LANGUAGE POLICY IN SCHOOLS: FROM THEORY INTO PRACTICE - Thesis Overview - Research on UAE Language Policy Implementation

Oct 15, 2026

A study examines how language policy in Dubai schools moves from theoretical design to classroom implementation, highlighting gaps between policy documents and day-to-day practice. It uses a survey, semi-structured interviews, and secondary data (policy documents), with purposive sampling of education professionals. The framework draws on LPP, CLP, and LMT to analyze current language policy dynamics in the UAE. Findings indicate barriers such as poor communication, staffing shortages, limited resources, missing native languages in mainstream curricula, and mismatches in policy adoption.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Background and context

Problem Statement

Research Goal

Research Questions

Study Importance

LANGUAGE POLICY IN SCHOOLS: FROM THEORY INTO PRACTICE Nour Abuateyh The British University in Dubai, UAE ABSTRACT schools and highlight the areas that can be improved from theory to practice. There was the use of a Survey, Semi-Structured Interviews, and Secondary Data (Policy Documents). Purposive sampling was used to choose research participants with Survey Participants being taken from education professionals or those who closely work in fields related to education. This was done to ensure the reliability and validity of the data collected. The theoretical framework was based on approaches such as the Language Policy and Planning (LPP), Critical Language Policy (CLP), and Language Management Theory (LMT) . These helped the researcher have a firm basis to develop the academic project and understand some of the language policy dynamics currently happening in the UAE. The outcome of the research showed huge potential for language policy research. Some of the issues that were noted to hinder the implementation of effective language policy in the UAE include poor communication of language policy across the school community, staffing issues, the lack of resources, the absence of many different native languages in themainstream curriculum, and the mismatch between the highlighted in this study include the setting of clear goals for the language policy that is shared with the policy designers and the policy users, the increased involvement of language teachers with the school leaders in the design and review process of the language policy, continuous professional development of language teachers among others. Keywords: Policy, Language Policy, Language Planning Policy, Monolingualism, Bilingualism, Multilingualism INTRODUCTION Background and context Language policy is a disputed topic with no universal definition. It is part of traditional language planning. Previous research emphasizes the relevance of language policy in addressing socio-cultural disparities and promoting community inclusivity. Thus, it is a social construct with many characteristics. Language policy can also be textual or cultural, depending on the circumstances. Language policy in the UAE is also challenged. The UAE has seven Emirates and has seen an incredible economic transition. Its diversified population produces a unique environment. The American Curriculum, British Curriculum, International Baccalaureate, and Ministry of Education (MOE) Curriculum compete due to the UAE's rapid growth and diversity. All these systems follow the MOE's vision and plan for quality and efficiency in education. varied school systems have varied and similar approaches to establishing and executing educational policies. In this context, Findlow (2006) highlights that in Dubai, there exists a significant presence of many cultural backgrounds, leading to a competitive environment among schools to attract multilingual students who want to maintain their original languages. This competition arises against the prevailing backdrop of English serving as the lingua franca in the majority of international schools. However, the UAE prioritizes Arabic as the Emirati people's mother tongue [4] . Since Arabic is the language of Arab heritage, religion, and identity, it is ubiquitous in schools [10] . Unchecked English language growth might be detrimental to learning Arabic and the nation's values, traditions, and identity. Problem Statement As language policy evolves, Goundar (2017) emphasizes the importance of ongoing study. Language policy in the UAE is problematic because many schools only teach Arabic and English, ignoring several native languages. This policy contradicts multilingual society. Language policy implementation in schools is equally problematic for kids, parents, and other stakeholders. This highlights the social justice issue that should underpin language policy [8] . The country's diversity requires schools to manage language teaching and learning

FAQs

What does the study investigate about language policy in Dubai schools?

The study examines Dubai schools' language policy and proposes ways to enhance it, focusing on gaps between policy papers and implementation.

What methods are used to collect and validate data?

The study uses a survey, semi-structured interviews, and secondary data from policy documents, with purposive sampling to ensure reliability and validity.

What challenges hinder effective language policy implementation in the UAE?

Reported issues include poor communication across the school community, staffing problems, lack of resources, limited native languages in mainstream curricula, and mismatches between policy and adoption in schools.

Oct 15, 2026

Uploaded by Jordan Avery