THE ARABIC/ENGLISH PARTNERSHIP: AN OBSERVATIONAL STUDY OF READ ALOUDS IN ABU DHABI DUAL LANGUAGE KG CLASSROOMS

Back to Page Authors: Alecia Perkins

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Keywords: dual language, kindergarten, read alouds, United Arab Emirates, bilingualism

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Abstract: The purpose of this study is to observe KG-II children during normal, regularly scheduled read-aloud literacy instruction sessions in dual language Abu Dhabi public school classrooms. This research draws on a short-term, qualitative study and will attempt to provide a snapshot of the dual-language environment in Abu Dhabi by assessing different aspects of language and literacy development. Specifically, this study sought to address two questions. First, which best practice teaching methods are being implemented in Abu Dhabi KG dual language classrooms? Second, how do KG children respond to and apply literacy skills during English/Arabic literacy instruction? Drawing on findings from the literature of the most effective dual language programs and practices, this research includes best practice recommendations, along with an assessment of literacy development and the classroom environment using the Early Childhood Language & Literacy Classroom Observation (ELLCO) K-3 Tool (Smith, Brady & Clark-Chiarelli, 2008). A major aim of this study is to identify key issues that would influence the structure of a more extensive, long-term study related to dual language instruction in the United Arab Emirates. The significance of this study is two-fold: It is useful to the UAE and global researchers, as it will contribute to the literature on dual language education in the region. Also, educators and teachers may utilize additional strategies in order to meet the diverse needs of young learners in dual language settings.

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