Teacher perceptions of curriculum change in the bilingual reform programs in government schools in the United Arab Emirates: An interpretative phenomenological analysis

Abstract

This thesis explores teacher perceptions of change in the bilingual reform projects in government schools since 2008 in the United Arab Emirates (UAE). Semi-structured interviews were conducted with three teachers involved in the bilingual reform programs in UAE government schools to provide rich accounts of their authentic lived experiences. The interview data were analyzed using an Interpretative Phenomenological Analytical approach. Results showed that three superordinate themes arose related to how the participants' experienced curriculum change in the bilingual program: teacher agency; quality of ongoing professional learning opportunities; and concerns about the role of Arabic language in relation to Emirati identity.