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ABSTRACT
Today, many literacy scholars have accepted that there is a continuum of legitimate literacy practices. In view of this, this study explored the effects of schools’ literacy practices on eight high school students in the United Arab Emirates (UAE), juxtaposing these practices against the ‘knowledge processes’ framework to determine the extent to which these practices represent the whole literacy practices continuum. The findings indicated that schools predominantly rely upon didactic pedagogy in English and Arabic language classes. However, although such didacticism overshadows authentic literacy pedagogy, there were instances in which the participants ‘wove’ their lived experiences in with their school literacy practices. As students will find ways to break away from purely didactic pedagogy in any case, the authors implore schools to validate students’ lived experiences in the context of literacy instruction.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. Updated on 15 November 2018, the official website of the UAE government, indicated that the Ministry of Education introduced the general or advanced curriculum for Grades 10 and 11, where students will follow a curriculum depending on their performance in Grade 9. Students in the advanced track will receive more in-depth instruction in maths and science than those in the general track (Para. 9).
2. Female proper name in Arabic.
3. Religious celebratory holiday that takes place twice a year in the Islamic lunar calendar.
4. The Arab Reading Challenge is a reading competition that runs across Arab countries. Its aim is to get students in the Arab world to read a total of 1,000,000 books, with each student completing the reading of fifty books.