Promoting Arabic Proficiency in English-Medium Schools: A Qualitative Study of Leadership Challenges and Strategies in the UAE

Authors

  • Asma Abdallah

    Education Leadership Department, Sharjah Education Academy, Sharjah P.O. Box 1655, United Arab Emirates
  • Ahmed Mohammed Alkaabi

    Department of Learning and Educational Leadership, United Arab Emirates University, Al Ain P.O. Box 15551, United Arab Emirates
  • Ahmad Qablan

    Department of Learning and Educational Leadership, United Arab Emirates University, Al Ain P.O. Box 15551, United Arab Emirates
  • asha Khalil Abdallah

    Department of Learning and Educational Leadership, United Arab Emirates University, Al Ain P.O. Box 15551, United Arab Emirates

DOI:

https://doi.org/10.30564/fls.v7i11.11201
Received: 22 July 2025 | Revised: 28 July 2025 | Accepted: 25 August 2025 | Published Online: 20 October 2025

Abstract

This qualitative study explores leadership strategies that enhance Arabic language proficiency in private schools across the United Arab Emirates. Recognizing the cultural and national significance of Arabic, the research examines how school leaders—principals, vice principals, and department heads—influence instructional quality and student outcomes in Arabic education. The study draws on frameworks from educational leadership and language policy implementation to investigate whether leadership practices support or hinder Arabic instruction. Researchers conducted semi-structured interviews with 38 educational leaders to understand their perceptions, practices, and challenges related to promoting Arabic learning. Thematic analysis revealed three key findings. First, visible and sustained leadership commitment—through classroom observations, teacher mentoring, and instructional oversight— correlated with improved Arabic instruction. Second, participants identified several structural and cultural barriers. These included limited instructional time, low student motivation, inflexible curricula, and widespread perceptions that Arabic is less valuable than English for academic and professional success. Third, the findings exposed a gap between policy ambitions and school-level implementation. Many Arabic language initiatives lacked sufficient resources, coherence, or accountability mechanisms. The study concludes that advancing Arabic proficiency requires a multifaceted and strategically coordinated approach. School leaders must embed Arabic within broader school improvement agendas, support Arabic teachers through targeted professional development, adopt differentiated instruction, and elevate Arabic' s status through culturally responsive leadership. These insights inform national efforts to strengthen language policy, preserve heritage, and promote equity in multilingual education.

Keywords:

Arabic Language Instruction; Educational Leadership; Bilingual Education; Instructional Leadership; Curriculum Reform; Language Policy; Heritage Language Education; United Arab Emirates

References

[1] AlJaberi, A., 2024. Language policy from theory to practice in the UAE. In: TESOL Teacher Research. Springer: Cham, Switzerland. pp. 109–122.

[2] Razem, R., 2025. Family language policy and Arabic preservation among second-generation expats in the UAE. Education UAE. Available from: https://educationuae.com (cited 8 January 2025).

[3] UNESCO, 2022. Madrasa Arabic lessons awarded 2022 UNESCO Literacy Prize. Available from: https://unesco.org (cited 8 January 2025).

[4] Aljanahi, M.H., Aljanahi, M.H., Alzarouni, A., 2023. Leadership and turnover intention in UAE public schools: To stay or not? In: Abdallah, A., Alkaabi, A. (eds.). Restructuring Leadership for School Improvement and Reform. IGI Global: Hershey, PA, USA. pp. 159–180. DOI: https://doi.org/10.4018/978-1-6684-7818-9.ch009

[5] Education Middle East, 2025. Dubai launches new policy for Arabic language education in early childhood. Available from: https://education-middleeast.com (cited 8 January 2025).

[6] Alqodsi, E.M., 2021. The right to pre-contractual information in e-commerce consumer contracts: UAE law and comparative perspectives. Journal of Legal, Ethical and Regulatory Issues. 24(2), 1–15.

[7] AGBI, 2023. UAE refocuses education to be fit for modern demands. Available from: https://agbi.com (cited 10 January 2025).

[8] Gulf News, 2022. Arabic language summit reviews status report of curricula and Arabic language teaching in UAE. Available from: https://gulfnews.com (cited 10 January 2025).

[9] Hamdan Bin Mohammed Smart University, 2021. HBMSU offers the first Master in Arabic and the only one in the UAE to focus on Talented Education starting this fall 2021. Available from: https://www.hbmsu.ac.ae/news/hbmsu-offers-first-master-arabic-and-only-uae-focus-talented-education-starting-fall-2021 (cited 11 January 2025).

[10] Raddawi, R., Meslem, D., 2015. Loss of Arabic in the UAE: Is bilingual education the solution? International Journal of Bilingual & Multilingual Teachers of English. 3(2), 85–94.

