Language, Identity and the Digital Realm

Language, Identity and the Digital Realm

The Hybrid Model for ELT: Balancing Language Proficiency and Cultural Representation in Iranian Schools Abroad

Document Type : Original Article

Authors
Mahdi Dahmardeh 1
Abolfazl Mahdikhani 2
1 Professor of Applied Linguistics and Education, the University of Tehran Vice-President of the Institute for Research and Planning in Higher Education Head of Department of English Language, the University of Tehran (Kish International), Iran
2 The Lead teacher and teacher trainer for the Directorate of Iranian Schools in the UAE
10.22034/lidr.2025.722887
Abstract
This study investigates the effectiveness of the Hybrid Model of English Language Teaching (ELT) within Iranian schools in Dubai, focusing on its impact on students’ English proficiency and intercultural competence. The Hybrid Model combines local cultural heritage with global perspectives, employing a dual-textbook strategy to address the limitations of traditional ELT content, which often prioritizes either target culture exposure or local identity preservation. Spanning a 10-year period (2012–2024), this research employs a comparative mixed-methods approach, analyzing Dubai Schools Inspection Bureau (DSIB) reports, student learning outcomes, and teaching practices across five Iranian schools. Three schools implementing the Hybrid Model are compared with two relying solely on local ELT coursebooks. Findings reveal that Hybrid Model schools consistently outperformed their counterparts, achieving sustained improvements in both English proficiency and cultural awareness. These schools progressed from Acceptable to Very Good ratings in DSIB evaluations, while non-hybrid schools showed slower, less consistent growth. Effective pedagogical strategies—such as digital storytelling, cultural comparisons, and project-based learning—contributed significantly to this success. However, challenges like resource limitations, superficial contextualization of global content, and curriculum-assessment misalignment were identified. This study underscores the potential of this model as an inclusive and adaptive approach to ELT in bridging local identity with global citizenship. The findings offer actionable insights for educators, policymakers, and curriculum developers aimed at designing culturally responsive materials that prepare students for an interconnected and globalized world.
Keywords
Hybrid Model
Cultural representation
Intercultural competence
English proficiency
ELT textbooks
Iranian schools
Global citizenship
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