How UAE Schools Are Reinventing Arabic Learning for the 2027 Language Law

Schools across the United Arab Emirates are preparing for a major transformation in Arabic language education as the country moves towards introducing a dedicated Arabic Language Law by 2027. The reform is set to reshape how Arabic is taught, assessed and integrated across school curricula.

Rather than treating Arabic as a standalone subject, schools are expected to embed it more deeply into everyday learning, with a stronger focus on engagement, accessibility and outcomes for both native and non-native speakers.

A National Push to Strengthen Arabic in Education

The proposed legislation, outlined by the Ministry of Culture during a recent Federal National Council (FNC) session, has been framed as a national priority aimed at strengthening the role of Arabic in education and society.

The initiative is driving schools to rethink curriculum design, teaching methods and assessment strategies. Educators say the shift will require updates not only to syllabuses but also to teacher training and classroom practice.

Schools View Reform as an Opportunity

For many educators, the proposed Arabic Language Law represents an opportunity to reimagine how the language is taught in multicultural classrooms.

Dr Ghadeer Abu-Shamat, GEMS Executive Vice President Centre of Excellence for Arabic Language and Culture and Superintendent, CEO, GEMS Al Khaleej International School, said schools are already investing in innovative approaches.

“At Gems, this commitment led to the establishment of the Gems Centre of Excellence for Arabic Language and Culture, which was launched in November 2024 with the vision of becoming a leading hub for Arabic language learning in the UAE.”

The centre integrates immersive technologies and personalised learning models.

She added,

“It integrates advanced tools such as virtual reality, interactive learning spaces, and AI-enabled technologies, including humanoid and telepresence robots, to make Arabic more engaging and accessible. It also provides personalised learning pathways for different abilities and learning styles.”

Dr Ghadeer emphasised that the goal is to develop multilingual learners who remain connected to identity and culture.

“The future is not about positioning Arabic against English or other core subjects but about creating balanced multilingual learners who are globally competitive while remaining deeply connected to the language and culture of the UAE. Schools will increasingly need to design curriculum models that nurture this balance in thoughtful and meaningful ways.”

She also highlighted the importance of teacher development in ensuring successful reform implementation.

“Teacher development is one of the most critical areas of focus. Delivering high-quality Arabic education requires well-trained educators, modern teaching methodologies, strong implementation frameworks, and access to innovative learning resources that resonate with today’s students.”

Curriculum Redesign and Teacher Readiness

As the UAE moves closer to formalising the Arabic Language Law, education experts say schools must reassess how Arabic is positioned within broader curriculum structures, especially in international schools where multiple languages compete for teaching time.

Dr Marwa Ali Mahaia, Head of MOE, Oxford School, said progress has already been made, but implementation will vary across institutions.

“Schools in the UAE have already made significant progress in strengthening Arabic language provision through improved curriculum planning, more engaging classroom practices, and a greater focus on student confidence and communication. However, readiness may vary across schools, particularly in meeting the needs of non-Arabic-speaking students.”

She stressed the importance of making Arabic a living language rather than a purely academic subject.

“To ensure effective implementation, schools will need to continue strengthening differentiated teaching, language acquisition strategies, assessment practices, and targeted support systems. The focus should be on helping students engage with Arabic meaningfully, not only as an academic subject, but as a language connected to culture, identity, and daily life in the UAE.”

Balancing Identity and Global Education

Dr Sheela Menon, Principal of Ambassador School Dubai, noted that the policy builds on existing expectations in private education.

She said the key challenge is engagement rather than teaching time.

“For schools with large non-Arabic-speaking student populations, the key challenge will not simply be increasing instructional time, but making Arabic learning more meaningful, engaging, and accessible.”

She also highlighted the need for balance between curricula and cultural priorities.

“Private schools may need to rebalance timetable structures, strengthen cross-curricular Arabic integration, and align assessment practices more closely with national expectations while still maintaining the integrity of international curricula. The balance between Arabic, English, and other core subjects will require thoughtful planning to ensure students remain globally competitive while also deeply connected to the UAE’s linguistic and cultural priorities.”

A Shift Towards Future-Ready Language Learning

The proposed Arabic Language Law reflects a broader shift in education across the UAE, where language learning is increasingly seen as part of identity, innovation and future readiness. Schools are now preparing for a model where Arabic is not only taught, but lived, experienced and integrated across everyday learning.

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