ARAB

timsa7tein

1shn0NM

PROMOTING SUCCESS WITH

IMMIGRANT

ARAB STUDENTS

TEACHER RESOURCES

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES

A


This resource has been prepared with funding assistance from

Alberta Culture and Community Services

Community Initiatives Program.

Please copy freely and provide acknowledgement. The materials will also be available at the

Canadian Multicultural Education Foundation website: www.cmef.ca.

Canadian Multicultural Education Foundation

PO Box 67231 Meadowlark Park

Edmonton AB T5R 5Y3

Phone 780-710-9952

www.cmef.ca

Alberta Teachers’ Association

11010 142 Street NW

Edmonton Alberta T5N 2R1

Phone: 780-447-9400

www.teachers.ab.ca

Published April 2016


Introduction

This document was developed by Alberta teachers to assist classroom teachers and school administrators throughout

Alberta to better understand the culture and needs of Arab immigrant students in their schools.

This is the fourth resource in a series developed by the Canadian Multicultural Education Foundation (CMEF)

in partnership with the Alberta Teachers’ Association. It is intended to promote the success of students from Arab

immigrant families and strengthen school–community connections within the Arab community.

Committee Members

Richard Awid

(retired teacher, CMEF board member)

Fatima Dayoub

(Edmonton Public School Board teacher)

Lynn Farrugia (EPSB consultant)

Soraya Z Hafez (retired teacher)

Jennifer Kamal

Fadwa Kharbatly (EPSB teacher)

Jayashree Ramaswami (EPSB consultant)

Leanne Soll (EPSB teacher)

Ad Hoc Committee Member

Andrea Berg (ATA executive staff officer)

Project Editor

Adrienne Coull (retired teacher/consultant)

Series Editor

Earl Choldin (consultant, CMEF president)

Copy Editors

Sandra Bit and Kristina Lundberg

Graphic Designer

Yuet Chan

Other resources in this series:

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 1


Contents

Background Information 3

Myths and Misconceptions About

Arabs and Muslims 11

Suggestions for Teachers 15

Suggestions for School and District-Level

Support 24

Orientation Guide to

Canadian Schools 25

Resources for Teachers 32

PHOTO COURTESY OF JENNIFER KAMAL

2 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Background Information

Welcome to the Arab World

There are 350 million Arabs living in the Middle East

and Africa in the following countries:

Algeria

Bahrain

Comoros Islands

Egypt

Iraq

Jordan

Kuwait

Lebanon

Libya

Mauritania

Morocco

Oman

Palestine

Qatar

Saudi Arabia

Sudan

Syria

Tunisia

United Arab

Emirates

Yemen

Arabs consider themselves to be members of the Arab

Nation, which they call “Al-Umma Al-Araibiyya.” When

asked where they are from, Arabs may reply “I am a

citizen of the Arab world” rather than identifying their

country of origin.

Although Arabs are united by language and history,

each country’s culture is unique. Arabic is the universal

language, but dialects vary between regions.

Did you know?

It is estimated that there are about one million

Arabs living in Canada, with about 20 per cent of

that population in Alberta (2014).

WIKIPEDIA

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 3


History of Arab and Muslim People

in Canada

Canada has been home to Arab and Muslim people

since the 1800s. Initially, Arab immigrants (both

Muslim and Christian) came to Canada from the

present-day countries of Lebanon and Syria. Christian

Arabs tended to immigrate to central Canada (Ontario

and Quebec), where some of them opened clothing

factories.

Muslim Arabs moved westward into the areas of

Winnipeg and Brandon in Manitoba. Because they

carried cases of supplies (such as needles, pins, beads

and small clothing items) on their backs and travelled

on foot to sell their products, they became known as

foot peddlers. In reality, they were the original door-todoor

salesmen! If successful in their business, many of

these early pioneers went on to establish general stores.

From Manitoba, Arab immigrants travelled across

the areas of what would later become the provinces of

Saskatchewan and Alberta. Those who settled in the

Edmonton area got involved in the fur trade. They

established a very good relationship with the Indigenous

people, and intermarriages became common.

From Edmonton, these fur traders travelled north

to Lac La Biche, where several of them started mink

ranches. Other Muslim fur traders continued further

north into the Northwest Territories, where they opened

trading posts.

Whenever possible, the fur traders would return

to Edmonton to meet with fellow Arabs who had

established their homes and businesses in that centre.

By 1938, Muslim Arabs were very concerned that

their culture and religion were being lost. After many

meetings, they decided to build Canada’s first mosque,

the Al Rashid, which is now located in Edmonton at

Fort Edmonton Park.

It is important to recognize that these early Arab

pioneers had no formal schooling. They were selfeducated

and became successful through their desire

to achieve. When they married and had children, they

insisted that their children should receive the best

education any school system could offer. Today, thanks

to the groundwork established by early Arab pioneers,

second, third and fourth generation Arabs are generally

highly educated.

Canadian Arabs are well represented in professions

such as law, education, medicine and dentistry.

Others are employed in the service industry. Arabs are

commonly owners of businesses such as pizza shops,

restaurants and bakeries specializing in pastries and pita

bread. Many are also involved in hotel management.

Islamic Beliefs

The single most important belief in Islam is that

there is only one God—Allah. Followers believe that

the Qur’an (which is considered to be the authentic

collection of the word of Allah) was received by the

prophet Muhammed through the archangel Gabriel.

Although he is not considered to be divine, Muhammed

is revered as the last and greatest messenger of God.

Other prophets (which are shared with Jews and

Christians) are also important in Islam.

Like Christianity, Islam teaches that there is an

afterlife and a transformed physical existence after death.

Muslims consider their religion to be the one true

religion and invite people of all races, nationalities and

religions to be part of it. They also believe that people

should have the right to embrace and practise any

religion which they freely choose.

Holidays and Religious Observances

Muslim observances, holidays and fasts are based on a

lunar 12-month Hijra calendar. This calendar is slightly

shorter than the solar, Gregorian calendar used in much

of the world today. Because of this variation, each year

Muslim holidays are observed about 10 days earlier than

the previous year.

Every Friday the weekly prayer is held in the mosque.

This gathering provides opportunities for community

building through social as well as spiritual interactions.

Devout Muslims are expected to pray five times daily

to remind them of God throughout the day. Each

prayer includes a series of supplications, movements and

recitations from the Qur’an.

Once in their lifetime, every Muslim, if financially

and physically able, is expected to perform a pilgrimage

or spiritual journey to Mecca in Saudi Arabia. This is

referred to as the Hajj.

4 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


AL JAZEERA ENGLISH

Hajj at Al-Haram Mosque

Muslim Arabs observe Ramadan, Muslim New Year

and Ashura. They have two major celebrations, ’Eid

al-Fitr (pronounced eed-ul-fit’-tar), which marks the

end of the fast of Ramadan, and ’Eid al-Adha (which

is the culmination of the Hajj, or holy pilgrimage to

Mecca). The latter is commonly a three-day holiday

that commemorates Abraham’s readiness to sacrifice his

son for Allah. During these two celebrations, Muslim

students do not attend school.

During the month of fasting (Ramadan), Muslims

who are physically able are required to fast from dawn to

sunset each day. They abstain from all food and drink,

marital relations, smoking and bad conduct during

fasting hours. During this period, students need to be

provided with a place to pray.

Christian Arabs celebrate Christmas and Easter

(although the date of celebration may vary slightly).

Christians and Other Minority

Communities from Arab Countries

Collectively, people from the communities listed

below make up a significant (though still minor) portion

of immigrants from Arab countries. In some cases these

communities suffer persecution in their homelands, and

they do not consider themselves Arab.

• Kurds—Several million Kurds live in Iraq and Syria,

some of whom have come to Canada. They are

Muslim, but their mother tongue is Kurdish, not

Arabic. Kurdish is sometimes written in Arabic script,

and sometimes in Roman letters. There are also

several million Kurds in Turkey and Iran, which are

non-Arab countries.

• Berbers—There are 25 million Berbers in North

Africa—Morocco, Algeria, Libya and Tunisia. About

25,000 Berbers live in Canada.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 5


• Druze—The Druze live in Syria, Lebanon, Israel

and Jordan. Most of the Druze in Alberta came from

Lebanon and Syria.

• Christians—Several different Christian communities

came from Arab countries, including the Coptic

Christians, Maronites, Syriac Orthodox, Assyrian

Christian and Melkites. They have many churches in

Alberta.

• Arab minorities—Among Arab Muslims there are two

minority communities: the Shiites and the Alawites.

Shiites live largely in Iraq, Bahrain, Lebanon, Yemen,

Kuwait and Saudi Arabia, and Alawites live mostly in

Syria.

The people of Iran, Afghanistan and Pakistan are not

Arabs; however, their languages are written in Arabic

script.

Muslim Names

Arabic is the religious language of Islam, and it plays

a central role in the lives of Muslims. Many Muslims

throughout the world have Arabic first names or

surnames. These names often have positive or “sublime”

meanings honouring an important historical person,

relative or religious figure. Other names may imply a

positive characteristic, such as patience. Although it

is common, having an Arabic name is not required.

Muslims may also have a non-Arabic name such

as Jennifer (English), Shabnam (Persian) or Serpil

(Turkish).

Many Muslim women retain their maiden names

after marriage, invoking a right established by Islamic

law over 1,400 years ago. Consequently, teachers may

encounter situations in which a student’s last name

differs from that of the mother. This does not reflect on

her marital status.

For various transliterations, different spellings for the

same name are common. It is important for teachers to

ask students with non-Western names how their names

are pronounced and to not take the liberty of labelling

them with nicknames. Many Muslims are especially

sensitive about their names.

Music

Arab Muslims are divided when it comes to music.

Some consider it an important part of Arab culture.

Others discourage listening to music or playing any

instrument. Despite this division, music is played and

songs are sung all over the Arab world by both Muslims

and Christians.

Some Muslims, however,

consider music a forbidden

entertainment. Parents may

ask to have their children

excused from music class.

Arabic songs of

celebrations, songs in praise

of God and the prophets,

or songs about nature are

generally considered to be

acceptable.

An instrument called the

oud was invented by Arabs

and was later modified to Oud

what we now call a guitar. See https://www.youtube

.com/watch?v=JGQK1VYXaPg to view and hear some

Arab instruments.

Food

Food is a significant part of Arab culture. Being

able to serve large amounts and a variety of foods

(particularly to guests) is a source of pride.

Traditionally, Arabs relied on a diet of dates, wheat,

barley, rice and meat (usually lamb) with an emphasis

on yogurt products. Arabic cuisine today has been

influenced by other cultures such as India and Turkey.

Because of the wide geographical distribution of

countries, there are variations in both availability and

preferences in food. Since Iraq is close to India and Iran,

for example, their food has been influenced by that

of their neighbours. Similarly, Egyptians enjoy dishes

similar to those common in Lebanon, Syria or Jordan.

