three areas: Situational

factors, operational factors, and outcome factors.

Situational factors

Gallagher (2011) defines situational factors as interrelated factors that impact bilingual

education (p. 65). The combination of Arabic and English in the UAE has diminished the status

of the national language, Arabic, and is a growing concern. The linguistic variables place a

burden on the mono-linguistic Emirati kindergarten students that are required to master three

registers of Arabic. There is concern that the students entering school will have low levels of

Arabic literacy and, as a result, poor academic achievement. The New School Model’s bilingual

education is compulsory and universal. The only option Emirati parents will have for their

children’s education is to abide by the New School Model or enroll their children in private

education (Gallagher, 2011, p. 65 - 67).

Operational factors

Operational factors are factors within the school system that effect the outcome of

bilingual education. High failure levels in English is consuming one-third of the budget for post-


secondary education, by requiring remedial English courses for students prior to enrolling in

University classes (Gallagher, 2011, p. 68). The question then is which model of bilingual

education to apply, when to begin immersion and who is to implement it. The examination of

teacher qualifications is paramount and an overall factor in student learning outcomes

(Gallagher, 2011, p. 69).

Outcome factors

Outcome factors or the intended results of bilingual education is the final macro-factor

Gallagher discusses. Proficiency in the English language with realistic expectations is one

desired outcome. One expectation is improved academic success in all subjects as a result of

bilingual education. In addition, Gallagher (2011) concludes with “open-mindedness and

appreciation of diversity” as the last outcome factor addressed (p. 71). A bilingual education

system will promote tolerance and provide advantages to Emirati society.

Gallagher concludes that the New School Model’s bilingual educational program will

evolve and develop over time, just as the UAE continues to transform. With bilingual education

research for the region limited, Gallagher can only predict the effect bilingual education will

have on cultural, political and educational settings in the UAE (Gallagher, 2011). However,

Gallagher does state that bilingual education in the subject areas of English, mathematics and

science will provide lasting “socioeconomic benefits” in the area of commerce, for generations

of Emirati people to come (2011, p. 62).


Analysis

Gallagher’s article accurately depicts the New School Model in the UAE and makes

several pertinent points when addressing macro-factors effecting ADEC’s reform of the public

school system. However, the article only provides an explanation of broad factors, which do not

provide clarity of the reason for the New School Model.

Situational factors

According to Hopkyns (2014), majority of the population in the UAE are expatriates, and

the prevalence of the English language is overwhelming, having spread from business and

education to informal and leisure activities. Even though Arabic is the national language,

immersion in a bilingual language curriculum begins in kindergarten and encourages them to

read, write and speak English more fluently than Arabic (Hopkyns,2014). Gallagher is correct in

her assumption that low levels of Arabic literacy may produce poor academic performance, but

she does not take into consideration any differences among the language learners, such as

motivation, gender or culture. Instead, she concludes that the Arabic language is the factor

effecting bilingual education.

Operational factors

Coughlin, Mayers, and Woolridge (2009) state in their research that even in recent

history, teachers are not required to possess teaching credentials. This point would have

strengthened Gallagher’s explanation for the New School Model and provided further insight as

to the necessity of the reform. Gallagher does cite Garcia when stating “few teachers are


actually trained for bilingual education” (2011, p. 69). She also stresses “professional

preparation of English immersion teachers is an essential factor for success in

immersion” (Gallagher, 2011, p 69). She does not state the urgency for teachers in all subject

areas to possess proper credentials. Muysken and Nour (2006) and Al-Awidi and Alghazo

(2012) both state that teachers in the UAE are only as effective as their ability to teach and that

there are barriers they must attempt to overcome. Gallagher addresses one of these obstacles by

stating ADEC schools prior to the period of reform were “frequently castigated for the very short

length of the school day and school year” (2011, p. 74). Gallagher (2011) makes a strong point

that bilingual education will be difficult if instruction time is insufficient.

Gallagher refers to models of immersion in the article but does not state information as to

the criteria or process of selecting ADEC used for their bilingual education program. Dickson

(2012) explains that ADEC enlisted Teach Away, a recruitment agency, to recruit thousands of

native English speaking educators to fill positions in the public schools. ADEC also solicited

private company advisors to carry out professional development. Gallagher does reference

[David] Marsh, along with several others, but does not elaborate on his contribution to the

education reform and the immersion model he introduced. David Marsh is one of the leading

experts on Content and Language Integrated Learning (CLIL). Martinez, (n.d.), states “During

2010-2011 he was instrumental in the design and set-up of Finnish-based primary school

operations in Abu Dhabi and in January 2012 he was appointed as educational strategy and

policy advisor in the Prime Minister’s Office of the United Arab Emirates” (p. 1). The

appointment came after the publication of the article, but Gallagher primarily credits ADEC for


the creation and implementation of the New School Model, rather than the individuals

responsible.

