The Arabic advantage

With expatriates making up the lion's share of the population in GCC countries, Arabic has long been offered as a subject only because it is mandated by the ministry of education and other regulators.

There are some schools, however, who are doing more than just going through the motions, and working to inculcate a love for the language in students growing up the Middle East.

"At Gems Education, we believe that becoming a fluent Arabic speaker is a goal that all students must strive to achieve. We are committed to providing Gems students — both first language Arabic speakers and expatriates — with a learning environment that is stimulating and enriching.

"Drawing on a range of innovative projects and programmes, an integrated approach is in progress that is designed to improve the quality of Arabic classroom instruction and student learning," explains Ghadeer Abu-Shamat, principal at Al Khaleej National School.

Learning a foreign language is more than just studying it, says Hartland International School's head of Arabic and Islamic Studies Ahmed Rateb, pointing to the benefits of learning Arabic. "Arabic is the fifth most spoken language in the world. Students will be able to communicate with people from more than 20 different native-Arabic speaking countries. The economy in the Middle East is growing and the Arab business culture is all about personal relationships. Knowing Arabic will get you ahead in a thriving economy and give you a better understanding of how to invest in the Sharia banking system.

"Learning Arabic will improve the student's memory. Learning a foreign language will keep their brain and memory sharp because it's very challenging. They will have fun and will learn a different type of humour and how people communicate in addition to new food, music and ways of life," he asserts.

Planning the curriculum is hard work, and the Arabic department has to ensure that the programme keeps up with and relates to the other subjects being taught.

"At Doha College, students follow a carefully designed programme of study that mirrors the themes and skills expected of learners of any foreign language. Students learn to speak and write in Arabic, they listen to and read Arabic texts. They are assessed, just as they are in other subjects, against national curriculum levels and by the end of the three-year Arabic course, they will have covered a number of topics and acquired the ability to communicate in Arabic in basic situations," explains Doha College's head of languages, Anna Davis.

While Gems schools follow the guidelines provided by the regulatory authorities in various cities, the school operator is also working towards standardising the Arabic curriculum across its schools.

Abu-Shamat explains: "Materials are being gathered and collated from across Gems schools that have been involved in development work on the Arabic curriculum. A team is being assembled to develop standards for an Arabic curriculum and to map out assessment and evaluation rubrics in respect of these. We also undertake a regular evaluation across our schools; some recent initiatives included parent, student and staff focus groups and lesson observations."

At Jumeirah Baccalaureate School, director of Arabic Imad Nasr explains the curriculum is planned collaboratively by teachers and coordinators on a weekly and yearly basis.

"We make sure that the curriculum aligns with the different IB programmes. The syllabus has also been shifted to involve more focus on writing and speaking," Nasr explains.

Most schools dedicate an average of four hours per week to Arabic lessons, with more hours for those who speak English as a first language. At the Doha College, students will also start their first year of the GCSE course for the first time next year, and the school is hoping to introduce an A-level course eventually.

Recruitment is a challenge for schools at the best of times, and schools have to be particularly selective when picking teachers for specialist subject areas.

"We have a centralised HR department and policy in place which adheres to all regulatory policies and is aligned with the national goals on Arabic language and reading programmes. Initiatives are in place to support recruitment and pre-service teacher training and provide tailored school plans for enhancing current pedagogy, where required," explains Abu-Shamat.

"Areas for improvement are addressed in a number of ways. In terms of our existing Arabic teachers, Gems has drawn on additional expertise to conduct a needs assessment of its Arabic departments in a number of its schools, which has resulted in the implementation of a high quality coaching and mentoring programme. Gems' own professional learning development team is working closely with the experts so that the professional knowledge becomes embedded and those involved with the training are equipped to lead the training and support themselves or others within the group," she adds.

New schools also have to deal with restrictions on recruitment. Rateb explains: "It's very difficult to recruit excellent teachers because as per the KHDA rules, new schools can't recruit any teacher from Dubai for the first three years, so we recruit teachers from other emirates."

Nasr adds: "We are recruiting Arabic teachers through interviews and model lessons. We also advertise on the Taaleem website and recruit from overseas if there is any opportunity.

"It is not an easy job, as we looking for teachers that are qualified and able to adjust their way of teaching as per our expectations and programme."

Once the schools have recruited their Arabic teachers, and the curriculum has been set, they are then faced with the task of getting their students interested in learning the language.

Different cultures and the complexity of various Arabic dialects are only some of the challenges teachers face.

"Apart from the complexity of the alphabet, students' level of Arabic comprehension differs as do the different dialects of Arabic. Starting Arabic lessons in secondary school and adapting to and managing these issues was a task that the Arabic department took in their stride and now ensure that all students make excellent progress throughout the course," explains Davis.

Nasr adds: "Dubai Arabs do not converse in their native language and you see them talking among one another in English. The challenge is that students do not converse enough in Arabic outside Arabic classes or activities and you see them talking among one another in English. We therefore encourage students to use the language more outside the school by speaking Arabic among one another and with their parents. To spur our student's creativity these reports can be delivered in different forms — written, filmed or recorded. For example, the Grade 1 students delivered individual presentations on grocery shopping with their parents in front of the class recently."

In the UAE, the Knowledge and Human Development Authority has also launched the Living Arabic event as part of the What Works series. The events share the best of what language teachers are doing to inspire the love of Arabic in their students.

The most recent Living Arabic event looked at how technology can enhance and support students' learning of the Arabic language. Just as important is how a digital approach to learning will help Arabic teachers to deliver lessons that give students exactly what they need and want.

Gems schools are piloting the use of mixed reality stimulated environments using student avatars. Abu-Shamat explains: "The use of avatars is supported by a series of lectures and group discussions focused around a particular strategy. Practicing the use of questioning with avatar students allows the teachers to test techniques, gauge responses of the avatars, and retry after coaching intervention occurs during the simulations. Both participating in and observing the simulations had a profound impact on teachers who took part."

Additionally, Abu Shamat hints at an "exciting Arabic reading and writing project with a major international publishing house, looking at the development of high quality Arabic resources, including reading books, audio recordings, extension/enrichment activities, workbooks and comprehensive teacher packs to assist with Arabic reading, writing, listening and speaking".

Hartland teachers use songs, apps, education trips, and competitions to encourage an interest in the subject, explains Rateb.

Davis adds: "Students in Doha College learn Arabic through interactive activities such as reading road signs, fashion shows, body posters, sharing of food, calligraphy lessons, reading books and comics, and watching films and news. The Arabic department takes the learning outside of the classroom by, for example, taking students to visit the Museum of Islamic Art, taking part in the European Day of Languages, celebrated by students and staff throughout the school or by organising Arabic quizzes.

"Later this academic year, 25 students are exploring the Arabic influences in Spain on an exciting trips that will take them to the cities of Cordoba and Granada where the fusion of the two cultures are best observed."