FRANK KOVALCHEK, ALASKA

6 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Shish kebab

SOFIA, BULGARIA

Fatayer

STU SPIVACK

MIANSARI66

JOE FOODIE

Hummus and vegetables

Tabouleh

Many Arab dishes have become common on

restaurant menus and are familiar to many Canadians.

Popular foods include

• pita bread,

• hummus (chickpea spread),

• tabouleh (bulgar wheat salad),

• fatayer (triangle pies filled with meat or spinach) and

• shish kebab (meat and vegetables on skewers).

Arabs who practise the Muslim faith are required to

eat “halal” food. Halal is an Arabic word that means

“permissible according to Islamic law.” The criteria

specifies both what foods are allowed and how food

must be prepared. For meat to be certified, it cannot

be a forbidden cut (such as meat from hindquarters) or

from an animal killed unmercifully. Pork, pork products

and alcoholic beverages are defined as “haram” and are

forbidden at all times.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 7


Gender Roles and Expectations

In very traditional and religious families male children

are favoured, since a son is expected to care for the

family and elders when they become unable to take

care of themselves. A son is seen to bring honour to the

family since he carries on the family name, which is a

source of pride and strength. Daughters become part

of the son-in-law’s family. In a traditional Arab family,

there are defined gender roles. The man is expected

to assume responsibility for financial matters, and the

woman is to be in charge of the children and home.

In more modern families, men and women are

considered to be equals to a much greater extent.

Generally, the father is still considered to be the head

of the household and is expected to assume financial

responsibility for the family. The home and children

are considered to be the mother’s responsibilities. If the

family is large, the mother may stay at home with the

children. In families with fewer children, women are

working outside the home in increasing numbers.

Throughout the Arab world, traditional gender roles

are being challenged. Many more women are being

encouraged and supported in their efforts to obtain a

good education and find success in a career. Increasingly,

Arab women are becoming politically involved and are

assuming leadership positions.

Clothing

(See also Myths and Misconceptions)

Since ancient times, women throughout the vast

Muslim world have worn a variety of coverings as a sign

PHOTO COURTESY OF JENNIFER KAMAL

of modesty, and a symbol of religious faith. As with

many traditions, practices are changing as the world is

becoming smaller and better connected.

Hijab

(pronounced hee-jab)

Traditionally, the term

hijab was used to describe

the act of covering up.

Today, it commonly refers

to the least restrictive form

of covering, a square or

rectangular piece of fabric,

which is folded and placed

over the head as a scarf.

Chador

The chador is a cloak worn

as an outer garment, which

is often left unfastened. It

is predominantly worn by

women in Iran. It covers the

body from the top of the

head to the ground and is

usually worn without a face

veil.

Abaya

This cloak is worn by women mainly in the Arab

Gulf countries when they are in public. It may be worn

to cover the head and body, or it may be worn over

the shoulders as a cloak. It is usually fastened closed

and may be combined with a head scarf or a face veil

(niqab). Although it is often black, it may be decorated

with coloured embroidery or sequins.

Burka

The burka is commonly

worn by women in

Afghanistan. It conceals

all of a woman’s body

including the eyes, which

are covered with a mesh

screen.

STEVE EVANS, INDIA AND USA MARIUS ARNESEN, NORWAY

YUET CHAN

8 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Niqab

(pronounced nee-kab)

The niqab is a veil worn to

cover the face. The eyes may

or may not be covered.

STEVE EVANS, INDIA AND USA

Thobe (also Thawb)

A thobe or jellabiya is a

traditional tunic worn by

Muslim men. It is usually

white, but may be other

colours as well. The top is

usually tailored like a shirt,

but the robe is loose and

extends to the ankles.

Extended Family and

the Community

PHOTO COURTESY OF JENNIFER KAMAL

Ghutra and Egal

(also Agal/Igal)

This square or rectangular

head scarf (ghutra) may be

worn by men along with a

rope band (egal or agal) to

fasten it in place. The head

scarf is usually checkered red

and white or black and white.

In some countries it is called a

shemagh or kuffiyeh.

RANVEIG ZERIDA

The family is the key social unit for Arabs. Families are

expected to have dinner together. Parents are expected

to spend time doing activities with their children.

For Arabs, family honour is very important and is

to be defended at all costs. The conduct of each family

member impacts the way the family views itself as

well as how it is perceived by community members.

Social conduct, religious practice, dress, eating habits,

education, occupation and marriage all reflect on family

honour.

Grandparents are to be honoured and respected.

There is an expectation that they will be cared for by the

family until their last days. Placing them in a seniors’

home is considered to be shameful. There is an Arab

proverb that says, “If you do not have an elder in your

household, bring an aging tree trunk into your home.”

This symbolizes that wisdom comes only with age.

Arabs are also very involved in their communities.

They are generous and are expected to extend kindness

and charity toward everyone.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 9


PHOTOS COURTESY OF JENNIFER KAMAL

Hospitality

Relationships Before Marriage

Arabs are very social. They like to visit each other’s

homes and make new friends and connections. The

welcoming phrase “our house is your house” is often

used. Visits are a pleasant time to enjoy each other’s

company and to display hospitality and generosity.

When they meet you, they often invite you to join

them for a cup of tea or coffee, served with a cookie

(kaaek) or some dates. The offering of food is both a

gesture of friendship and a source of pride. A refusal

of their offer is considered to be disrespectful, so arrive

with a healthy appetite!

Greetings

Women and men often greet one another by

exchanging kisses on both cheeks. In some countries,

greetings involve touching nose to nose or exchanging

kisses on the forehead. When greeting an elder, it

is respectful to kiss their hand and bring it to your

forehead.

In some countries, it may be inappropriate for a

woman to be the first to extend her hand. If a male

offers his hand, it is then proper to accept.

Most religious people will not extend their hand

with the opposite gender. So if someone extends their

hand and the religious person doesn’t respond it is not

an insult; they just don’t want physical contact. The

religious person would normally place their hand over

their heart and smile instead.

In the Arab culture, dating or intimate relationships

before marriage are not tolerated. Sisterly or brotherly

kisses among relatives are allowed. Passionate kisses

among unmarried couples are not allowed. Sanctions or

punishments for disobeying vary among families

and groups.

Right Hand Versus Left Hand

For Muslims, an established principle in Shari’ah law

(Islamic holy law) is the preference for the right hand

over the left hand. Because the right hand is considered

to be nobler, it is the hand to be used when entering a

mosque, saying salaam at the end of the prayer, eating

and drinking, and shaking hands. For other less noble

activities (entering a washroom, cleaning oneself after

using the toilet), it is preferable to use the left hand.

10 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Myths and Misconceptions

About Arabs and Muslims

“All Arabs are Muslims.”

Like the term American, Arab is a cultural and a

linguistic term, not a racial term. It refers to people

who speak Arabic as their first language. Arabs share

a common culture, but they do not all share the same

religion. Arabs make up less than 18 per cent of the

world’s Muslim population.

Islam is a religion, and its followers are called

Muslims. Nearly one-quarter of the world’s population

(approximately 1.2 billion people) practise the Islamic

faith, making it the second largest religion in the world

after Christianity.

Although the vast majority of Arabs in the world are

Muslim, this is not the case among Canadian Arabs.

According to the 2011 Statistics Canada census data,

55 per cent of Canadian Arabs reported belonging to a

Muslim faith and 34 per cent reported belonging to a

Christian faith. The remainder belonged to other faiths

or had no religious affiliation.

“The Arab world is backwards and

uncivilized.”

The Arab world is built upon a highly developed

ancient civilization where modern cities continue to

mingle with old-world culture and traditions.

Historically, Arabs have made a number of

contributions to Western civilization both through their

own ideas and by adapting and improving upon ideas

from other civilizations (such as the Chinese, Greeks,

Romans and East Indians). Unfortunately, Arabs are often

not given the credit they deserve for these contributions.

Some major contributions are summarized below.

Language

The word admiral comes from the Arabic amir a ali

(meaning “high leader”).

Magazine is from the Arabic word makhzan (meaning

“a storage place”).

Gibraltar is made up of the Arabic words gebal

(“mountain”) and Tariq (a famous military leader).

When translated into English, Gibraltar means “Tariq’s

mountain.”

Other words originating from Arabic include almanac,

apricot, average, carat, cork, cotton, crimson, gauze, giraffe,

guitar, henna, lilac, sherbet, talc, tambourine, typhoon,

zenith and zero.

Proverbs

Arabs have thousands of proverbs. They created their

proverbs to provide advice on things that took place in

everyday life.

Arabs say “a friend is known when needed.” The

English translation is “a friend in need is a friend

indeed.”

Another Arab proverb tells us to never postpone

today’s work till tomorrow. The English translation is

“never put off till tomorrow what you can do today.”

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 11


Medicine

Ancient Arabs had a highly developed medical system.

Much of it was based upon previous work done by the

Greeks and medical practitioners from India. They also

had a very strong hospital system with well-trained

doctors and nurses.

Smallpox was diagnosed and treated by Arab doctors

many years ago.

The main Arab medical textbook, the Canon of

Medicine by Avicenna (Ibn Sina), was used until 150

years ago.

Mathematics and Astronomy

Arabs introduced the world to algebra, trigonometry

and Arabic numerals.

Arabs invented the astrolabe, the quadrant and

other navigational devices that were important in the

European age of exploration.

Arabs named numerous stars and had highly

developed navigational skills.

Optics

Ibn al-Haytham, an Arab scholar, developed an

original theory of light and optics. His theory led to the

development of the telescope. He is also credited as one

of the first to use the scientific method.

Education

The oldest universities in the world are in Arab

countries.

Arab scholars studied and preserved knowledge from

the ancient civilizations of Greece, Rome, China and

India and translated the works of Aristotle, Ptolemy,

Euclid and others into Arabic.

Did You Know?

There are many Arabs who have become

famous through their contributions to sport,

entertainment, business and politics.

Ralph Nader (consumer advocate)

Paul Anka (singer/songwriter)

Paula Abdul (singer/dancer)

Shakira (pop star)

K. Maro (rapper)

Nasi (reggae pop singer)

Joseph and Robert Ghiz (father and son, both

former premiers of PEI)

René Angélil (manager/husband of Céline Dion)

Carlos Slim (richest man in the world between

2010 and 2013)

Salma Hayek (actress)

Elie Saab (designer)

Amal Alamuddin Clooney (lawyer, human rights

activist and author)

“All Arabs look alike.”

Just as with Canadians, there is a lot of diversity in

appearance among Arabic people. Skin colour may

range from dark brown (in Somalia) and olive (in Saudi

Arabia and Egypt) to blond and blue-eyed (in Syria and

Lebanon). Although the common image may be dark

hair, skin and eyes, in reality this is not the case. (See

photos under Different Arab Families.)

An Arabic proverb states that “there is no difference

between black and white except by good deeds.” Both

Christianity and Islam caution that people should not

be judged by their skin colour.

Arabs have been portrayed stereotypically in television

and films for many years. In old movies, they were often

depicted as villains, oil-rich sheiks or belly dancers.

The new stereotypical image is that of a terrorist with a

desire to take over the world.

12 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Different Arab Families

“Muslims support violence and

terrorism.”

