An Investigation of the Influence of Educational Settings on the Acquisition of the English Language: A comparative Analysis of the Curriculum Provided by the Ministry of Education at a Public School in Fujairah and the American Curriculum in a Private School.

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The British University in Dubai (BUiD)
This study compares two very different educational curriculums frameworks on teaching English as a Second Language (ESL). These contexts are a public school in Fujairah that follows the curriculum established by the Ministry of Education, and a private school in the United Arab Emirates that implements the American curriculum. The key goals of this study are to (1) investigate the elements that play a role in the acquisition of ESL in different curricula, and (2) evaluate the ways in which these factors play distinct roles in the different environments. I used a procedure known as triangulation, which involved collecting data using three different approaches. To begin, a document analysis was carried out to investigate the various papers pertaining to the curriculum and the institution. Second, there was an evaluation of the overall atmosphere of learning outside of the classroom, through the use of observation. Third, in order to obtain insight into the teachers’ perspectives on the use of a specific curriculum for teaching English as a Second Language, as well as their comments on the specific curriculum, interviews were conducted with the teachers. The Ministry of Education curriculum has a strong emphasis on structure and uniformity, whereas the American curriculum places a stronger emphasis on flexibility and a communicative teaching method. The major findings illustrate that while both curricula strive to enhance language competency, the nature of this effect differs. The implications highlight the necessity for an individualised ESL curriculum and inclusive learning settings that take into consideration the varied learning preferences and cultural backgrounds of students. In the end, the findings of this study point to the conclusion that maximising English as a Second Language (ESL) instruction in a variety of educational settings requires identifying the contextual differences that exist and finding ways to accommodate them.