UAE Teachers’ Awareness & Perceptions of Testing Modifications

The objectives of this study were threefold: (a) to determine whether the Unit-ed Arab Emirates (UAE) general and special education teachers were making any specific testing modifications for students with disabilities; (b) to survey UAE general and special education teachers’ perceptions of testing modifications in terms of their usefulness, easiness, and fairness; and (c) to explore possible differences between general and special education teachers’ aware-ness and perceptions of testing modifications. Two hundred and eleven UAE general and special education teachers participated in this study. Results re-vealed that participants have a moderate level of awareness of testing modifications when assessing students with disabilities. Additionally, UAE teachers as a group perceived testing modifications as easy to make and fair. Statistically significant differences were found between general and special education teachers where special education teachers were found to be more informed than general education teachers

An examination of the metacognitive reading strategies used by native speakers of Arabic when reading in English and Arabic

This study examined the metacognitive awareness and reading comprehension strategies used by advanced proficiency ESL readers whose native language is Arabic. The study looked at the perceived use of reading strategies by Arabic native speakers in Arabic and English and their actual use of these strategies in reading academic texts in the two languages. The goal was to compare the reading strategy profiles of Arabic native speakers in English and Arabic through quantitative means using a self-report survey of strategy use (n=90), and qualitative means using a think-aloud protocol with a subset of the original sample (n=10). The topic and research questions are pertinent because they add to a relatively small database showing Arabic native speakers rely heavily on reading strategies in their L2 than when reading in their L1

Reconnoitring the Influence of Linguistic Aspects on Emirati Fifth Grade Students’ Bilingualism Practices: A Mixed Method Study

This is a mixed method study that explores the influence of linguistic aspects on Emirati fifth-grade students’ bilingualism. The study aims at scrutinizing how the linguistics aspects in English and Arabic mediated learners’ bilingualism and biliteracy practices. The fifth grade students (n = 350) and their Arabic and English teachers (n = 350) were surveyed in the first phase of the study about different aspects of linguistics in Arabic and English. The second qualitative phase features an in-depth investigation of the linguistics aspects practices through interviews with English teachers (n = 2), Arabic teachers (n =2) and fifth grades students (n = 3). The findings from this study indicated the following: 1) lower-level proficiency in English linguistic elements than in Arabic; 2) insufficient biliteracy practices due to linguistic difficulties; 3) students’ dependence on applying learned skills and strategies in English classes; (4) Arabic teachers hold  positive views about students’ linguistic abilities compared with English teachers; (5) Arabic and English teachers deploy explicit strategies to teach the students; (6) English teachers believe that students need scaffolding strategies due to discrepancies in the instructional environment. The study recommends a total reconceptualization of the interactions and context of bilingualism and biliteracy practices, and a gradual shift to English language instruction

Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading Academic Texts in Arabic and English

Curriculum and Instructio

Sociocultural integration of bilingualism and biliteracy of emiratis: exploratory study in a group of fifth-grade students

This study explores the sociocultural integration of bilingualism and biliteracy practices of a group of Emirati fifth-grade students, who were learning English and Arabic and using English as the medium of instruction for math and science. The explanatory, mixed methodology study examines how sociocultural aspects of language learning are integrated in the learners’ bilingualism and biliteracy practices by using both quantitative and qualitative means. In the first phase, a group of fifth-grade students (n = 350), selected for the transitional nature of their grade cycle, and their Arabic and English teachers (n = 350) were surveyed on their bilingualism and biliteracy practices, with a particular focus on sociocultural factors. The second qualitative phase featured a more in-depth investigation of these practices through interviews with two English teachers, two Arabic teachers, and three students. The results revealed that the fifth-grade students did not possess adequate bilingualism and biliteracy abilities in English or, to a lesser degree, in Arabic, for their expected grade level. The reasons included lack of continuous bilingual/biliteracy interactions, lack of parental involvement and absence of a rich school context. Further, there have been no orchestrated efforts to engage the students with the sociocultural aspect of language learning. Thus, integrating the multifaceted aspects of bilingualism and biliteracy contexts and practices is strongly recommended in order to enrich these linguistic approaches to enable fifth graders excel in both languages, and to improve cross-linguistic transfer

Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities

Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE’s struggling first-grade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers’ phonological awareness abilities

Parenting Style, Self-Esteem and Student Performance in the United Arab Emirates

The impact of parenting styles on 4-7th grade studentsâ performance and self-esteem was analyzed within a sample of United Arab Emirates (UAE) public school children. A sample of 162 children (50% boys, 50% girls) reported on their parentsâ child-rearing practices. Parenting styles were classified into one of three groups (autonomy granting, demandingness, or responsiveness). The results show that demandingness was found to have a significant impact on GPA scores. Both gender and age were significantly related to parenting styles. Factor analysis results suggested that Family Cohesion and Effort were positively related to school performance and Self-autonomy was negatively related to school performance. Self-esteem was not significantly related to any of the variables studied

The Impact of an Enrichment Program on the Emirati Verbally Gifted Children

Most researchers agree that verbally gifted learners should be provided with differentiated curriculum experiences that will allow them to reach their full potential. However, research is scarce in the field. The present study examined the impact of a reading enrichment program on fourth-grade students’ critical reading abilities. The program was based on the Integrated Curriculum Model (ICM). The sample consisted of forty fourth-grade verbally gifted students from a school in Dubai, who were randomly assigned to either an experimental instruction condition or a traditional instruction condition and completed pre and post-tests of language arts. A pre-and post-experimental design was used. The overall results indicated the efficacy of the differentiated enrichment program in enhancing Emirati gifted learners’ critical reading abilities. The study also provides a framework for better provision and teacher training planning regarding gifted education in the UAE