Contrary to sensational stories in the news, terrorism

is not encouraged or considered acceptable among either

Arabs or Muslims. Islam rejects all forms of terrorism,

extremism, fanaticism and fundamentalism. The

sanctity of all life is considered to be sacred. The life of

a non-Muslim is considered to be as sacred as that of a

Muslim.

The majority of Muslims are moderate, pious people

who suffer from terrorism and violence just as non-

Muslims do. Extremist views are held by only a very

small number of individuals who operate outside of

societal norms.

In the aftermath of the 9/11 tragedy, Arabs around

the world were cast in a light of suspicion and negativity.

Although emotional responses have lessened with time,

a wave of prejudice against Arabs is still being felt in the

West.

Prior to this tragic event, acts of terrorism were

generally considered to be isolated in both time and

space. In reality, terrorist acts have been committed by

individuals and groups throughout history. The first

recorded use of the term dates back to 1795, when

the French word terrorisme was introduced to describe

the actions of citizens in revolt against the post-

Revolutionary government of the day. Since that time,

many ethnic and religious groups (as well as fanatical

individuals) have committed acts of violence in the

name of revenge, religion or hatred.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 13


“Islam oppresses women.”

One of Islam’s strongest teachings is a directive to care

for widows, orphans and the poor.

Islam teaches that women are to be considered as

equal and capable partners of men. Without women,

there would be no families.

Although in some societies women may be treated

according to ancestral customs or tribal beliefs, the

Qur’an instructs that they be treated with respect and

honour. Violence against women or forcing obedience

against their will is not sanctioned.

Today, the majority of Arab countries strongly support

and encourage the education of females. Throughout

history, Muslim women have served as presidents and

prime ministers.

Further information on the contributions of Arab

women is available at www.arabianbusiness.com/theworld-s-100-most-powerful-arab-women-541034.html.

“All Muslim women are required

to cover themselves completely for

religious reasons.”

• As a religious requirement to display modesty

• To be recognized as a Muslim

• To avoid being harassed or pressured by fanatics

• As a response to peer pressure

• As an act of protest

• To display obedience to a male family member or

imam (Muslim leader)

• For convenience (to reduce expenditures on clothing,

hair styling)

Further information on female dress is available

elsewhere in this resource. See Background Information

for more detail.

“Arabs are all polygamists.”

Arab Christians do not practise polygamy. Although

a Muslim man may take more than one wife, the first

wife has the right to divorce him if he does so. If a

polygamous immigrant wants to sponsor a wife other

than this first, he must legally divorce his other wives

and remarry in a form of marriage that is valid in

Canada.

The situation for Muslim women varies greatly

from country to country. Because people in the Arab

world are generally conservative (by North American

standards), modesty is considered to be a positive trait.

However, dress codes and customs vary greatly from

country to country.

Strongly traditional countries (such as Saudi Arabia)

continue to require women to cover their faces, hair and

body. A few countries continue to require women to

wear a burka. Although Arab women were traditionally

required to cover themselves completely, many Middle

Eastern countries (Lebanon, Syria and Egypt) have lifted

these restrictions.

In the Western world, fewer women today adhere to

traditional dress, opting instead to cover their hair with

a head scarf called the hijab. As with youth around the

world, dress codes and customs are increasingly being

questioned among younger women.

It is important to note that women who choose to

wear the hijab or head scarf may do so for many reasons:

14 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Suggestions for Teachers

This section is

intended to provide

you with practical

assistance when a new

Arabic student (often

with limited English

language skills) arrives

at your door. The intent

is not that you follow

each suggestion, but that

you select those that are

practical for you.

The quotes which

appear throughout this

section reflect the voices

of teachers who have had

many years of experience

working with Arab

immigrant students and

families.

Get to know your new student.

Each student comes to you with a unique personal

history. The more information you have, the easier

it will be for you to develop a program to meet the

academic and social needs of your students. Learning

about your students’ language, culture, values, family

and home environment will help you to support both

the students and their families.

community if one is available.

Since there may

be delays in sending

information between

countries or school

districts, you may wish

to consider gathering

information about new

students by using a

translated written form

(see sample below).

The form could be sent

home, or you might

set up an appointment

with the parents (either

at school or at their

home) to go through the

information together.

Consider using an

interpreter from the

Try to find out about your new students’

circumstances prior to their arrival at your school. If

they have come from a refugee camp or a war zone, they

may need extra time and support to transition to a new

learning environment.

Look for “the story behind the story.” If a student

is acting out or stealing from her peers, she may be

suffering from trauma and require counselling.

It is important to keep in mind that customs, foods,

values, dialects and traditions may vary from one Arab

country to another.

PHOTO COURTESY OF JENNIFER KAMAL

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 15


STUDENT INFORMATION FORM

SAMPLE STUDENT INFORMATION FORM

استمارة معلومات عن

STUDENT INFORMATION FORM الطالب

Please complete this form and return it to your child’s school.

Has your child attended school before? If yes, where and for how long?

Has your child attended school before? If yes, where and for how long?

هل تم تسجيل ولدك في المدرسة مسبقا؟ متى وكم كانت

المدة؟

Has your child had instruction in English? If yes, where and for how long?

هل تلقى

الولد أي دراسة باللغة األنكليزية مسبقا؟ اين وكم كانت المدة؟

Have they had instruction in English? If yes, where and for how long?

Where did your child live before arriving in Canada?

When did your child arrive in Alberta? From where?

أين كان هل مكان تلقى سكن الولد أي الولد دراسة قبل باللغة القدوم الى األنكليزية كندا؟

متى و صل هل تلقى الولد الولد الى أي دراسة ألبرتا؟ باللغة من أي األنكليزية بلد أتى؟

استمارة معلومات عن الطالب

Has your child attended school before? If yes, where and for how long?

STUDENT INFORMATION FORM

هل تم تسجيل ولدك في المدرسة مسبقا؟ متى وكم كانت المدة؟

استمارة معلومات عن الطالب

Has your child had instruction in English? If yes, where and for how long?

Has your child attended STUDENT school before? INFORMATION If yes, where FORM and for how long?

هل تلقى الولد أي دراسة باللغة األنكليزية مسبقا؟ اين وكم كانت المدة؟

هل تم تسجيل ولدك في المدرسة مسبقا؟ استمارة متى وكم معلومات كانت عن المدة؟ الطالب

Where did your child live before arriving in Canada?

أين كان مكان سكن الولد قبل القدوم الى كندا؟

Has your child attended had instruction school in before? English? If If yes, yes, where where and and for for how how long? long?

STUDENT INFORMATION FORM

When did your child arrive in Alberta? From where?

مسبقا؟ اين وكم كانت المدة؟

هل متى تم و صل تسجيل الولد ولدك الى في ألبرتا؟ المدرسة من أي مسبقا؟ بلد متى أتى؟ وكم كانت المدة؟

استمارة معلومات عن الطالب

أين كان مكان سكن الولد قبل القدوم الى كندا؟

مسبقا؟ اين وكم كانت المدة؟

هل يعاني الولد من اي حساسية من بعض أنواع المأكوالت أو حاجة دينية للطعام الحالل؟ أذا كان

أي مسبقا؟ بلد متى أتى؟ وكم كانت المدة؟

التفاصيل؟

في ألبرتا؟ المدرسة من

تقدمة

ولدك الى

الرجاء

تسجيل الولد

نعم

صل

الجواب

هل متى تم و

أين كان مكان سكن الولد قبل القدوم الى كندا؟

Where did your child live before arriving in Canada?

Has Does your your child child had have instruction any dietary in English? restrictions If yes, such where as allergies and for or how long?

Has your child attended school before? If yes, where and for how long?

requirement to eat halal? If yes, what restrictions do they have?

When did your child arrive in Alberta? From where?

Where did your child live before arriving in Canada?

Where did your child live before arriving in Canada?

Does your child have any dietary restrictions such as allergies or

requirement Will

Does

to eat your

your

halal? child

child

be

have

fasting

any

If yes, during

dietary

what Ramadan?

restrictions

restrictions Circle

such

YES

as allergies

do NO

or

they have?

Has your child had instruction in English? If yes, where and for how long?

When requirement did your to child eat halal? arrive If in yes, Alberta? what restrictions From where? do they have?

هل تلقى الولد أي دراسة باللغة األنكليزية مسبقا؟ اين وكم كانت المدة؟

هل يصوم ولدك خالل شهر رمضان؟ الرجاء وضع دائرة حول نعم أو ال

أتى؟ أنواع أنواع المأكوالت أو المأكوالت حاجةأو دينيةحاجة للطعام دينية الحالل؟ أذا للطعام كانالحالل؟ أذا كان

من أي بلد بعض هل يعاني هل متى الولد و يعاني من صل الولد اي الولد من الى اي ألبرتا؟ حساسية حساسية من

الجواب نعم الجواب نعم الرجاء الرجاء تقدمة تقدمة التفاصيل؟

Where did your child live before arriving in Canada?

Would you be willing to volunteer/participate in classroom activities? Circle

Does YES NO your child have any dietary restrictions such as allergies or

requirement Will your child to be eat fasting halal? during If yes, Ramadan? what restrictions Circle YES do they NO have?

أين كان مكان سكن الولد قبل القدوم الى كندا؟

هل تريد التطوع لمساعدة المعلمين ببعض النشاطات المدرسية؟ الرجاء وضع دائرة حول

خالل اي شهر حساسية من رمضان؟ بعض الرجاء أنواع وضع دائرة المأكوالت أو حولحاجة نعم دينية أو للطعام ال الحالل؟ أذا كان

أو الولد ولدك من ال

هل نعم يعاني يصوم

When did they arrive Alberta? From where?

Will your child When be did fasting your child during arrive Ramadan? in Alberta? From Circle where? YES NO

هل يصوممتى و الجواب ولدكصل نعم خالل الولد الرجاء الى شهر تقدمة ألبرتا؟ من التفاصيل؟ أي رمضان؟ بلد أتى؟ الرجاء وضع دائرة حول نعم أو ال

What

Would

type

you

of

be

support

willing to

would

volunteer/participate

be useful for your

in

family?

classroom

Check

activities?

all that apply.

Circle

Does Will YES NO your your child child be have fasting any during dietary Ramadan? restrictions Circle such as YES allergies NO or

Would you be requirement willing to volunteer/participate eat halal? If yes, what restrictions in classroom do they have? activities? Circle

هل تريد يصوم ولدك التطوع خالل لمساعدة شهر المعلمين رمضان؟ ببعض الرجاء النشاطات وضع دائرة المدرسية؟ حول نعم الرجاء أو وضع دائرة ال حول

هل نعم يعاني أو الولد من ال اي حساسية من بعض أنواع المأكوالت أو حاجة دينية للطعام الحالل؟ أذا كان

الجواب نعم الرجاء تقدمة التفاصيل؟

o English interpretation services

YES NO

o Financial support

Would you o be Information willing to volunteer/participate on housing

in classroom activities? Circle

YES What NO type o of Information support would on health be useful care for your family? Check all that apply.