[11] Thomure, H.T., Speaker, R.B., 2018. Arabic language arts standards: Revolution or disruption? Research in Comparative and International Education. 13(4), 551–569. DOI: https://doi.org/10.1177/1745499918807032

[12] Arabian Business, 2025. Dubai announces mandatory Arabic lessons for children under 6 at private schools. Available from: https://arabianbusiness.com (cited 11 January 2025).

[13] Khaleej Times, 2024. UAE approves mandatory Arabic classes at the kindergarten stage for all private schools. Available from: https://www.khaleejtimes.com/uae/education/abu-dhabi-mandatory-arabic-kindergarten-private-schools (cited 11 January 2025).

[14] Rodríguez Farah, M.F., Martínez Lugo, E., Lozano Bachioqui, J., 2020. Bilingual education in the MENA region – An overview. Plurilinkgua. 16(2), 1–12.

[15] Ismail, G.A., Aldous, S.M., 2025. Digital innovation in green learning: Ensuring safety while fostering environmental stewardship. In: Alqodsi, E., Abdallah, A. (eds.). Legal frameworks and educational strategies for sustainable development. IGI Global Scientific Publishing: Hershey, PA, USA. pp. 307–336. DOI: https://doi.org/10.4018/979-8-3693-2987-0.ch016

[16] Abdallah, A.K., Ismail, L.S., Ismail, O.A., 2025. Foundations of sustainability education: Concepts and contexts. In: Alqodsi, E., Abdallah, A. (eds.). Legal frameworks and educational strategies for sustainable development. IGI Global Scientific Publishing: Hershey, PA, USA. pp. 185–208. DOI: https://doi.org/10.4018/979-8-3693-2987-0.ch011

[17] Massouti, A., Al-Rashaida, M., Alhosani, M., 2024. A qualitative study on Dubai’s inclusive education policy from school leaders’ perspectives. Sustainability. 16(3), 1252. DOI: https://doi.org/10.3390/su16031252

[18] Knowledge and Human Development Authority, 2025. KHDA introduces new policy for Arabic language education in early childhood. Available from: https://khda.gov.ae (cited 12 January 2025).

[19] Al Hammadi, R., 2023. Arabic language arts standards in the UAE. Education Development Quarterly. 6(2), 45–58.

[20] AlZeny, M., 2022. Arabic for life: A teacher’s guide to Arabic language instruction. Language Education Journal. 12(1), 30–44.

[21] Ahmed, L., Hassan, R., 2021. Challenges of Arabic language preservation in the UAE. Language Policy. 20(1), 15–28.

[22] Rogier, D., 2021. The effects of English medium instruction on the Arabic language proficiency of students in the UAE. English Language Teaching. 14(3), 120–130.

[23] Al Bakri, S., Troudi, S., 2023. EMI in the Gulf: A critical perspective. Cogent Education. 10(1), 1–15. DOI: https://doi.org/10.1080/2331186X.2023.2207896

[24] Taha, H., 2022. Arabic language arts standards in the UAE. Education Development Quarterly. 5(1), 23–35.

[25] Al-Bataineh, A., 2021. Loss of Arabic in the UAE: Is bilingual education the solution? International Journal of Bilingual Education and Bilingualism. 24(4), 1–12. DOI: https://doi.org/10.1080/13670050.2016.1189621

[26] Hopkyns, S., Elyas, T., 2022. An analysis of the Arabic language initiatives in the UAE. Arab Journal of Applied Linguistics. 7(1), 1–20.

[27] Patton, M.Q., 2015. Qualitative Research and Evaluation Methods, 4th ed. SAGE: Thousand Oaks, CA, USA.

[28] Gallagher, K., 2023. Transnational teacher educators in internationalised higher education in the Arabian Gulf. Journal of Further and Higher Education. 47(8), 1074–1086. DOI: https://doi.org/10.1080/0309877X.2023.2212244

[29] Nowell, L.S., Norris, J.M., White, D.E., et al., 2017. Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods. 16(1), 1–13. DOI: https://doi.org/10.1177/1609406917733847

[30] Sanjari, M., Bahramnezhad, F., Fomani, F.K., et al., 2014. Ethical challenges of researchers in qualitative studies: The necessity to develop a specific guideline. Journal of Medical Ethics and History of Medicine. 7, 14. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4263394/

[31] Spolsky, B., 2004. Language policy. Cambridge University Press: Cambridge, UK. Available from: https://www.cambridge.org/core/books/language-policy/ECEC8D0753B37847BF04AF29D44D0BE8

[32] Lincoln, Y.S., Guba, E.G., 1985. Naturalistic Inquiry. SAGE Publications: Beverly Hills, CA, USA.

