Social and Interactive Language Exchange: A Reciprocal English-Arabic Learning Model for Educators and Administrators at an Educational Institution in the United Arab Emirates (UAE)
Keywords:
SAILE; reciprocal language learning; workplace communication; WhatsApp-based learning; rhizomatic learning; sociocultural theoryAbstract
In multilingual professional environments, reciprocal language exchange initiatives can reduce communication barriers, foster collegial collaboration, and enhance intercultural competence. This study introduced the Social and Interactive Language Exchange (SAILE) model, a workplace-based approach that integrates WhatsApp-facilitated vocabulary sharing with informal face-to-face oral sessions. Introduced at an education institution in the United Arab Emirates (UAE), the program engaged 25 Arabic- and English-speaking educators over 12 weeks. Unlike prior tandem studies that primarily focus on students, this research situated language exchange within a professional context, addressing Arabic speakers’ need for English proficiency (particularly preparation for the International English Language Testing System (IELTS)) and English speakers’ desire to acquire functional Arabic for workplace integration. Guided by Rhizomatic Learning and Sociocultural Theory, the study employed a mixed-methods design combining pre- and post-tests, questionnaires, observation notes, and thematic analysis. The findings revealed that informal exchanges promote vocabulary acquisition, motivation, and intercultural rapport, though challenges such as dialectal variation, foundational literacy in Arabic, and time constraints persisted. Based on these findings, the study recommends that UAE educational institutions integrate reciprocal language exchange initiatives within staff development frameworks, provide targeted support for Arabic literacy and dialect awareness, and formally recognize participation through professional development pathways. The study also highlights the need for future research in the UAE context, particularly through longitudinal and large-scale investigations examining the sustainability and institutional impact of workplace-based language exchange programs. This research extends tandem learning literature into professional settings and offers context-sensitive guidance for educators, institutional leaders, and policymakers.
https://doi.org/10.26803/ijlter.25.3.10
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