Will your child o Other be fasting ____________________

during Ramadan? Circle YES NO

o English interpretation services

o Financial support

What type of 16 support

PROMOTING

would

SUCCESS WITH

be useful

ARAB IMMIGRANT

for your STUDENTS—TEACHER family? Check RESOURCES

Would What type you o of be Information support willing to would volunteer/participate on housing be useful for your in family? classroom Check activities? all that

all

apply. Circle that apply.

YES NO o Information on health care

o Other ____________________

هل تريد التطوع لمساعدة المعلمين ببعض النشاطات المدرسية؟ الرجاء وضع دائرة حول

نعم أو ال

هل تريد التطوع لمساعدة المعلمين ببعض النشاطات المدرسية؟ الرجاء وضع دائرة حول

هل نعم يصوم أو ولدك ال خالل شهر رمضان؟ الرجاء وضع دائرة حول نعم أو ال


Does your child have any dietary restrictions (such as pork or pork products)?

If yes, what restrictions do they have?

أين كان مكان سكن الولد قبل القدوم الى كندا؟

Has your child attended school before? If yes, where and for how long?

Has your child had instruction in English? If yes, where and for how long?

When did your child arrive in Alberta? From where?

هل تلقى الولد أي دراسة باللغة األنكليزية مسبقا؟ اين وكم كانت المدة؟

هل تم تسجيل ولدك في المدرسة مسبقا؟ متى وكم كانت المدة؟

متى و صل الولد الى ألبرتا؟ من أي بلد أتى؟

Where did your child live before arriving in Canada?

Has your child had instruction in English? If yes, where and for how long?

Does your child have any dietary restrictions such as allergies or

requirement to eat halal? If yes, what restrictions do they have?

When did your child arrive in Alberta? From where?

Where did your child live before arriving in Canada?

هل يعاني الولد من اي حساسية من بعض أنواع المأكوالت أو حاجة دينية للطعام الحالل؟ أذا كان

متى و الجوابصل نعم الولد الرجاء الى تقدمة ألبرتا؟ من التفاصيل؟ أي بلد أتى؟

أين كان مكان سكن الولد قبل القدوم الى كندا؟

Does Will your your child child be have fasting any during dietary Ramadan? restrictions Circle such YES as allergies NO or

When did your child arrive Alberta? From where?

requirement to eat halal? If yes, what restrictions do they have?

هل متى و يصوم صل ولدك الولد الى خالل شهر ألبرتا؟ من أي رمضان؟ بلد أتى؟ الرجاء وضع دائرة حول نعم أو ال

هل يعاني الولد من اي حساسية من بعض أنواع المأكوالت أو حاجة دينية للطعام الحالل؟ أذا كان

الجواب نعم الرجاء تقدمة التفاصيل؟

Would

Does your

you

child

be willing

have any

to volunteer/participate

dietary restrictions such

in classroom

as allergies

activities?

or

Circle

YES requirement NO

Will your child

to

be

eat

fasting

halal?

during

If yes,

Ramadan?

what restrictions

Circle YES

do they

NO

have?

Will your child be fasting during Ramadan? Circle Yes No

أين كان مكان سكن الولد قبل القدوم الى كندا؟

هل تلقى الولد أي دراسة باللغة األنكليزية مسبقا؟ اين وكم كانت المدة؟

أذا كان

حول

الحالل؟

هل تريد التطوع لمساعدة المعلمين ببعض النشاطات المدرسية؟ الرجاء وضع دائرة

ال

للطعام

أو

دينية

نعم

حاجة

حول

المأكوالت أو

وضع دائرة

أنواع

الرجاء

بعض

رمضان؟

حساسية من

شهر

اي

خالل

من

ولدك ال

الولد

يصوم أو

يعاني

هل نعم

هل

الجواب نعم الرجاء تقدمة التفاصيل؟

What Would type you of be support willing to would volunteer/participate be useful for your in family? classroom Check activities? all that apply. Circle

Will your child be fasting during Ramadan? Circle YES NO

YES NO

o English interpretation services

o Financial support

Would you be willing to volunteer/participate in classroom activities? Circle

o Information on housing

What

YES NO

type o of Information support would on health be useful care for your family? Check all that apply.

o Other ____________________

o English interpretation services

o Financial support

What type o of Information support would on housing be useful for your family? Check all that apply.

o Information on health care

o English Other ____________________

interpretation services

o Financial support

o Information on housing

o Information on health care

o Other ____________________














_______________


هل يصوم ولدك خالل شهر رمضان؟ الرجاء وضع دائرة حول نعم أو ال

هل تريد التطوع لمساعدة المعلمين ببعض النشاطات المدرسية؟ الرجاء وضع دائرة حول

نعم أو ال

Would you be willing to volunteer/participate in classroom activities? Circle Yes No

هل تريد التطوع لمساعدة المعلمين ببعض النشاطات المدرسية؟ الرجاء وضع دائرة حول

نعم أو ال

What type of support would be useful for your family? Check all that apply.






English translation services

Financial support

Information on housing

Information on health

Other

أي نوع من المساعدات تعتبر مفيدة للعائلة؟

خدمات ترجمة اللغة األنكليزية

أي أي نوع من من المساعدات تعتبر مفيدة للعائلة؟

مساعدة مادية للعائلة؟

خدمات المساعدات ترجمة اللغة تعتبر مفيدة األنكليزية

أي أي نوع نوع من من

معلومات ترجمة عن اللغة اللغة السكن األنكليزية واألجار

خدمات مساعدة مادية

معلومات عن الصحة والمؤسسات الصحية

مساعدة معلومات مادية عن السكن واألجار

عن خدمات اخرى؟ _______________

أي

عن عن السكن الصحة واألجار والمؤسسات الصحية معلومات

أي

أي معلومات خدماتعن اخرى؟ الصحة والمؤسسات الصحية _______________

أي أي اخرى؟ _______________

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 17


Capitalize on parental/community

support.

In Arab culture, teachers rank next to clergy in status.

According to an Arab saying, “the parents own the

bones of a child, but the teacher owns the flesh.” This

means that although parents bring the child into the

world, it is the teacher who shapes the child’s thinking

and behaviour.

Because teachers are held in such high regard, they

are expected to model moral and exemplary lifestyles

both publicly and privately. They are expected to

instruct and support spirituality and morality, as

well as teach academic subjects. It is not unusual

for parents to contact teachers for guidance in their

child’s overall development, not just their academic

education. Although this may appear to be an onerous

responsibility, it also means that teachers can count

on the support of Arab parents and their community

in working collaboratively to achieve success for their

children.

“Inviting speakers who are role models in

the community to class enables all students

to get a very positive perspective and a better

understanding of the community. It was a very

positive and enlightening experience to have

a Canadian-born teacher who wore a hijab to

work as a guest in the classroom. The students’

appreciation and respect for her and her culture

was profound at the end of the visit.”

Be proactive in involving parents. Most parents will

respond positively if they understand what actions they

might take to support their children’s education and

social/emotional development.

Make an effort to support Arab businesses in the

community (stores, bakeries, restaurants) and identify

yourself as a teacher.

Attend Arab community events such as Eid banquets

and awards events. Invite parents to school events.

Try to identify resource people within the local Arab

community and ask for their assistance with advice and

information for both parents and students.

“Because of instability in the Middle East,

students from different Arab countries may

become emotionally charged and anxious about

events in their homeland. Political differences

among groups of students may lead to conflict. Do

not hesitate to involve a community or religious

leader to help calm nerves and remind students of

the important values of the culture.”

Establish lines of communication,

and keep them open.

Most Arab students continue to speak their first

language in their homes. The more Arabic that you

know as a teacher, the more you will be able to reach

out to your students and their families. Knowing just

simple and basic vocabulary or greetings can make your

student feel more comfortable. This demonstrates that

you respect and value their language.

“When students see the teacher making an effort

to speak Arabic, they are more likely to take risks

in trying out some English words.”

Wherever possible, make an effort to provide

parents with translated documents or the services of

an interpreter. A Student Code of Conduct or legal

document may be difficult for even English-speaking

YUET CHAN

18 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Common

Common Arabic

Common

Arabic Words

Arabic

Words and

Words

and Phrases

and

Phrases

Phrases

English Common

English English English

English

expression

English Arabic

expression expression expression

expression

Arabic

expression Words and Phrases

Arabic Arabic Arabic

Arabic

Equivalent

Arabic

Equivalent Equivalent Equivalent

Equivalent

Arabic

Equivalent

Arabic Arabic Arabic

Arabic

pronunciation

Arabic

pronunciation

pronunciation

pronunciation

pronunciation

Arabic

pronunciation

Arabic Arabic Arabic

Arabic

pronunciation

Arabic

pronunciation

pronunciation

pronunciation

pronunciation

pronunciation

(Masculine)

Common

Common Arabic

Arabic Words

Words and

and Phrases

Phrases

English expression Arabic Equivalent (Masculine)

(Masculine)

(Masculine)

(Masculine)

(Feminine)

(Masculine)

Arabic pronunciation

(Feminine)

(Feminine)

(Feminine)

(Feminine)

(Feminine) Arabic pronunciation

Common Arabic Arabic Words and Words Phrases and Phrases

Common Yes English Arabic Words and Phrases

English expression expression Arabic Arabic Equivalent Equivalent Arabic Arabic pronunciation

pronunciation

Arabic Arabic pronunciation

Yes Yes Yes

Yes

نعم

(Masculine)

(Feminine)

pronunciation

نعم English Yes

نعم

naa’m

naa’m naa’m naa’m

naa’m

naa’m

expression Arabic Equivalent نعم Arabic naa’m

naa’m

naa’m

naa’m

naa’m

pronunciation Arabic naa’m pronunciation

English expression Arabic Equivalent Arabic (Masculine) pronunciation Arabic pronunciation

English expression Arabic equivalent (Masculine)

(Feminine)

No

(Masculine) Arabic pronunciation

(Feminine)

No No No

No

Yes ال نعم naa’m

(Feminine) Arabic naa’m pronunciation

(Masculine)

(Feminine)

Yes

ال No

la la la

la

la

(Masculine)

(Feminine)

نعم Yes

ال

naa’m نعم

la

la

la

naa’m naa’m

Please

naa’m

Yes Yes Please

Please

Please

Please

No نعم

naa’m naa’m ال نعم

naa’m naa’m

naa’m

No

Please

سَمَح ت ْ ت ْ لَو سَمَح

سَمَح

لَو ْ

لَو law

law law law

law

samaht

لَو ْ

ال No

la ال

law

samaht samaht samaht

samaht

law

samaht

law law law

law

samahtee

la la la

law

samahtee

samahtee

samahtee

samahtee

samahtee

la la

No

Thank Please

سَمَح ت ْ No ال

ال

لَو ْ

law la

samaht law samahtee

Thank Thank Thank

Thank

you Please

Thank

you you you

you

راْ‏

راْ‏ you

راْ‏

شُك

Please

شُك راْ‏ سَمَح ت ْ شُك

choukran

choukran choukran choukran

choukran

choukran

شُك

سَمَح

لَو ْ

لَو law

choukran

choukran

choukran

choukran

choukran

law samaht

law samaht law

choukran

samaht

law samahtee

law samahtee

Please

You’re

Please

You’re You’re You’re

You’re

ت ْ Thank welcome. you سَمَح

لَو شُك راْ‏ سَمَح

law samaht law samahtee لَو ْ

law choukran

samaht law choukran

samahtee

Thank

You’re

welcome. welcome. welcome.

welcome.