[33] Braun, V., Clarke, V., 2022. Thematic Analysis: A Practical Guide. SAGE: London, UK.

[34] Creswell, J.W., Poth, C.N., 2017. Qualitative Inquiry and Research Design: Choosing Among Five Approaches, 4th ed. SAGE Publications: Thousand Oaks, CA, USA.

[35] Yin, R.K., 2014. Case Study Research: Design and Methods, 5th ed. SAGE Publications: Thousand Oaks, CA, USA.

[36] Leithwood, K., Day, C., Sammons, P., et al., 2004. Seven strong claims about successful school leadership. National College for School Leadership: Nottingham, UK.

[37] Hallinger, P., Heck, R.H., 2010. Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management. 30(2), 95–110. DOI: https://doi.org/10.1080/13632431003663214

[38] Spillane, J.P., 2005. Distributed leadership. The Educational Forum. 69(2), 143–150. DOI: https://doi.org/10.1080/00131720508984678

[39] Baker, C., 2011. Foundations of Bilingual Education and Bilingualism, 5th ed. Multilingual Matters: Bristol, UK.

[40] Ryding, K.C., 2011. Teaching and learning Arabic as a foreign language: A guide for teachers. Georgetown University Press: Washington, DC, USA.

[41] Fullan, M., 2007. The New Meaning of Educational Change, 4th ed. Teachers College Press: New York, USA.

[42] Wright, W.E., 2010. Foundations for teaching English language learners: Research, theory, policy, and practice. Caslon Publishing: Philadelphia, PA, USA.

[43] Van Nes, F., Abma, T., Jonsson, H., et al., 2010. Language differences in qualitative research: Is meaning lost in translation? European Journal of Ageing. 7(4), 313–316. DOI: https://doi.org/10.1007/s10433-010-0168-y

[44] Gallagher, K., Dillon, A., 2023. Teacher education and EMI in the UAE and Arabian Peninsula – Past, present, and future perspectives. In: Coelho, D., Steinhagen, T.G. (eds.). Plurilingual pedagogy in the Arabian Peninsula. Routledge: Abingdon, UK. pp. 55–74.

[45] Batakji Chazy, A., 2023. The elephant in the room: An analysis of the Arabic language initiatives in the UAE from the perspectives of educators. Arab Journal of Applied Linguistics. 8(1), 18–51.

[46] Abdallah, R.K., Aljuburi, A.H., AlKhasawneh, T.N., 2023. School improvement in culturally diverse schools: Valuable insights of successful components. In: Abdallah, A., Alkaabi, A. (eds.). Restructuring leadership for school improvement and reform. IGI Global Scientific Publishing: Hershey, PA, USA. pp. 105–124. DOI: https://doi.org/10.4018/978-1-6684-7818-9.ch006

[47] Ismail, O.A., 2024. Digital transformation in education: Navigating the challenges and opportunities of remote learning. In: Gray, S., Purpuri, L. (eds.). Building resilient education models post crisis. IGI Global Scientific Publishing: Hershey, PA, USA. pp. 133–149. DOI: https://doi.org/10.4018/979-8-3693-8125-0.ch007

[48] Bowen, G.A., 2009. Document analysis as a qualitative research method. Qualitative Research Journal. 9(2), 27–40. DOI: https://doi.org/10.3316/QRJ0902027

[49] Al-Qodsi, E.M., Jadalhaq, I.M., El-Maknouzi, M.E.H., 2024. The place of UAE’s food security in the national legislation and its role in supporting global food security. Cogent Social Sciences. 10(1), 2319379. DOI: https://doi.org/10.1080/23311886.2024.2319379

[50] Aldous, S.M., Ismail, G.A., 2025. Safeguarding the Future: Integrating Student Safety Into Sustainable Education Practices. In: Alqodsi, E., Abdallah, A. (eds.). Legal Frameworks and Educational Strategies for Sustainable Development. IGI Global Scientific Publishing: Hershey, PA, USA. pp. 367–396. DOI: https://doi.org/10.4018/979-8-3693-2987-0.ch018

Downloads

How to Cite

Abdallah, A., Alkaabi, A. M., Qablan, A., & Abdallah, asha K. (2025). Promoting Arabic Proficiency in English-Medium Schools: A Qualitative Study of Leadership Challenges and Strategies in the UAE. Forum for Linguistic Studies, 7(11), 307–330. https://doi.org/10.30564/fls.v7i11.11201

Issue

Vol. 7 , Iss. 11 (November 2025): In progress

Article Type

Article

License

Copyright © 2025 Asma Abdallah, Ahmed Mohammed Alkaabi, Ahmad Qablan, asha Khalil Abdallah

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.