迪拜私立K-12教育部门:寻求双语教育

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2019-12-01 DOI:10.1177/1475240919892424
Ziad Azzam
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引用次数: 6

摘要

阿拉伯联合酋长国国民(“Miratis”)不到迪拜居民人口的10%。尽管在以阿拉伯语为教学语言的公共部门可以获得免费教育,但迪拜更多的阿联酋家庭选择让孩子进入私立学校(特别是英语学校),而不是公立学校,他们认为私立学校提供更好的教与学、更好的英语教学和更好的学校领导能力。政策制定者和阿联酋父母越来越担心,年轻的阿联酋人有脱离本国语言和文化的危险。私立学校的监管机构知识与人类发展管理局(KHDA)正在鼓励私营部门探索双语教育模式。本研究旨在建立一种适合阿联酋家庭需求的阿英双语教育模式,并探索其在迪拜私立K-12教育部门扎根的环境。该设计采用了混合方法、连续两个阶段的设计,利用了多个数据来源:从两所学校选出的12名阿联酋学生的样本撰写的书面文章(定性阶段),以及针对更广泛的阿联酋学生的问卷调查(定量阶段)。研究结果表明,该模型建立在四个核心原则之上:(1)明确提及双语作为既定目标;(2) 使用阿拉伯语和英语作为教学媒介,两者之间的科目分配大致相等;(3) 同等程度地部署第一语言阿拉伯语和英语教师,或者使用双语教师;以及(4)在家庭和学校的日常任务中推广和使用阿拉伯语。研究结果还表明,该模型可以假设Baker(2011)的四种强烈的双语类型的多种变体中的任何一种:沉浸式、维持式、双语或主流。为了实现这一模式,迪拜政府应考虑投资对阿联酋教师进行初步培训和再培训,最终目标是让这些教师进入迪拜的阿英双语学校,同时部分资助奖学金项目,鼓励阿联酋家长选择双语学校而非其他类型的学校。
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Dubai’s Private K-12 Education Sector: In Search of Bilingual Education
United Arab Emirates nationals (‘Emiratis’) constitute less than 10% of the resident population of Dubai. Despite having access to free education in the public sector, where Arabic is the medium of instruction, more Emirati families in Dubai choose to enrol their children in private schools (specifically English-medium schools) than public ones, believing that they offer better teaching and learning, better English instruction, and better school leadership. There is growing concern among policy makers and Emirati parents that young Emiratis are in danger of becoming detached from their national language and culture. The regulatory authority for private schools, the Knowledge and Human Development Authority (KHDA), is encouraging the private sector to explore bilingual educational models. This study seeks to establish the type of Arabic-English bilingual educational model that would suit the needs of Emirati families, and to explore the circumstances in which it can take root in Dubai’s private K-12 sector. The design follows a mixed methods sequential two-phased design utilising multiple sources of data generated through: written essays by a sample of 12 Emirati students selected from two schools (the qualitative phase), and a questionnaire directed at a broader set of Emirati students (the quantitative phase). Findings suggest a model built on four core principles: (1) explicit mention of bilingualism as a stated goal; (2) the use of both Arabic and English as mediums of instruction, with subjects divided more or less equally between them; (3) the deployment of first language Arabic and English teachers in equal measure or, alternatively, the utilisation of bilingual teachers; and (4) the promotion and use of Arabic in everyday tasks, both at home and in school. The findings also advocate that the model could assume any of multiple variants of Baker’s (2011) four strong bilingual types: immersion, maintenance, dual language, or mainstream. To bring the model to fruition the government of Dubai should consider investing in the initial training and retraining of Emirati teachers with the end goal that these teachers should populate Dubai’s Arabic-English bilingual schools, while also partially funding scholarship programmes that would encourage Emirati parents to select bilingual schools over other types.
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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