Thank you لْ‏

لْ‏ welcome.

لْ‏

you أه

راْ‏ أه لْ‏

أه

ahlan

ahlan ahlan ahlan

ahlan

ahlan

شُك راْ‏

أه

choukran شُك

ahlan

ahlan

ahlan

ahlan

ahlan

choukran

choukran

ahlan

choukran

Hello

Thank you

Thank Hello

Hello

Hello

Hello

You’re welcome. ْ-ْ

راْ‏ you

لْ‏ راْ‏

شُك

choukran ahlan choukran أه شُك

ahlan

choukran choukran

You’re

Hello

ْ-ْ

ْ-ْ

marhaba-assalamu

marhaba-assalamu

marhaba-assalamu

marhaba-assalamu

marhaba-assalamu

marhaba-assalamu welcome. ْ-ْ

لْ‏ welcome. أه لْ‏

ahlan أه

marhaba-assalamu

marhaba-assalamu marhaba-assalamu marhaba-assalamu

marhaba-assalamu

alaykum

ahlan

ahlan

ahlan

marhaba-assalamu

alaykum

alaykum

alaykum

alaykum

alaykum

alaykum

alaykum

alaykum

alaykum

alaykum

ahlan

You’re Hello

alaykum

welcome.

You’re welcome. ْ-ْ

لْ‏

لْ‏

أه

ahlan أه

marhaba-assalamu ahlan

marhaba-assalamu alaykum

Good-bye

ahlan marhaba-assalamu ahlan marhaba-assalamu

Hello

Hello Good-bye

Good-bye

Good-bye

Good-bye

ْ-ْ

ْ-ْ

marhaba-assalamu

marhaba-assalamu

alaykum

marhaba-assalamu marhaba-assalamu alaykum

Good-bye

اللِّقاء اللِّقاء

eela

eela eela eela

eela

likaa’

likaa’ eela alaykum likaa’ likaa’ اللِّقاء

likaa’

eela

likaa’

eela eela eela

eela

likaa’

eela alaykum likaa’

likaa’

likaa’

likaa’

likaa’

alaykum

Hello

Hello

ْ-ْ

ْ-ْ marhaba-assalamu marhaba-assalamu alaykum

marhaba-assalamu

alaykum

Do alaykum

marhaba-assalamu alaykum

Do Do Do

Do

Good-bye Goodbye

you اللِّقاء alaykum

eela eela likaa’ likaa’

eela likaa’

alaykum

Good-bye

Do

you you you

you

understand?

you

understand?

understand?

understand?

understand?

understand? فَه م ت ْ ت ْ فَه م

فَه

hal

hal hal hal

hal

fahemta?

فَه

Good-bye

اللِّقاء eela اللِّقاء

hal

fahemta? fahemta? fahemta?

fahemta?

hal

fahemta?

hal hal hal

hal

fahemtee?

eela likaa’ likaa’ eela

hal

fahemtee?

fahemtee?

fahemtee?

fahemtee?

fahemtee?

eela likaa’

likaa’

Good-bye

Do you understand?

Good-bye

فَه م ت ْ اللِّقاء

fahemta? eela hal hal likaa’ اللِّقاء

eela hal fahemtee? likaa’

eela likaa’ eela likaa’

How Do Do you you understand?

understand?

فَه م ت ْ hal hal fahemta? fahemta? hal hal فَه

fahemtee?

How How How

How

are fahemtee?

Do

How

are are are

are

you?

you

are

you?

you?

you?

you?

understand? you?

حالُك حالُك ْ kayfa

kayfa kayfa kayfa

kayfa

haluka?

حالُك ْ

Do you understand?

م ت ْ فَه

hal فَه

kayfa kayfa haluka? haluka? haluka?

haluka?

kayfa

fahemta? haluka?

kayfa kayfa kayfa

kayfa

halukee?

hal kayfa halukee?

halukee?

halukee?

halukee?

fahemtee?

halukee?

hal fahemta? hal fahemtee?

Sit How are you?

kayfa haluka? kayfa حالُك ْ halukee?

Sit Sit Sit

Sit

down.

How

Sit down.

down.

down.

down.

down.

-

Ejles

Ejlesee

How are are you?

you?

- حالُك ْ kayfa kayfa haluka? haluka? kayfa kayfa حالُك halukee?

halukee?

How Listen are you?

How Sit down.

Listen

Listen

Listen

Listen

are you?

حالُك حالُك ْ

- kayfa haluka? kayfa halukee?

kayfa haluka? kayfa halukee?

Sit Listen


estamea’

estamea’ee

Sit down.


down.

-

Sit Are down.

Sit Listen

Are Are

Are

you

down.


-

Listen

you you

you

okay?

okay?

okay?

okay?

okay?

هَل okay?

هَل ْ

هَل hal

hal hal hal

hal

anta Listen

hal هَل ْ –

anta anta anta

anta

bikhayr?

anta bikhayr?

bikhayr?

bikhayr?

hal hal hal

hal

antee antee antee

antee

bikhayr?

bikhayr?

bikhayr?

bikhayr?

Are you OK?

hal anta bikhayr? hal antee bikhayr?

Listen

Listen

Are you okay?


هَل ْ

hal anta bikhayr?

hal antee bikhayr?

(Very) Are Are you you okay?

okay?

هَل ْ

هَل hal hal anta anta bikhayr?

bikhayr?

hal hal antee antee bikhayr?

(Very) (Very) (Very)

(Very) good

(Very)

good

good

good

good

good

) jayyed

jayyed jayyed jayyed

jayyed

jayyed bikhayr?

Are you okay?

) jayyed

(jeddan) (jeddan) (jeddan)

(jeddan)

(jeddan)

(jeddan)

jayyed jayyed jayyed

jayyed

jayyed (jeddan)

jayyed

(jeddan)

(jeddan)

(jeddan)

(jeddan)

(jeddan)

Are you okay?

هَل bikhayr? hal anta bikhayr? hal antee هَل ْ

hal anta bikhayr? hal antee bikhayr?

Correct Correct Correct

Correct (Very) good

jayyed (jeddan) jayyed ) (jeddan)

(Very)

صَحيح Correct

صَحيح

Saheeh

Saheeh Saheeh Saheeh

Saheeh (Very) good

good

)

jayyed صَحيح

Saheeh

Saheeh

Saheeh

Saheeh

Saheeh

Saheeh

jayyed (jeddan) (jeddan) jayyed

Saheeh

jayyed (jeddan)

Homework (jeddan)

(Very) Correct good

(Very) Homework Homework

Homework good

jayyed Saheeh (jeddan) jayyed صَحيح ) Saheeh (jeddan)

jayyed (jeddan) jayyed (jeddan)

Correct

ب Homework

صَحيح Correct واج

واج ب

Wajeb

Wajeb Wajeb Wajeb

Wajeb

Wajeb

واج

Saheeh صَحيح

Wajeb

Wajeb

Wajeb

Wajeb

Wajeb

Saheeh Saheeh

Wajeb

Teacher

Saheeh

Correct Homework

Correct Teacher

Teacher

Teacher

Teacher

صَحيح Saheeh Wajeb Saheeh واج ب صَحيح

Wajeb

Saheeh Saheeh

Homework

Teacher

مُعَلِّمَة مُعَلِّمَة

مُعَلِّمَة


Muallem

Muallem Muallem Muallem Muallem

Muallema


واج ب Homework

Wajeb واج

Muallem

Muallema

Muallema

Muallema

Muallema

Wajeb Wajeb

Muallema

Wajeb

Homework

Excuse Teacher

مُعَلِّمَة Homework

– ب واج

Wajeb Muallem Wajeb واج

Muallema

Excuse Excuse Excuse me.

Wajeb Wajeb

Teacher Excuse

me. me. me.

me.

واْ‏

واْ‏ me.

واْ‏

عَف

Teacher

مُعَلِّمَة مُعَلِّمَة

عَف واْ‏ –

عَف

aa’fwan

aa’fwan aa’fwan aa’fwan

aa’fwan aa’fwan

aa’fwan

عَف

Muallem aa’fwan

aa’fwan

aa’fwan

aa’fwan

Muallem Muallema aa’fwan

Muallema

Teacher

I’m

Teacher

I’m I’m I’m I’m

Excuse sorry.

me.

مُعَلِّمَة

مُعَلِّمَة


Muallem Muallema عَف واْ‏ Muallem aa’fwan

Muallema

aa’fwan

Excuse

I’m

sorry.

sorry.

sorry.

sorry.

فة

sorry.

فة فة

اس فة me. Excuse اس

اس

ana

ana ana ana ana

ana

واْ‏ me. asef

عَف واْ‏

aa’fwan عَف

ana

asef asef asef asef

asef

ana

asef

ana ana ana ana

asefa

aa’fwan aa’fwan

ana

asefa

asefa

asefa

asefa

asefa

aa’fwan

Excuse

What I’m sorry. me.

واْ‏ فة me. Excuse

واْ‏

عَف

aa’fwan ana asef aa’fwan عَف

ana asefa

What What What What

is

aa’fwan aa’fwan

I’m What

is is is is

your I’m sorry. is

your your your your

name?

your

name?

name?

name?

name?

name? مُك ؟ مُك ؟

مُك

اس

اس مُك

اس

ma

ma ma ma ma

ma

esmuka sorry.

فة اس اس فة

ana ma اس

esmuka esmuka esmuka

esmuka

ma

esmuka

ma ma ma

esmukee?

ana asef asef ana ma

esmukee?

esmukee?

esmukee?

esmukee?

esmukee?

ana asefa

asefa

I’m sorry.

I’m What

sorry.

is is your name?

مُك ؟ PROMOTING SUCCESS WITH

فة

فة

ana asef ana asefa اس اس

ARAB IMMIGRANT ana ma esmuka

STUDENTS—TEACHER asef RESOURCES ana ma esmukee?

asefa 19

What What is

is is your your name?

name?

مُك ؟ اس مُك

ma ma esmuka esmuka ma ma اس

esmukee?

esmukee?

What is your name?

What is your name? اس مُك ؟ ma esmuka ma esmukee?