Outcome factors

There are consequences for a reform of this magnitude and speed that Gallagher does not

address. Gallagher (2011) refers to“tolerance” (p. 71), in her article, as one of the outcome

factors. Dickson (2012) writes of the contrary occurring as a result of the New School Model,

“The situation of having foreign advisers in schools bringing with them different educational

ideologies and understanding, not to mention cultural and social differences, and we begin to see

the picture of a potentially challenging situation in schools in Abu Dhabi” (Dickson, 2012, p.

206). Culturally it is not acceptable to correct another person, even as a supervisor. Another

challenge is reintroducing the Emirate students back into the classrooms as educators. These

students will never learn in the New School Model, and no accommodations are made to ease

their transition as educators into the New Model. Dickson conducted a survey of UAE student

teachers and received a concerning response to education reform, “Yes, the developments

affected me. I changed my mind about becoming a teacher!!” (Dickson, 2012, p. 222).

Conclusion

The article “Bilingual Education in the UAE: Factors, Variables and Critical

Questions” by Kay Gallagher, asserts that the government schools in the UAE have undertaken

the arduous project of reforming their public education system, and offers an analysis of three

macro-factors surrounding this project. The omission of other possible factors creates confusion

as to the reason for the reform. Arabic, as a situational factor does not take into consideration


differences among the language learners whose native language is Arabic. The generalization

that Arabic’s effect on bilingual education is producing low levels of achievement is not

addressing other factors as to the language learner’s aptitude, gender, motivation, or personality.

When addressing operational factors, Gallagher does include teacher qualifications, but does not

provide what the qualifications are. It is accurate when Gallagher (2011) writes that teachers

trained in language acquisition is necessary but does not state the current teacher’s qualifications.

ADEC has improved immensely in this area, but classrooms still lack native English speaking

educators trained in language acquisition. Lastly, outcome factors are being realized in the UAE

classrooms. It is ADEC’s desire that the Emirati people be able to fill positions in education

westerners currently hold. Until then diversity and tolerance are an integral part of bilingual

education, and proficiency in English among the students is exceeding original expectations.

Gallagher (2011) concludes that the New School model will evolve and develop over

time, just as the UAE has since its formation in 1972. However, Gallagher does not provide any

historical background of the educational system the New School model evolved. Further

explanation of education in the UAE prior to the New School Model would have allowed greater

clarity of the points Gallagher was making.

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References

Al-Awidi, H., & Alghazo, I. (2012). The effect of student teaching experience on preservice

elementary teachers' self-efficacy beliefs for technology integration in the UAE.

Educational Technology Research & Development, 60(5), 923-941. http://dx.doi.org/

10.1007/s11423-012-9239-4

Coughlin, C., Mayers, G., & Wooldridge, D. (2009). History of Public Kindergarten in theUnited

Arab Emirates: Past, Present, Future. Delta Kappa Gamma Bulletin, 76(1),

14-19.Retrieved from http://search.ebscohost.com/login.aspx?

direct=true&db=a9h&AN=45035764&site=eds-live

Dickson, M. (2012). Wide-scale educational reform in Abu Dhabi, United Arab Emirates: what

do the teacher training students think? Journal of Teacher Education and Educators, 1(2),

203-228. Retrieved from http://www.jtee.org/document/issue2/3mak.pdf

Gallagher, K. (2011). Bilingual education in the UAE: factors, variables and critical questions.

Education, Business and Society: Contemporary, Middle Eastern Issues, 4(1), 62-79.

http://dx.doi.org/10.1108/17537981111111274

Hopkyns, S. (2014). The effects of global English on culture and identity in the UAE: a double-

edged sword. Learning and Teaching in Higher Education: Gulf Perspective, 11(2), 1-20.

Retrieved from http://lthe.zu.ac.ae/index.php/lthehome/article/download/197/122

http://dx.doi.org/

http://search.ebscohost.com/login.aspx?

http://www.jtee.org/

http://dx.doi.org/10.1108/17537981111111274


Martinez, L. (n.d.). The essence of CLIL an imprompt interview with David Marsh. Retrieved

from http://www.tesol-spain.org/uploaded_files/files/Leonor-Martinez_The_Essence_

of_CLIL-Interview_with_David_Marsh.pdf .

Muysken, J., & Nour, S. (2006). Deficiencies in education and poor prospects for economic

growth in the gulf countries: the case of the UAE. Journal of Development Studies, 42(6),

957– 980. http://dx.doi.org/10.1080/00220380600774756

http://dx.doi.org/10.1080/00220380600774756

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EDU 653 project 1