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Leading Learning to Support Bilingual Co-Teaching at Kindergarten Level in the UAE

Journal Name:

  • Middle Eastern & African Journal of Educational Research

Publication Year:

  • 2015

Key Words:

Author Name
Abstract (2. Language): 
Teachers in our school work together as equal partners to facilitate learning at KG1 and KG2 level. Arabic-medium teachers and English-medium teachers share a classroom and take responsibility for leading learning and sharing teaching responsibilities in a wide variety of subject areas. It is in essence a strong CLIL model where the children are learning content and language in an integrated manner in both Arabic and English. Varying models of co-teaching have been outlined in the literature and are observed throughout the school but the model being used for teaching literacy is primarily team teaching. Through a cyclical process of observation, reflection, dialogue and formal feedback (in the form of directed and facilitated professional development/ surveys/ circulars/ access to research), the administrative team has sought to support teachers in developing their co-teaching relationship. By engaging with the biliteracy model, we are aiming to enhance the children’s skills (particularly speaking skills) in both languages and activate the children’s prior knowledge by intentionally weaving literacy outcomes for both languages through the theme. This paper explores some of the successes and opportunities for growth we have identified as a school based on various types of data collected as outlined above. It particularly highlights the importance of planning time, administrative support and positive working relationships as pre-requisites for co-teaching.
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