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<p style="text-align:justify;">Moral Education (ME) is meant to turn all young individuals into morally&nbsp;autonomous adults by providing them with the required competence to judge for&nbsp;themselves what is morally right. To align with such holistic concepts, the UAE&nbsp;Government has launched ME as a school subject to promote tolerance and&nbsp;introduce universal values that are in accordance with the UAE vision. Many&nbsp;schools where students’ population consists mainly of Arabs have decided to&nbsp;adopt English as the medium of instruction (EMI) in teaching ME even though&nbsp;adopting Arabic as the language of instruction was an option at their disposal.&nbsp;Hence, this study is meant to question employing the EMI policy in teaching ME&nbsp;to Arab students in a private school in Dubai. Since teachers are one of the&nbsp;main stakeholders in the teaching-learning process, their perceptions of the&nbsp;target policy and its impact on students’ understanding of the ME syllabus were&nbsp;investigated through ten semi-structured interviews. A second set of&nbsp;qualitative interviews was administered with three of the senior management&nbsp;personnel at the same school to examine the issue through different binoculars.&nbsp;Results show that most teachers disapprove of the adopted policy; moreover,&nbsp;teachers’ voice was never taken into consideration by the school&nbsp;administration.</p>

Questioning the Policy of Teaching ‘Moral Education’ through English as a Foreign Language in a Private School in Dubai

Original Research 

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