Our pedagogical approach is based on current research in language acquisition and brain development. One common misconception about language acquisition is that the first language that a child learns might interfere with the learning of a second language.
But research worldwide has shown that a child’s brain has an unlimited capacity for learning languages. A strong basis in the home language is a key factor in enhancing bilingual learners’ achievement and self-esteem. It provides the best foundation for learning additional languages and it is therefore vital to continue to develop the first language, alongside the new language that is introduced.
Our objective is to support both native Arabic speakers and native English speakers through our curriculum: both will be able to continue to develop their communication and literacy skills in their native language, while acquiring competency in an additional language. Arabic is not just an option added to a curriculum in English: it is a language of instruction that will be used by children in all areas of learning, including maths and knowledge of the world.
Such a bilingual approach brings definite cognitive advantages to the child: greater awareness of how language operates, enhanced problem solving abilities, heightened creative potential and better awareness of the importance of context and audience in language use.