Minority education and curriculum in the multilingual and multicultural society of the UAE

Abstract

This thesis is about the multicultural and multilingual aspects of the UAE society and the school education system. It investigates the educational system in the minority schools in Dubai and explores the effects of this heterogeneity on teaching in general and language teaching in particular. The focus however, is the teaching of the UAE language, Arabic, in minority schools. The study also attempts to answer questions related to changes in curriculum. Chapter 1 introduces the study and describes the UAE geographically and gives its historical background from the 1960s. It then describes the multilingual population and the statement of the problem and the areas for research are identified. The significance of the study, its limitations and finally an overview of the chapters are given. Chapter 2 is concerned with the general view of private and public education. It also includes the sociolinguistic situation and the diglossia situation of Arabic. The language policy and the education system are described. The Mulla System of Education is discussed. Modem education system and education after the establishment of the state of the UAE also find a place here. The school system is detailed with the education policy in the UAE. It finally deals with the place of language in education. Chapter 3 is the theoretical framework of the study. The concept of minority and the unusual minority in the UAE are described through the literature. Studies on immigrants and on their education are reviewed. Literature related to issues of minority education and second language teaching to these immigrants and recommendations for bettering their education is discussed with relevance to the UAE. Finally, the research questions are formulated. Chapter 4 covers the methodology and design of the study. It explains the approach, the population and samples and the main steps. The study is both quantitative and qualitative In that it uses both, the questionnaire and structured interviews to research facts and collect opinions concerning central issues of language teaching and the teaching of Arabic. The respondents are students, teachers and principals of minority schools and some officials from the Ministry of Education. Chapter 5 and Chapter 6 present the data for the seven research questions and the analysis. Along with explanation of the variations, statistically significant variations are also calculated. It includes the various results that come up from the analysis. Chapter 7 summarises the findings, presents cautious conclusions and tentative recommendations for the situation described in the study. It also points out areas for further research.