TEACHING COMPLEX ENGLISH CONCEPTS IN LINGUISTICALLY DIVERSE UAE MIDDLE SCHOOLS: CHALLENGES AND EVIDENCE-BASED TECHNOLOGICAL INTERVENTIONS
DOI:
https://doi.org/10.35631/IJEPC.1163028Keywords:
Design-Based Research, English Language Teaching, Linguistically Diverse Classrooms, Technology Integration, Visualisation StrategiesAbstract
Teaching complex English concepts to middle school students in the United Arab Emirates is not always straightforward, especially in classrooms where learners come from diverse linguistic backgrounds. Many students struggle to understand abstract elements such as advanced grammar structures, cohesive devices, idiomatic expressions, and literary interpretation. Although national initiatives like UAE Vision 2031 and the Smart Learning Program strongly promote digital transformation in education, there is still a noticeable gap between having technological tools available and using them meaningfully in multilingual classrooms where students speak Arabic, Hindi, Urdu, Tagalog, and other home languages. In many cases, traditional teacher-centred and text-heavy approaches do not make abstract language concepts visible or engaging. Teachers also face challenges in addressing mixed proficiency levels within the same classroom, while opportunities for targeted professional development in technology integration remain limited. As a result, students often experience cognitive overload and may hesitate to participate due to low confidence. This Design-Based Research study proposes a Technology-Integrated Model grounded in Constructivist Learning Theory, Dual Coding Theory, and Cognitive Load Theory, guided by the SAMR framework. It develops and refines practical visualisation strategies using interactive applications, multimedia, and gamified tools to make abstract English concepts more accessible and engaging for diverse learners in the UAE.
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