English Language Teaching in ADEK

students are expected to display at the end of each semester. For this reason, ADEK provides the teachers with a teacher guidebook that includes the standards, learning outcomes, and skills students should gain in the areas of speaking, listening, reading, and writing. ADEK is committed to developing the students’ English language skills to meet the needs of the Abu Dhabi 2030 Vision and prepare the students for the workplace and life experiences that require English. To achieve this goal, ADEK has launched a number of initiatives while maintaining a focus on Emirati culture and heritage. An example of such initiatives is the English curriculum in cycle 2.

The English curriculum in cycle 2 builds on what the students have already learnt in cycle 1 and extends it further to:

•! Develop English language and literacy skills •! Communicate effectively

•! Compose and respond to various types of texts in English •! Express ideas and feelings in English

•! Develop the skills of collaboration, communication, creativity and critical thinking.

At the same time, the English curriculum has a clear connection with the Emirati culture and heritage (ADEK, 2015b).

4.4.1 Textbooks

ADEK uses the Reading Time scheme for cycle 1 English curriculum. For cycles 2 and 3, it uses Macmillan Topics books. The Macmillan Topics present authentic topics in a fun magazine format to encourage students to read. There are three books for each grade, one for each semester. Each book focuses on a specific theme where all activities and tasks and reading articles are centered around that

theme. There are various activities and tasks that help students improve specifically in reading, writing, vocabulary, and grammar. It provides a variety of text types, styles, and format. There is a revision section that consolidates what students have already learnt and an electronic teachers’ notes manual,to be used as a source to help teachers while using the textbook. Because grade 7 is the focus of the present study, the section below will provide a detailed description of the textbook.

The grade 7 English language teaching textbook was published in 2014. As mentioned, there are three thematic textbooks for grade 7, one for each term: ‘Healthy Lifestyles’ for Term 1, ‘Looking Back’ for Term 2, and ‘Shops and Souks’ for Term 3 (See Appendix A for the unit used in this study). Each textbook consists of 11 units that are uniform in format. Each unit in the textbook starts with an article that is followed by tasks and activities to practice reading comprehension, grammar, vocabulary, and writing. Moreover, the textbook provides the students in advance with the grammar they need for the writing task that follows. Accordingly, the grammar task is not based on the language problems students have or what they need to have more practice on. In addition, students are asked in the writing task to do some internet research as a strategy to connect them with their real lives. The internet search involves more than one language skill, writing and reading and it engages interests as the students choose a topic they like and wish to know or tell more about (known as a learner-generated task). Students in such situations have a chance to pre-plan the task, which allows for more complex language production.

4.4.2 Teachers

world-class education, teachers perform a critical role as thoughtful, skilled and caring professionals. The role of teachers in cycle 2 of NSM is slightly different from that in cycle 1 whereby one teacher teaches English, mathematics and science to one class of students. In contrast, students in cycle 2 are taught each subject by a different specialist teacher (ADEK, 2015a). ADEK employs licensed teachers with a bachelor or master’s degree. These teachers come from various nations, including the USA, UK, Australia, Sudan, and Morocco. A supervisor for the English teachers in each school is assigned to ensure development and use of best practice when teaching English in ADEK schools.

Teachers in cycle 2 at ADEK are provided with a teacher guidebook that outlines the key features of the NSM. The guidebooks in cycle 2 comprise two Chapters: Chapter 1 for English medium subjects; and Chapter 2 for English teachers. The former demonstrates the nature of the NSM, how it meets the need of learners, the learning outcomes, and an overview of expectations for planning, teaching, and assessment in cycle 2. The latter is for English pedagogy. It illustrates the pedagogical approaches in cycle 2, English language development, trimester themes, text types, genres, core theme vocabulary, templates for the trimester plan, teaching and learning map, and the lesson plan.

4.4.3 Teaching Approach

A student-centered approach is the suggested teaching methodology in the NSM. This may be performed through four techniques: gradual release, inquiry-based learning, knowing our learners, and eLearning. Gradual release involves taking the students step-by-step to develop their skills as independent learners while the teacher

works as a facilitator. Moving the students from dependence to independence involves changing the nature of teacher’s support through four basic stages:

•! Model: show students what endpoint of their learning looks like •! Share: co-construct learning the goal with students

•! Guide: support students to develop the necessary components of their learning

•! Facilitate: set up opportunities for students to apply their learning in meaningful way.

The inquiry-based learning is a process based on rich questions that the students ask and constitute the way in which their learning develops. Knowing our

learners involves applying the differentiation technique based on the information and

evidence gathered from the students’ AfL. Finally, eLearning incorporates the use of technology in order to enhance learning and support it to ensure interactive and collaborative teaching pedagogies.

Based on the learning beliefs, teachers in ADEK are expected to adhere to the proposed teaching approach within NSM, which is task-based. To paraphrase, this includes the belief that learning should be connected to a student’s life, identity, heritage, and culture, a connection that may be made through the learning outcomes, a scope or unit of work, teaching and learning experiences, and the projects students are asked to submit at the end of the trimester. Another belief is that learning should be student-centered, purposeful, and arise through meaningful interaction between the students and their teacher, linked in with the class environment and resources. Another is that students learn in a variety of ways and at different paces, and what they learn should be informed by assessment rather than driven by it (ADEK, 2015a).

Chapter 5: Methodology