A pioneering educational approach at Ajyal Al Falah International School in Abu Dhabi is transforming early childhood language acquisition through an innovative bilingual literacy framework. The institution’s methodology, which has garnered substantial parental endorsement, integrates a comprehensive Bilingual Literacy Curriculum with Content and Language Integrated Learning (CLIL) principles and translanguaging pedagogy.
This educational model enables young learners to develop simultaneous proficiency in both Arabic and English while engaging with academic content. Early-years educators have masterfully blended language instruction with play-based activities, creative construction, and subject-specific learning. The approach follows a constructivist pedagogical philosophy, recognizing that children learn most effectively through inquiry, peer interaction, and guided exploration.
Principal Dr. Antoinette Brown, in collaboration with kindergarten teachers, developed a five-step language development strategy based on qualitative phenomenological research. Teacher reflections revealed their active involvement in curriculum design, incorporating technology, culturally responsive resources, and subject-specific vocabulary to support literacy development.
Critical findings indicate that the CLIL and translanguaging methodology significantly enhanced student receptiveness and confidence in both languages. Children demonstrated improved vocabulary comprehension through peer dialogue, increased participation, and deeper engagement with children’s literature. The model successfully maintains Arabic’s academic and social prestige in alignment with UAE Ministry of Education standards, preventing marginalization of the native language.
Classroom implementation strategies included:
– Deployment of specialized bilingual resources and modeling of bilingual phrases
– A “repair and talk” technique to scaffold student dialogue
– Strategic technology integration
– Cross-curricular vocabulary practice through meaningful play-based activities
Researchers noted that emotional and social readiness substantially contributes to successful language acquisition. Teachers observed elevated levels of well-being, motivation, and self-expression during student-directed activities compared to teacher-centered instruction. Notably, Arabic-speaking students naturally employed ‘amiya (spoken Arabic) to support peers through translanguaging, fostering collaborative comprehension across languages.
The school’s kindergarten program establishes that early investment in Arabic-English integration through play and dialogue creates essential foundations for advanced academic success. By embedding bilingual education, CLIL, and translanguaging into daily practice, Ajyal Al Falah sets a new standard for early childhood pedagogy while providing the cognitive and academic groundwork for future educational achievement.
Admissions are currently available from Pre-KG through Grade 12 for the 2026–2027 academic year.