Impact of Bilingual Teaching Models on Language Proficiency in Early Childhood Education: A Comparative Study
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Date
2025-03
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The British University in Dubai (BUiD)
Abstract
This study explores how dual, separate, and parallel language immersion bilingual models affect language proficiency and learning in early childhood education. Carried out in two nurseries and one school in the UAE, the study compares instructional strategies, student engagement, and language development outcomes between the three concerned models. Data collection included classroom observations and interviews conducted with educators, focusing on key variables, such as teaching strategies, student engagement, comprehension, instructional effectiveness, and bilingual model-specific features. Findings reveal that the Separate Language Instruction model (Nursery A) was effective in fostering strong proficiency in the first language but limited second-language acquisition due to insufficient exposure. The Dual-Language Immersion model (Nursery B) promoted bilingual learning through structured transitions in the same classroom, though the initial confusion with language switching presented a challenge. The Parallel Language Immersion model (School C) offered the most balanced bilingual instruction and ensured reinforced exposure to both languages through well-structured lesson alignment and teacher collaboration.
Keywords: Bilingual Education, Early Childhood Education, Language Immersion, Dual-Language Learning, Parallel Immersion, Separate Language Instruction.
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Keywords
bilingual education, early childhood education, language immersion, dual-language learning, parallel immersion, separate language instruction