29 سبتمبر - 1 اكتوبر 2026
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مركز ذي أرينا الرياض للمعارض والفعاليات| المملكة العربية السعودية.
Dr. Antoinette C. Brown
Principal Director - Ajyal International School Al Falah
Dr. Antoinette C. Brown is a licensed Principal Director in the United Arab Emirates with extensive international experience across the UAE, Qatar, and South Africa. She is a transformational leader who inspires educators and empowers learners, fostering collaborative school cultures grounded in innovation and continuous improvement.
She holds a Doctorate in Education from the University of Stirling, Scotland, and a Master’s degree in Educational Leadership from Middlesex University, London. Her master’s research explored Distributed Leadership using a mixed-methods approach across UAE schools, combining interviews and surveys to examine leadership practices. Her doctoral study was a qualitative phenomenological case study investigating multilingual educators’ experiences implementing a Bilingual Curriculum through CLIL pedagogy in the UAE.
Dr. Brown has served as a certified Tribal Inspector, conducting school performance evaluations and data analysis, and has led accreditation processes with the US College Board and NEASC. She is also a published children’s author, with books in English, Arabic, and French that promote literacy, environmental awareness, and student well-being. Passionate about early years education, she is committed to advancing high-quality, inclusive learning environments.
Speaker Sessions
GESS Talks Live
1525
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Early Years Educators’ Interpretations of a Bilingual Literacy Curriculum Implemented in Content Language Integrated (CLIL) Classrooms: A Phenomenological Approach to Investigating Learning
Session Summary:
This phenomenological study explores how multilingual early years educators implement bilingual literacy curricula through Content and Language Integrated Learning (CLIL) in international school settings. The research examines educator experiences and young learners' translanguaging practices in multilingual environments, addressing gaps in early childhood bilingual education research. Participants will be able to:
• Analyse effective strategies for integrating bilingual literacy curricula with CLIL approaches in diverse educational contexts
• Evaluate the role of translanguaging practices in supporting young learners' language development and communication
• Apply evidence-based pedagogical techniques using translated children's literature to enhance second language oral fluency
• Assess the impact of multilingual educators' interpretations on bilingual curriculum implementation