Abstract
Arabic language curriculum has been undergoing reforms across the Arab world to improve Arab students’ acquisition of their mother tongue. Reform initiatives including internationally funded projects have been aimed recently at reforming and modernizing the teaching and learning of the Arabic language. Many Arab countries have adopted a standards-based instruction model. However, there is a lack of vision regarding how this model can be successfully implemented at a national level. This article examines how standards-based curricular mandates have been translated into practice and how teachers perceive implementing the standards-based Arabic curriculum in public schools in Abu Dhabi. The study employs qualitative purposeful sampling and an exploratory methodology to collect experiences of Arabic teachers who implemented the curriculum from 2010 to 2017. The findings of the study uncover the main characteristics, successes, and challenges of the standards-based teaching model as perceived by teachers. The findings also display a consensus for implementing the standards-based Arabic curriculum among teachers. Additionally, the findings show that the educational model requires intense professional development that is rigorous, continuous and collaborative, mentorship and coaching in the classroom, integrated reformative efforts to change ineffective pedagogical practices and capacity building in the UAE.
Highlights
In the past three decades, the Arab world has witnessed a rise in literacy levels, as a result of which millions of youths in the region have gained access to education
Reports analyzing the results of these tests point to students reflecting a lack of higher thinking skills and weakness in analytical and point to students’ lack of higher order thinking skills (Mullis & Arora, 2012; Mullis et al, 2012), all of which are key to employment in the 21st century and necessary for economic survival (Karoly, 2010; World Bank, 2004)
This study examines some of the unanswered questions about the standards movement and the implementation of Arabic language standards in the context of public schools in Abu Dhabi, UAE
Summary
In the past three decades, the Arab world has witnessed a rise in literacy levels, as a result of which millions of youths in the region have gained access to education. As substantiated by a recent report from the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2017), 89.6% of Arab youth aged 15–24 years are literate. The quality of education in the Arab world has not been suitable for survival and competition globally that is becoming increasingly automated, connected, and intelligent (Faour, 2012). Results of international standardized tests in math, science, and literacy often draw a grim picture of education quality in the Arab world. Students in Arab countries taking these tests, such as the Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study, and Program for International Student Assessment, have consistently scored lower than and ranked below the world average (World Bank, 2021). Reports analyzing the results of these tests point to students reflecting a lack of higher thinking skills and weakness in analytical and point to students’ lack of higher order thinking skills (Mullis & Arora, 2012; Mullis et al, 2012), all of which are key to employment in the 21st century and necessary for economic survival (Karoly, 2010; World Bank, 2004)
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