AZZAM Ziad THESIS REVISED
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University of Bath DOCTOR OF EDUCATION (EDD) In Search of Bilingual Education in Dubai’s Private K-12 Education Sector Azzam, Ziad Award date: 2019 Awarding institution: University of Bath Link to publication Alternative formats If you require this document in an alternative format, please contact: [email protected] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? 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Oct. 2021 University of Bath DOCTOR OF EDUCATION (EDD) In Search of Bilingual Education in Dubai’s Private K-12 Education Sector Azzam, Ziad Award date: 2019 Awarding institution: University of Bath Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 21. Aug. 2019 IN SEARCH OF BILINGUAL EDUCATION IN DUBAI’S PRIVATE K-12 EDUCATION SECTOR Ziad J. Azzam A thesis submitted for the degree of Doctor of Education University of Bath Department of Education May 2019 COPYRIGHT Attention is drawn to the fact that copyright of this thesis rests with the author. A copy of this thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and they must not copy it or use material from it except as permitted by law or with the consent of the author. This thesis may be available for consultation within the University Library and may be photocopied or lent to other libraries for the purpose of consultation with effect from June 2019. Signed on behalf of the Faculty / School of Education _________________________ Page 1 of 221 TABLE OF CONTENTS TITLE PAGE 1 TABLE OF CONTENTS 2 LIST OF FIGURES AND TABLES 5 FOREWORD, PROLOGUE, ACKNOWLEDGEMENTS AND DEDICATION 6 ABSTRACT 8 CHAPTER 1: INTRODUCTION 9 1.1 Linguistic Dualism in Dubai 10 1.2 Research Objectives and Research Questions 12 CHAPTER 2: CONTEXT 16 2.1 A Brief History of Dubai 16 2.2 Dubai and the Capitalist Developmental State Paradigm 17 2.3 Dubai’s K-12 Educational Landscape 19 2.4 Language Provision in Dubai Schools 23 2.5 Examples of Arabic-English Bilingual Schools in the Arab Region 26 2.6 Profiling Al Mizhar American Academy School and Dubai International Private School 28 CHAPTER 3: LITERATURE REVIEW 30 3.1 Defining Bilingual Education 30 3.2 Typology of Bilingual Education 32 3.3 Benefits of Bilingual Education 36 3.4 Language and Identity, and Language Shift 39 3.5 Research on Bilingual Education in the Arab World 42 CHAPTER 4: METHODOLOGY 47 4.1 Research Paradigm 48 4.2 Research Strategy and Framework 52 4.3 Research Design and Participants 54 4.4 Methods of Data Collection and Analysis 56 4.5 Validity 61 4.6 Ethics 63 Page 2 of 221 CHAPTER 5: PHASE 1 – DATA COLLECTION, ANALYSIS AND FINDINGS 66 5.1 Phase 1 – Data Collection 68 5.2 Phase 1 – Data Analysis 71 5.3 Phase 1 – Findings 73 CHAPTER 6: PHASE 2 – DATA COLLECTION, ANALYSIS AND FINDINGS 78 6.1 Phase 2 – Data Collection 78 6.2 Phase 2 – Data Analysis 85 6.3 Phase 2 – Findings 89 6.3.1 Findings from Section 1 of the ‘Final Survey’ – Biographical Data 90 6.3.2 Findings from Section 2 of the ‘Final Survey’ – Language Background Scale 90 6.3.3 Findings from Section 3 of the ‘Final Survey’ – Attitudes Towards Language 94 6.3.4 Findings from Section 4 of the ‘Final Survey’ – The Bilingual Model (Singular Statements) 97 6.3.5 Findings from Section 5 of the ‘Final Survey’ – The Bilingual Model (Couplets) 99 CHAPTER 7: DISCUSSION 104 7.1 Linguistic Dualism and School Choice Dilemma 104 7.1.1 Attitudes Towards Arabic and English Among Emiratis 104 7.1.2 The Status of Arabic and English Within Dubai’s Private Education Sector 106 7.1.3 Arabic Diglossia/Transglossia 107 7.2 Dubai’s Bilingual Education Model 109 7.2.1 Perceptions Among Emiratis of the Benefits of Bilingual Education 109 7.2.2 Key Components of Dubai’s Arabic-English Bilingual Model 111 7.2.3 One Type Fits All Versus Multiple Variants 112 7.3 Development and Implementation of Dubai’s Bilingual Education Model 116 7.3.1 Obstacles and Opportunities 117 7.3.2 Universal or