Ajyal Al Falah’s bilingual literacy model shows strong early years success

Ajyal Al Falah International School in Abu Dhabi has demonstrated notable success in early childhood education through a carefully designed step-by-step bilingual literacy curriculum that supports both Arabic and English language development in kindergarten.

The school’s approach, highly supported and appreciated by Ajyal Al Falah’s parents, is grounded in a Bilingual Literacy Curriculum combined with Content and Language Integrated Learning (CLIL) and a translanguaging pedagogy. This model enables young students to develop linguistic competence in both languages while engaging meaningfully with subject content.

Recommended For You

Dubai Racing Carnival attendance jumps by 400 per cent in 2024–25

Explained: The reason behind gold's sharp decline

Historic first: CBBC Sale makes waves with massive crowd at Queen Elizabeth II Cruise

1,200 robotaxis to be deployed in UAE and KSA until 2027

Milestones, surprises, and birthday cheers as the Carnival makes more history at Meydan

 

Early-years teachers at Ajyal Al Falah integrated language learning with play-based activities, subject content, and creative construction. Through structured yet flexible learning experiences, students are encouraged to use language vocabulary and linguistic forms in authentic dialogue across both Arabic and English. This approach aligns with constructivist pedagogy, recognising that young children learn best through play, inquiry, peer interaction, and student-teacher-guided exploration.

The bilingual curriculum followed a five-step language development plan, as identified in a qualitative phenomenological study conducted by the Principal, Dr. Antoinette Brown, in collaboration with the kindergarten teachers at the school. Teacher reflections highlighted their active role in curriculum design, as well as the integration of technology, bilingual and culturally aligned resources, and subject-specific vocabulary to support early literacy.

One of the key findings showed that the Content Language Integrated Learning (CLIL) and translanguaging approach made students more receptive and confident language users. Children demonstrated a deeper understanding of both Arabic and English vocabulary through peer dialogue, increased participation, and improved engagement, particularly when working with children’s literature. Scholars identified that CLIL implementation in higher education positively impacts student learning across several areas: comprehension of subject content and vocabulary, student motivation, and collaborative competencies needed in the workforce (Wallace  2025). 

Importantly, the school’s bilingual model maintained the UAE Ministry of Education’s (MOE) Arabic academic and social status, ensuring it remained a language of prestige rather than being marginalised. This aligns with research advocating for mother-tongue-based bilingual education without “removing Arabic from a place of prestige and power, academically, educationally, and socially” (Al-Issa and Dahan 2011, p. 3, cited in Hopkyns 2014, p. 7).

Classroom strategies included:

• Teachers' use of specific bilingual resources and modelling of bilingual phrases and vocabulary

• The school’s “repair and talk” strategy to scaffold student dialogue

• Integrated use of technology

• Cross-curricular vocabulary practice through CLIL embedded in meaningful activities and play-based learning.

Research also emphasised that students’ readiness for emotional and social engagement plays a vital role in successful language learning. Teachers observed higher levels of well-being, motivation, eagerness to express themselves, and bilingual language development during student-led activities, compared to educator-centred instruction.

Notably, Arabic-speaking students naturally drew on a’amiya (spoken Arabic) to support their peers through translanguaging, helping classmates make sense of new concepts and vocabulary. It was observed that this peer-supported learning environment strengthened collaboration and comprehension across languages.

Overall, Ajyal Al Falah’s Kindergarten bilingual literacy model confirms that early investment in Arabic–English integration through play and dialogue is essential for deeper engagement and lasting language learning. By embedding bilingual education, content language integrated learning (CLIL), and translanguaging into everyday practice, the school sets a clear benchmark for effective early childhood pedagogy and provides the linguistic, cognitive, and academic foundations students will need to excel at elementary, middle, high school, and university levels.

Admissions are now open from Pre-KG to Grade 12 for Academic Year 2026–2027. For inquiries, please contact us at registrar@ajyalfalah.sch.ae or visit our website www.ajyalfalah.sch.ae