Browsing by Author "Razem, Reem J."

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    Arabic Language for Expatriate Parents in Dubai: An Innovated Unit of Learning from an Andragogical Approach
    (The British University in Dubai (BUiD), 2020-10) Razem, Reem J.
    Since the Arabic Language (AL) is a compulsory subject in private schools in Dubai for non-Arabic-speaking expatriate pupils, AL training is being offered to expatriate parents by volunteering school-teachers to foster learning Arabic and promote parental engagement in their children’s Arabic learning. However, without a properly devised unit of learning based on parents’ needs, specific course design models and adult learning approaches, parents' motivating factors could be hindered which, might discourage them from further pursuing this learning journey. Therefore, this paper aims to design an innovative Unit of Learning (UoL) based on identifying expatriate parents’ language needs through a needs analysis tool, in one of the British private schools in Dubai. The needs’ analysis reveals that expatriate parents expect to learn Arabic language and culture through experiential and functional learning that link to their roles in life. Thus, this paper presents a designed UoL entitled, ‘Arabic Language for Expat Parents,’ which aims to involve parents in their children’s learning of Arabic as an Additional Language (AAL) in Dubai private schools. The designed UoL is underpinned by three theories: progressivism, andragogy, and authentic learning. Ultimately, this paper aims to encourage schools to increase their engagement with expatriate parents and act as catalysts for Arabic language and culture learning in Dubai and the UAE context at large.
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    Jordanian Expatriates’ Family Language Policy in Dubai
    (SpringerLink, 2024) Razem, Reem J.; Abu-Ayyash, Emad A. S.
    This pilot study explores the Family Language Policy (FLP) of two Jordanian expatriate families in Dubai and is underpinned by Spolsky’s FLP theoretical framework which has tripartite components of ideology, practice, and management. A qualitative constructivist approach and case study are adopted as the main methodology. Data were collected through in-depth semi-structured interviews with the parents and observation of the natural utterances of children. The purpose of the study is to refine the data collection instruments regarding both the procedures and the content of the gathered data to glean initial themes. Key findings identified contextual and cultural challenges while piloting the instruments which resulted in necessary methodological modifications to the data collection procedures. Implications include highlighting the benefits of pilot studies, modifying interview questions and observation procedures in response to challenges that face emerging researchers when conducting similar studies, and sharing the value of developing reflexive, culturally competent, and ethically responsive research practices in the field of Arabic sociolinguistics.