Choice-Based; Elitist or Egalitarian 119 CHAPTER 8: CONCLUSION 124 CHAPTER 9: REFLECTIONS AND AREAS FOR FUTURE RESEARCH 129 REFERENCES 133 Page 3 of 221 APPENDICES 147 Appendix 1: ‘Background Survey’ Used in the 2016 Pilot Study 147 Appendix 2: ‘Background Survey’ Used in the Current Enquiry 149 Appendix 3: Sections 4 and 5 of the ‘Final Survey’ 153 Appendix 4: Guiding Questions for Essay Composition 160 Appendix 5: Parent Information Letter and Consent Form 161 Appendix 6: Profiling Al Mizhar American Academy School, Dubai International Private School and Jumeira Baccalaureate School 162 Appendix 7: Phase 1 Participant Information Sheet 164 Appendix 8: Sample Reference Letter Provided to Phase 1 Participants 166 Appendix 9: Student Essays Collected During Phase 1 167 Appendix 10: Thematic Analysis of Key Phrases/Sentences Extracted from the Student Essays Collected During Phase 1 185 Appendix 11: The Construction of a ‘Loose Network’ – Case Example 192 Appendix 12: ‘Loose Networks’ for the Twelve Student Essays 194 Appendix 13: Essay Submitted by A-8 for the Pilot Study (March 2016) 206 Appendix 14: Thematic Analysis of Participant A-8’s Evolving Positions 207 Appendix 15: ‘Tension Singulars’ – Before and After Editing 210 Appendix 16: ‘Tension Couplets’ – Before and After Editing 212 Appendix 17: Principals Information Letter for Phase 2 Data Collection 214 Appendix 18: KhDA’s Letter of Support (dated 06 June 2018) 215 Appendix 19: Statistical Analysis of Responses to Statements 39–56 Across the Four Perspectives 216 Appendix 20: Statistical Analysis of Responses to Statements 57–84 Across the Four Perspectives 219 Page 4 of 221 LIST OF FIGURES AND TABLES FIGURES: Figure 1: Dubai’s Population Trend (1975 to 2015) 20 Figure 2: Dubai’s Private Schools Trend (1996 to 2016) 21 Figure 3: Private Versus Public Education Trend (1996 to 2016) 21 Figure 4: Emirati Student Population (1996 to 2016) 22 Figure 5: Dubai’s Private Schools by Curriculum Type (2016-17) 24 Figure 6: Dubai’s Private Sector Student Population by Curriculum Type (2016-17) 24 Figure 7: Phase 1 – Data Collection and Analysis Action Plan 67 Figure 8: Phase 2 – Data Collection and Analysis Action Plan 78 TABLES: Table 1: Phase 1 Data Collection – Summary of Key Events and Milestones 70 Table 2: ‘Tension Couplets’ Emerging from Analysis of the Participant Essays 74 Table 3: ‘Tension Singulars’ Emerging from Analysis of the Participant Essays 75 Table 4: Comments Received from the KhDA 81 Table 5: Transformation of Statements Singled Out by the KhDA – Before & After Editing 81 Table 6: Catalogue of Target Schools for Phase 2 82 Table 7: Breakdown by School of Number of Entries in Response to the ‘Full Survey’ 84 Table 8: Breakdown by School of Validated Responses to the ‘Full Survey’ 87 Table 9: Key Characteristics of the Six Participating Schools (re. Curriculum & Demographics) 88 Table 10: Responses to: “In Which Language Do You Speak to Your Siblings/Cousins?” 91 Table 11: Responses to Questions Related to Household Help, Social Media, Surfing the Internet, Watching TV, Reading Newspapers, Reading Books and Shopping 91 Table 12: Responses to Questions Related to Speaking on the Phone, Listening to the Radio or Music, Playing Sports, Eating Out or Dreaming During Sleep 92 Table 13: Statistical Analysis of Responses to Questions 16-19 Across the Four Perspectives 93 Table 14: Statistical Analysis of Responses to Statements 31-38 Across the Four Perspectives 95 Table 15: Classification of ‘Tension Couplets’ into ‘high’, ‘Moderate’ or ‘Weak’ 100 Page 5 of 221 FOREWORD, PROLOGUE, ACKNOWLEDGEMENTS AND DEDICATION FOREWORD: و اﻟﺻﻼة و اﻟﺳﻼم ﻋﻠﻰ أﺷرف اﻷﻧﺑﯾﺎء و اﻟﻣرﺳﻠﯾن و ﻋﻠﻰ آﻟﮫ و ﺻﺣﺎﺑﺗﮫ و ﻋﻠﻰ ﻣن ﺗﺑﻌﮭم إﻟﻰ ﯾوم اﻟدﯾن. اﻟﻠﮭم ﻻ ﻋﻠم ﻟﻧﺎ إﻻ ﻣﺎ ﻋﻠﻣﺗﻧﺎ إﻧك أﻧت اﻟﻌﻠﯾم اﻟﺣﻛﯾم. اﻟﻠﮭم ﻋﻠﻣﻧﺎ ﻣﺎ ﯾﻧﻔﻌﻧﺎ و اﻧﻔﻌﻧﺎ ﺑﻣﺎ ﻋﻠﻣﺗﻧﺎ و زدﻧﺎ ﻋﻠﻣﺎ ً. اﻟﻠﮭم اﻓﺗﺢ ﻋﻠﯾﻧﺎ ﺣﻛﻣﺗك، و اﻧﺷر ﻋﻠﯾﻧﺎ رﺣﻣﺗك ﯾﺎ ذا اﻟﺟﻼل و اﻹﻛرام. و ﺻﻠ ّﻲ اﻟﻠﮭم ﻋﻠﻰ ﺳﯾدﻧﺎ ﻣﺣﻣد و ﻋﻠﻰ آﻟﮫ اﻟﻛرام. و ﻻ ﺣول و ﻻ ﻗوة إﻻ ﺑﺎ!.