Developing the Performance of Arabic Language Teachers for Non-Native Speakers in British Curriculum Schools in Light of Professional Competencies in the United Arab Emirates

Abstract

This study aims to identify the professional competencies required for Arabic language teachers teaching non-native speakers in international schools adopting the British curriculum in the United Arab Emirates, and to propose a model for developing teachers’ performance based on these competencies. The study adopts the descriptive analytical approach to explore the current level of competencies among teachers and determine the gap between required and actual competencies. Data were collected through a questionnaire, interviews, and classroom observation tools applied to a sample of 80 Arabic language teachers working in GEMS international schools in the UAE. The findings revealed that the most important competencies required for teachers include linguistic competence, communicative competence, cultural competence, technological competence, personal competence, and social competence. The results also indicated a noticeable gap between the importance of these competencies and their actual availability among teachers, particularly in communicative and technological competencies. Based on the findings, the study proposes a professional development model aimed at enhancing teachers’ competencies through structured training programs, continuous professional development, and competency-based teacher preparation systems. The study concludes that improving teachers’ competencies plays a critical role in enhancing the effectiveness of Arabic language instruction for non-native speakers and strengthening the cultural and linguistic integration of learners in multilingual educational contexts.