Running head: LANGUAGE ACQUISITION IN THE UAE

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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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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 Councils (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 ADECs 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 ADECs 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

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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 Models bilingual
education is compulsory and universal. The only option Emirati parents will have for their
childrens 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-

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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 Models 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).

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Analysis
Gallaghers article accurately depicts the New School Model in the UAE and makes
several pertinent points when addressing macro-factors effecting ADECs 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 Gallaghers 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

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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 Ministers Office of the United Arab Emirates (p. 1). The
appointment came after the publication of the article, but Gallagher primarily credits ADEC for

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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 totolerance (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

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differences among the language learners whose native language is Arabic. The generalization
that Arabics effect on bilingual education is producing low levels of achievement is not
addressing other factors as to the language learners 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 teachers 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 ADECs 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 doubleedged 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

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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