‏-ْلَو ْ تَْ‏ ‏-ْلَو

تَْ‏ ‏-ْلَو ْ

تَْ‏

تَْ‏

سَمَح

سَمَح

سَمَح

تَْ‏ ْ ‏-ْلَو سَمَح

‏-ْلَو ْ تَْ‏ ‏-ْلَو

تَْ‏

سَمَح

سَمَح

‏-ْلَو ‏-ْلَو ْ

تَْ‏

تَْ‏

سَمَح

سَمَح

كُم كُم

كُم

عَلَي

كُم

عَلَي

عَلَي

عَلَي

السَّلمُْ‏

السَّلمُْ‏

با

السَّلمُْ‏

با حَ‏

حَ‏ با

مَر

حَ‏

مَر

مَر

كُم عَلَي

حَبا با السَّلمُْ‏

مَر

كُم كُم

عَلَي

عَلَي

السَّلمُْ‏

با با السَّلمُْ‏

الى حَ‏ حَبا

الى

الى

مَر

مَر الى

كُم

كُم

عَلَي

عَلَي

السَّلمُْ‏

السَّلمُْ‏

با

با

حَ‏ حَ‏

مَر

مَر

‏-هَل ‏-هَل

تَْ‏

الى

تَْ‏ ‏-هَل

فَه م تَْ‏ تَْ‏

م

فَه

فَه

هَل

فَه

هَل

هَل

هَل الى

الى

م تَْ‏ ‏-هَل فَه

الى

الى

هَل

‏-هَل فَْ‏

تَْ‏ ‏-هَل

م تَْ‏

فَه

فَه

هَل

فَْ‏ ‏-ْكَي فَْ‏ فَْ‏

‏-ْكَي

‏-ْكَي

حالُكَْ‏

حالُكَْ‏

فَْ‏

هَل

‏-هَل

حالُكَْ‏ ‏-هَل

فَْ‏ فَْ‏

كَي

تَْ‏

م تَْ‏

فَه

فَْفَه

كَي

كَي

هَل

كَي هَل

سي سي فَْ‏ ‏-ْكَي سي

حالُكَْ‏

فَْ‏ كَي

ج ل ‏-ْكَي فَْ‏ ل سي فَْ‏ ج

إ

‏-ْكَي إ حالُكَْ‏

ل س س إج

حالُكَْ‏

ل فَْ‏ إج

Ejles

Ejles Ejles Ejles

Ejles

Ejlesee

فَْ‏

Ejles إج كَي

Ejlesee

Ejlesee

Ejlesee

Ejlesee

Ejlesee

كَي

فَْ‏

عي فَْ‏

‏-ْكَي

ج ل سي ‏-ْكَي

حالُكَْ‏

حالُكَْ‏

إ

س فَْ‏

ل فَْ‏

كَي

كَي

إج

Ejles Ejlesee

عي عي

تَم

تَم عي

اس تَم سي تَم

تَم ع اسج ل سي اس

إ

تَم ع س تَم

اس

تَم

اس

اس

estamea’

estamea’ estamea’ estamea’

estamea’

estamea’ee

ل اس إج

إج

Ejles estamea’

estamea’ee

estamea’ee

estamea’ee

estamea’ee

Ejles Ejlesee estamea’ee

Ejlesee

عي ت ْ سي

اس ج ل تَم سي

إ

ل تَم ع س إج

إج

Ejles Ejlesee اس

Ejles estamea’

Ejlesee

estamea’ee

ان ت ْ ان

ان

ت ْ

‏-هَل ‏-هَل ْ ان

عي ي ر ‏-هَل ر ‏-هَل ْ خَ‏ خَ‏ خَي ر تَم عي

ي اس تَم

ب

خَ‏

تَْ‏ تَْ‏ ب

تَْ‏

ان ان

ان

تَْ‏

ان ع اس

تَم تَم

اس

اس

estamea’ estamea’ estamea’ee

ي ر estamea’ee

ان ان ت ْ ‏-هَل ْ عي

عي

تَم

ر تَم

اس

خَ‏ خَي اس

ب

ان ان ع تَْ‏ تَم

تَم

خَ‏ خَي ر

ب

اس

اس

خَ‏

ب

estamea’ estamea’ee

estamea’ estamea’ee

ان ت ْ ان

ان

دّاْ‏ خَ‏ خَ‏ ي ر ‏-هَل ‏-هَل ْ دّاْ‏ خَ‏

دّاْ‏

‏ْ)جب

تَْ‏ ان تَْ‏

ان

ان

خَ‏ خَي ر ب

دّاْ‏

‏ْ)ج

‏ْ)ج

يِّد

‏ْ)ج

يِّد يِّد

جَ‏

ت ْ ان

ان

‏-هَل خَ‏ ي ر ‏-هَل ْ

خَ‏

ب

تَْ‏

تَْ‏

ان

ان

ي ر يِّد

جَ‏

جَ‏

جَ‏ خَ‏ خَ‏ خَ‏

ب

دّاْ‏ ‏ْ)ج

يِّد ي ر خَ‏

خَ‏

جَب

دّاْ‏ دّاْ‏

‏ْ)ج

‏ْ)ج

يِّد جَيِّد

جَ‏

دّاْ‏

دّاْ‏

‏ْ)ج

‏ْ)ج

يِّد

يِّد

جَ‏ جَ‏

مُعَلِّم

مُعَلِّم

مُعَلِّم

مُعَلِّم

انا

مُعَلِّم

انا

انا

مُعَلِّم مُعَلِّم

انا

اس ف - - ف

اس

اس

انا

انا

انا

انا

انا ما

ما

ما

ف - انا

ما انا

مُك؟ مُك؟

اس

انا

مُك؟-‏ اس

اس

ما

ف اس اس

ما

ما

اس

ما انا

انا

انا

انا

ما

ف مُك؟ - اس

اس

انا

انا

ما

ما

ما

مُك؟ مُك؟

اس

اس

ما

ما

ما

ما

مُك؟

مُك؟

اس

اس

ما

ما

esmukee? ma esmuka ma اس مُك ؟


PHOTO COURTESY OF JENNIFER KAMAL

parents to understand. Translating permission slips or

invitations to school events into Arabic will increase

the possibility of their involvement. Making the school

website available in Arabic will help parents make

appropriate choices for their child.

“I was frustrated when forms I sent home many

times were not signed and returned by one child’s

parents. When I discovered that the mother had

very limited English language skills, I realized that

she was afraid to sign a piece of paper she didn’t

fully understand!”

To check the pronunciation of a word, use an online

dictionary such as http://dictionary.cambridge.org/

dictionary/english-arabic/.

Be aware of cultural expectations

and roles.

In general, Arabs are loving, humble people and they

expect others to respond in kind. The circumstances of

the family’s arrival to your community may be a factor

in their receptivity or preparedness to engage with you.

Be aware of gender dynamics. If you are a female

teacher meeting with a male parent for the first time,

you may wish to consider inviting a male colleague to

join you for the interview.

“Arab parents who arrive in Canada often hear

stories of children being apprehended from their

families by social services. If parents are hesitant

to communicate with the school when there is an

issue with their child, this is probably why. Keep

an open mind and assure them that they have

done nothing wrong and you are just offering

help. With time, trust will be established.”

20 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Try to call home with congratulations from time to

time to dispel the idea that the school calls only when

there is bad news.

Respect the importance of

“saving face.”

Because family life and harmony are crucial to Arabs,

educators need to demonstrate respect for the nuclear

and extended family. Since Arabs are very sensitive to

public criticism, teachers should try to express concern

about the student in a way that minimizes “loss of face”

for either the student or the family. The goal is to help

students develop a positive identity while respecting

their heritage.

Create opportunities for social

connections.

PHOTO COURTESY OF JENNIFER KAMAL

Make accommodations as required.

Review school dress codes or change-room

requirements to ensure that they do not violate Muslim

traditions of modesty or fasting. Ensure that girls are not

ridiculed for their head coverings or dress.

Avoid scheduling tests on major Islamic holidays and

respect fasting requirements. During Ramadan, teachers

should be sensitive to the physical stress that may result

from fasting.

Try to schedule prayer opportunities into regular

break periods. If students tell you that they need to

leave school to participate in Friday prayers, ask that

they provide you with parental consent. This will ensure

that religious requirements are not used as an excuse for

missing class or assignments.

During the month of Ramadan, some parents may

use the time to return to the Middle East for family

vacations. If so, parents should assume responsibility for

missed work.

Because the serving of food in school may be an issue

for students who can only eat halal food, it is helpful to

identify students with this requirement and to develop a

schoolwide policy regarding food.

See background information on Holidays and

Religious Observances.

Reduce social isolation for your new students by using

cooperative learning strategies and allowing students to

work in pairs or groups.

Open up learning channels.

Present new information in multiple forms (oral,

written and visual). Because Arabic is an aural culture,

try to read directions aloud.

Start with picture books.

When students (at any age level) have very limited

reading skills, they respond to pictures. Using picture

books supports language acquisition by increasing both

vocabulary and comprehension. When students are

engaged and able to understand and follow the story,

they are motivated to share their feelings and reactions.

“Using picture books with older students is a

great way to engage new readers. Often teachers

will ask if students think the books are for ‘babies.’

If you use appropriate books and model reading

and enjoying the books, the students will love it

as well. I have not ever had students say the books

are for ‘babies.’”

See Resources for Teachers for a list of picture books

for Muslim kids.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 21


Invite students to share information

about their culture.

If your new students are comfortable doing so, invite

them to share information about their country, their

culture (food, music) or customs.

If possible, arrange a field trip to a mosque or local

bakery, or invite an Arab member of the community to

speak to the class.

See Community Resources (page 34) for suggestions.

Look for opportunities to infuse the

curriculum with information about

the Arab culture.

To help your new students feel at home and to

develop an appreciation for the contributions made by

Arabs, plan learning activities within various curricular

areas that achieve both ends:

• Social Studies—Conduct research on Arab

contributions.

• Music—Introduce students to Middle Eastern music

and instruments.

• Art—Examine and experience the symbolic

representation of Arabic script.

• Language Arts—Look at and listen to Arabic stories

and poetry.

• Math—Collect statistical data on Arab countries and

create charts.

During the holiday season in December, organize a

week-long Celebration of Celebrations activity in which

all the students and the families can share their heritage,

culture, customs and traditions. This can lead to an

understanding of everyone’s culture and community in

an authentic manner. In the younger grades, students

are exposed to and develop an appreciation for the

foods, clothing and special traditions amongst families.

In the older grades, the students can write a report on

the similarities and differences and do research on the

cultures and countries that interest them. This is a very

inclusive activity that allows even the most shy and

reluctant student to participate.

YUET CHAN

22 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Make an effort to stay informed

about major events in your

students’ countries of origin.

Even though they are in a new country, students and

their families continue to be impacted by events in their

homeland, which may be affecting friends, relatives and

former neighbours.

For an excellent lesson that simulates a refugee

experience, see http://choices.edu/resources/twtn/twtnrefugees.php.

Confront prejudice and

discrimination.

Any use of derogatory language or name calling

must be addressed immediately. Capitalize on

teachable moments to deal with common myths and

misconceptions.

In response to negative news reporting (which sells

papers!), teachers can use these opportunities to engage

students in informed debate about related current

events.

Be aware of the language

differences between Arabic and

English.

This might be reflected in the pronunciation,

grammar and comprehension. For example, the use of

the /b/ for the /p/ sound in the beginning of words such

as paper and pencil.

