Teaching and Learning Arabic as a Second Language: A Case Study of Dubai

Abstract

Enrolment into Arabic as a second language (ASL) in Dubai has increased steadily due to the high influx of immigrant populations. Although Arabic is the primary language in Dubai mandatory taught in primary schools in Dubai, training and learning face challenges that affect learning a teaching objective. The extant investigation aimed to examine the teaching and learning of ASL in Dubai through exploring the importance of ASL, ALS programs in Dubai, ASL changes and solutions, and the role of technology infusion and motivation in ASL training and learning. The examination utilized a qualitative case study where seven teachers and eight learners were interviewed. The researcher analyzed the data using thematic analysis. The data obtained revealed that ASL is important among non-Arabic natives and immigrants since its improved communication and interaction. The main challenge noted included curriculum shortcomings, inadequate training and learning, poor technology utilization, and insufficient learning times. The findings suggested curriculum review, increase in the technology used in training and learning, and allocation of more time for ASL lessons to curb the challenges. The examinations discuss the policy, practice, and research implications of the findings. Although the findings are insightful in ASL training and learning in Dubai, the researcher recommended extensive research using different methodologies, sample sizes, and other cities in the UAE.