Here is a link that highlights the phonemic and

grammatical challenges that Arabic speaking students

might face while learning English: http://esl.fis.edu/

grammar/langdiff/arabic.htm.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 23


Suggestions for School and

District-Level Support

(1) Ensure that a safe and caring school environment

is provided for all students. Develop and enforce

a school policy that clearly communicates

to all parents and students that disrespect or

discrimination will not be tolerated within the

school.

(2) Identify community and district-level resource

people and encourage teachers to invite them into

the school.

(3) Provide oral and written translation services in

Arabic for documents such as a Student Code of

Conduct, permission slips and invitations to school

events.

(4) Assist teachers in gathering background information

on new students.

(5) Support staff development and training in the area

of diversity.

(6) Initiate and support multicultural events.

(7) Respect religious observances and holidays. Provide

time and a private space for prayers upon request.

(8) Develop a school policy that addresses halal food

requirements, and communicate the policy to all

staff, students and parents.

KONI MACDONALD

24 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Orientation Guide

to Canadian Schools

This guide was originally developed for the second

booklet in this series: Working with South Sudanese

Immigrant Students –Teacher Resources, written by

Athieng Riak, Abiel Kon, Maryanne MacDonald, Elaine

Lou and Lynn Smarsh.

This is just one tool to assist schools and Arab families

in better understanding and communicating with each

other.

How to Use This Guide

Consider having this guide available when the student

initially comes to register at the school. It may be

housed in the general office or in the student services

area. District intake centres should also have copies since

parents will usually be accompanied by a settlement

worker or interpreter when they visit that centre.

The various points in the guide should be discussed

collaboratively, and parents and their children should

have the opportunity to ask questions. Parents should

receive a copy to take home for future reference.

This guide could be adapted for use with immigrant

families of other cultural backgrounds. If you wish

to create your own guide, please keep in mind the

following points:

• Remember to involve members of the cultural

community in the guide’s creation.

• Use plain language. This means avoiding educational

jargon, explaining abbreviations and using short

sentences and the active voice.

• Use appropriate illustrations to further explain each

point.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 25


Homework

• Students use an agenda to write

down their homework. Please

check the agenda to see their

assignments.

• If you can’t help your child with

homework, check to see if the

school has a homework club.

• Some communities provide

homework clubs as well.

Prepare for Class

• Students are responsible for getting to

each class on time.

• Children come to school before

school starts.

• Students must come to class with

their books and homework ready.

• If students don’t understand

something, they should ask the

teacher for help. Teachers want them

to ask questions.

English Language Learning (ELL)

• ELL students need up to seven years

to become academically successful in

English.

• Students may access additional, free

ELL help outside school in a public

library or community church.

الواجِبات المدرسية:‏

يستخدم التالميذ دفاتر مُذَكَّرات لتدوين الواجِبات

الواجِبات المدرسية:‏

المدرسية.‏ الرجاء مراجعة المُذَكّرة لمعرفة الواجبات

يستخدم والفروض التالميذ المطلوبة دفاتر مُذَكَّرات وتواريخها.لتدوين الواجِبات

أذا تعذر المدرسية.‏ عليكم الرجاء مساعدة مراجعة التّلميذ المُذَكّرة اكماللمعرفة الواجبات الواجبات

المدرسية،‏ والفروض يمكنكم المطلوبة سؤال وتواريخها.‏ المدرسة اذا كان لديها ناد

مساعدة التّلميذ اكمال الواجبات

المدرسية:‏

الواجِبات الغرض.‏ عليكم

أذا لهذا تعذر

السودانية لديها المدرسة نواد اذا لتدوين كان للمساعدة لديها الواجِبات ناد

الجاليات يمكنكم دفاتر سؤال مُذَكَّرات

بعض المدرسية،‏ التالميذ

يستخدم

المدرسية.‏

بالواجِبات الغرض.‏ الرجاء مراجعة المُذَكّرة لمعرفة الواجبات

لهذا المدرسية.‏

بعض والفروض الجاليات المطلوبة السودانية لديها وتواريخها.‏ نواد للمساعدة

أذا تعذر بالواجِبات عليكم المدرسية.‏ مساعدة التّلميذ اكمال الواجبات

المدرسية،‏ يمكنكم سؤال المدرسة اذا كان لديها ناد

للصف

الغرض.‏

التحضير

لهذا

بعض الجاليات السودانية لديها نواد للمساعدة

من بالواجِبات واجبات الطالب المدرسية.‏ الوصول الى صفوفهم في الوقت

التحضير للصف

المحدد.‏

من يجب واجبات وصول الطالب الى الوصول الى المدرسة قبل صفوفهم بداية في الوق الفصلت

األول.‏ المحدد.‏

على وصول التّالميذ الطالب الى احضار كتبهم المدرسة قبل والواجبات بداية الفصل المدرسية

يجب

التحضير للصف

كاملة.‏ األول.‏

ت المدرسية

الواجبات،‏

صفوفهم والواجبات في الوق

أو اكمال

المواد كتبهم الى

التّلميذ فهم احضار الوصول

على التّالميذ الطالب

من يجب تعسر على واجبات

اذا

عليه سؤال األستاذ المسؤول.‏

يجب كاملة.‏ المحدد.‏

اذا يجب تعسر وصول على التّلميذ الطالبفهم الى المواد أو المدرسة قبل اكمال بداية الفصل الواجبات،‏

يجب األول.‏ عليه سؤال األستاذ المسؤول.‏

تعلم يجب اللغة على التّالميذ األنكليزية:‏ احضار كتبهم والواجبات المدرسية

كل طالب لحوال سبعة سنوات ليتمكن أكاديميا

كاملة.‏

يحتاج

تعلم تعسر اللغة على األنكليزية:‏ التّلميذ فهم المواد أو اكمال الواجبات،‏

من اللغة االنكليزية.‏

اذا

يجب عليه سؤال األستاذ المسؤول.‏

يمكن يحتاج كل للطالب طالب الحصول لحوال على سبعة دروس سنوات لغة ليتمكن اضافية في أكاديميا

من المكاتب اللغة العامة أو االنكليزية.‏ بعض الجمعيات الدينية والثقافية.‏

يمكن للطالب الحصول على دروس لغة اضافية في

بعض الجمعيات الدينية والثقافية.‏

األنكليزية:‏

العامة أو

اللغة

المكاتب

تعلم

مقابلة يحتاج كل المعلم طالب واألهل لحوال سبعة سنوات ليتمكن أكاديميا

شركاء في نجاح ثقافة التّالميذ.‏

االنكليزية.‏

المعلمون واألهل

من اللغة

مقابلة المعلم للطالب واألهل الحصول على دروس لغة اضافية في

المقابلة هي وسيلة للحصول على معلومات عن تطور

يمكن

المكاتب العامة أو بعض الجمعيات الدينية والثقافية.‏

ولدك المعلمون األكاديمي واألهلفي شركاء في المدرسة.‏ نجاح ثقافة التّالميذ.‏

عند المقابلة هي الحاجة،‏ وسيلة يمكن للمدرسة للحصول أن على تؤمن معلومات مترجم أو عن تطور

ولدك يمكنكم األكاديمي اصطحاب في احد تتفقون المدرسة.‏ معه ليترجم لكم خالل

للمدرسة أن تؤمن مترجم أو

واألهل

الحاجة،‏ يمكن

المقابلة.‏ المعلم

عند

في تتفقون ساعة.‏ معه نجاح ثقافة ليترجم لكم التّالميذ.‏ خالل

الربع

واألهل اصطحاب حوال احد شركاء

المقابلة

تدوم يمكنكم المعلمون

المقابلة.‏ هي وسيلة للحصول على معلومات عن تطور

تدوم ولدكالمقابلة األكاديمي حوال في الربع المدرسة.‏ ساعة.‏

عند الحاجة،‏ يمكن للمدرسة أن تؤمن مترجم أو

يمكنكم اصطحاب احد تتفقون معه ليترجم لكم خالل

المقابلة.‏

تدوم المقابلة حوال الربع ساعة.‏






























H

H

H

P

P

P

E

E

E

P

P

P

26 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


يحتاج كل طالب لحوال سبعة سنوات ليتمكن أكاديميا

من اللغة االنكليزية.‏

يمكن للطالب الحصول على دروس لغة اضافية في

المكاتب العامة أو بعض الجمعيات الدينية والثقافية.‏



Parent–Teacher Interviews

مقابلة المعلم واألهل

• Parents and teachers are partners in

the child’s education.

• An interview is a chance to discuss

your child’s progress in school.

• The school can provide a translator or

you can bring someone you trust to

interpret for you.

• An interview is usually 15 minutes

long.

المعلمون واألهل شركاء في نجاح ثقافة التّالميذ.‏

المقابلة هي وسيلة للحصول على معلومات عن تطور

ولدك األكاديمي في المدرسة.‏

عند الحاجة،‏ يمكن للمدرسة أن تؤمن مترجم أو

يمكنكم اصطحاب احد تتفقون معه ليترجم لكم خالل

المقابلة.‏

تدوم المقابلة حوال الربع ساعة.‏





P

Letters/Phone Calls from School

رسالة / مكالمة من المدرسة

You might hear from the school when

• there are important forms for you

to sign,

• they have concerns about

your child or

• your child is absent at school, and the

office hasn’t heard from you.

احيانا ترسل المدرسة استمارات تحتاج لتوقيع األهل.‏

أو عندما يكون لديهم مخاوف أو معلومات لألهل.‏

أو اذا غاب الطالب عن الصف واألهل لم يعلموا

رسالة / المدرسة بذلك.‏ مكالمة من المدرسة

احيانا ترسل المدرسة استمارات تحتاج لتوقيع األهل.‏

أو عندما يكون لديهم مخاوف أو معلومات لألهل.‏

أو اذا غاب الطالب عن الصف واألهل لم يعلموا

بذلك.‏

مدرسية

المدرسة

رسوم







Le

Le

Sc

من واجب األهل تسديد رسوم النقل،‏ والكتب،‏

واألدوات القرطاسية المطلوبة.‏

في حال عدم القدرة على تسديد هذه الدفعات،‏ يمكنكم

شرح رسوم الوضع مدرسيةالدارة المدرسة لكي يتابع التّلميذ الذهاب

للمدرسة.‏

من واجب األهل تسديد رسوم النقل،‏ والكتب،‏

المدرسية باالتفاق مع

المطلوبة.‏

المستحقات

القرطاسية

عدم دفع

واألدوات

يمكن

االدارة.‏

في حال عدم القدرة على تسديد هذه الدفعات،‏ يمكنكم

شرح الوضع الدارة المدرسة لكي يتابع التّلميذ الذهاب

للمدرسة.‏

يمكن الحضور عدم دفع المستحقات المدرسية باالتفاق مع

المدرسة للفتيان والفتيات هو فرض حتى سن

االدارة.‏

حضور

السابعة عشر.‏

من واجب ادارة المدرسة اخبار مشاكل حضور

التّالميذ الحضور لمجلس خاص.‏

سن

عدم

حتى

حال

فرض

المدرسة في

والفتيات هو

اعالم

للفتيان

األهل

المدرسة

الواجب على

حضور

من

على الحضور.‏

عشر.‏

التّلميذ

السابعة

قدرة

من واجب ادارة المدرسة اخبار مشاكل حضور

التّالميذ لمجلس خاص.‏

من مخالفات الواجب كبيرة على األهل اعالم المدرسة في حال عدم

والتدخين،‏ وعدم الحضور يعتبرون

الحضور.‏

والترهيب،‏

التّلميذ على

القتال،‏

قدرة

مخالفات كبيرة.‏

تكرر المخالفات الكبيرة قد يسبب بطرد التّلميذ من

مخالفات المدرسة.‏ كبيرة

القتال،‏ والترهيب،‏ والتدخين،‏ وعدم الحضور يعتبرون

مخالفات كبيرة.‏

تكرر المخالفات الكبيرة قد يسبب بطرد التّلميذ من

المدرسة.‏

School Fees

• Parents need to pay for bus fees,

textbooks and other learning supplies.

• If you can’t afford to pay these fees,

you can talk to the school, and your

child can still go to school.

• You may not have to pay all the fees if

you have money problems.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 27















Sc

A

A

Se

Se


R

Attendance

• Girls and boys must attend school daily

until they are 17 years old.

• School administration must report

problems with attendance to a special

board.

• If your child can’t go to school, phone

the school.

Serious Offences

• Fighting, bullying, smoking and

skipping school are considered

serious.

• Repeated or serious problems may

result in the student being suspended

from school.











في حال عدم القدرة على تسديد هذه الدفعات،‏ يمكنكم

رسوم أو مدرسية عندما يكون لديهم مخاوف أو معلومات لألهل.‏

شرح أو اذا الوضع غاب الدارة الطالب عن المدرسة لكي الصف يتابع واألهل لم التّلميذ يعلموا الذهاب

من للمدرسة.‏ واجب المدرسة األهلبذلك.‏ تسديد رسوم النقل،‏ والكتب،‏

يمكن واألدوات عدم دفع القرطاسية المستحقات المطلوبة.‏ المدرسية باالتفاق مع

في االدارة.‏ حال عدم القدرة على تسديد هذه الدفعات،‏ يمكنكم

شرح الوضع الدارة المدرسة لكي يتابع التّلميذ الذهاب

للمدرسة.رسوم مدرسية

يمكن الحضور عدم دفع المستحقات المدرسية باالتفاق مع

من واجب األهل تسديد رسوم النقل،‏ والكتب،‏

االدارة.‏

حضور واألدوات المدرسة للفتيان القرطاسية والفتيات المطلوبة.هو فرض حتى سن

في حال عدم القدرة على تسديد هذه الدفعات،‏ يمكنكم

السابعة عشر.‏

شرح الوضع الدارة المدرسة لكي يتابع التّلميذ الذهاب

من واجب ادارة للمدرسة.‏ المدرسة اخبار مشاكل حضور

الحضور

التّالميذ يمكن لمجلس عدم دفع خاص.‏ المستحقات المدرسية باالتفاق مع

من حضور الواجب االدارة.‏ على المدرسة األهل للفتياناعالم والفتيات هو المدرسة في فرض حال حتى عدم سن

قدرة السابعة التّلميذ عشر.على الحضور.‏

من واجب ادارة المدرسة اخبار مشاكل حضور

الحضور

التّالميذ لمجلس خاص.‏

من مخالفات الواجب حضور كبيرة على المدرسة األهلللفتيان اعالم والفتيات المدرسة هو في فرض حال حتى عدم سن

قدرة التّلميذ السابعة على عشر.‏ الحضور.‏

القتال،‏ من واجب والترهيب،‏ ادارة والتدخين،‏ المدرسة اخبار وعدم مشاكل الحضور حضور يعتبرون

مخالفاتالتّالميذ كبيرة.لمجلس خاص.‏

تكرر من المخالفات الواجب على الكبيرة قد األهل يسبب اعالم بطرد المدرسة في التّلميذ حال من عدم

مخالفاتقدرة كبيرة التّلميذ على الحضور.‏

المدرسة.‏

القتال،‏ والترهيب،‏ والتدخين،‏ وعدم الحضور يعتبرون

مخالفات مخالفات كبيرة.‏ كبيرة

تكرر المخالفات الكبيرة قد يسبب بطرد التّلميذ من

القتال،‏ والترهيب،‏ والتدخين،‏ وعدم الحضور يعتبرون

المدرسة.‏

مخالفات كبيرة.‏

تكرر المخالفات الكبيرة قد يسبب بطرد التّلميذ من

المدرسة.‏















School Fees

A

A

Attendance

S

S

Serious Offe

Illegal Activities

أعمال غير قانونية

Il

• Drugs are illegal in Canada. Use of

alcohol at school is illegal. If your child

is using, selling or keeping drugs, the

police will be called. Parents will be

called to meet with police at school.

• Illegal involvement with gangs (groups

of people who move drugs or steal)

will be dealt with at the school by a

police officer. Parents will be called

immediately.

• If a student is breaking the law, they will

be suspended and possibly removed from

the school.

• If a student is fined, the parent is

responsible to pay.

حيازة وتعاطي المخدرات كما استهالك المشروبات

الكحولية في المدرسة غير قانوني.‏ ادارة المدرسة

تبلغ الشرطة عن جميع أعمال التعامل،‏ والتعاطي،‏

اوالتخزين للمخدرات.‏ كما يستدعى أولياء أمور

التّلميذ للتعامل مع الشرطة في المدرسة.‏

أي عالقة للطالب غير قانونية مع عصابات يتم

التعامل معها من قبل ضابط الشرطة في المدرسة.‏

يستدعى أولياء أمور الطالب للمدرسة فور وقوع

المخالفة.‏

في حال تغريم الطالب،‏ من واجب األهل دفع الغرامة.‏

البرنامج الدراسي

البرنامج الدراسي في كامل مقاطعة ألبرتا موحد ومدته

سنة مدرسية.‏

يجب على جميع الطالب دراسة اللغة االنكليزية،‏

واالجتماعيات،‏ العلوم،‏ الرياضيات،‏ والرياضة،‏ ومواد

اختيارية أخرى.‏

يجب على الطالب الحوز على المعرفة الالزمة لكل

صف.‏

12








W

التقارير 28 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES

سوف تتلقى بطاقة تقرير عالمات من المدرسة عدة

مرات في السنة.‏ يتضمن التقرير عالمات ومالحظات


What Is Taught

• All of Alberta has a standard

curriculum. It is completed in

12 years of school.

• All children are expected to take

English, social studies, sciences,

mathematics, physical education and

optional courses.

• Children are expected to be

competent in that level of the

curriculum for each year.

Reporting

• You will receive report cards several

times each year. They have marks and

comments from the teacher about

your child. If you have questions,

contact the school.

• Talk to your child about the report

card. Then sign it and send it back to

the school if your school requires this.

• At the end of June, you will receive a

copy of the final report card.

أي حيازة عالقة وتعاطي للطالب غير المخدرات كما قانونية مع استهالك عصابات يتم المشروبات

التعامل الكحولية في معها من قبل المدرسة غير ضابط قانوني.‏ الشرطة في ادارة المدرسة.‏ تبلغ يستدعى الشرطة أولياء عن أمور جميع الطالب أعمال للمدرسة التعامل،‏ فور وقوع والتعاطي،‏

المخالفة.‏ اوالتخزين للمخدرات.‏ كما يستدعى أولياء أمور

في التّلميذ حاللتعامل تغريم مع الطالب،‏ الشرطة من في واجب المدرسة.‏ األهل دفع الغرامة.‏

أي عالقة للطالب غير قانونية مع عصابات يتم

التعامل معها من قبل ضابط الشرطة في المدرسة.‏

يستدعى البرنامج أولياء الدراسي أمور الطالب للمدرسة فور وقوع

المخالفة.‏

في حال البرنامج تغريم الدراسي في الطالب،‏ كامل من واجب مقاطعةاألهل ألبرتا دفع موحد الغرامة.‏ ومدته

سنة مدرسية.‏

يجب على جميع الطالب دراسة اللغة االنكليزية،‏

العلوم،‏ الرياضيات،‏ والرياضة،‏ ومواد

الدراسي

واالجتماعيات،‏

البرنامج

اختيارية أخرى.‏

يجب البرنامج على الدراسي الطالب في الحوز كامل على مقاطعة المعرفة ألبرتا الالزمة موحد لكل ومدته

صف.‏ سنة مدرسية.‏

يجب على جميع الطالب دراسة اللغة االنكليزية،‏

واالجتماعيات،‏ العلوم،‏ الرياضيات،‏ والرياضة،‏ ومواد

التقارير اختيارية أخرى.‏

يجب على الطالب الحوز على المعرفة الالزمة لكل

سوف صف.‏ تتلقى بطاقة تقرير عالمات من المدرسة عدة

مرات في السنة.‏ يتضمن التقرير عالمات ومالحظات

المعلمين واالدارة عن التّلميذ.‏ يمكنكم االتصال

بالمدرسة اذا كان لديكم أي أسئلة.‏

التقارير

على األهل مراجعة بطاقة التقرير مع الطالب

سوف وتوقيعها.‏ تتلقى بطاقة تقرير عالمات من المدرسة عدة

في مرات نهاية في السنة.‏ يتضمن الدراسية،‏ سوف التقرير عالمات تحصلون على تقرير ومالحظات

المعلمين العالمات واالدارة النهائي.‏ عن التّلميذ.‏ يمكنكم االتصال

بالمدرسة اذا كان لديكم أي أسئلة.‏

على األهل مراجعة بطاقة التقرير مع الطالب

وتوقيعها.‏

في نهاية السنة الدراسية،‏ سوف تحصلون على تقرير

العالمات النهائي.‏

12

12

















W

W

R

Re

برامج خاصة

في حالة عدم نجاح الطالب في احد مراحل الدراسة،‏

يمكن تسجيل الطالب في احد البرامج الخاصة

لمساعدته على النجاح.‏

في حال طلبت المدرسة تحويل الطالب الى أحد

البرامج الخاصة،‏ من حق األهل االستفهام عن السبب.‏

في بعض الحاالت يطلب من األهل االمضاء على

استمارة موافقة لغرض اتمام فحوصات خاصة.‏

الهدف من هذه الفحوصات اجراء تقييم صحيح لمقدرة

الطالب األكاديمية واالجتماعية.‏

أسئلة للطالب في نهاية اليوم الدراسي

ماذا حصل في المدرسة اليوم؟

هل أعطاك المعلم رسالة الي؟

ما الذي اعجبك كثيرا من نشاطات اليوم المدرسية؟

هل استمتعت بالمدرسة؟

ماذا لديك من واجبات منزلية؟

Special Programming

• If a student does not achieve well in

Grades 1 to 5, special programming

is available to assist the student in

catching up and succeeding.

• If the school asks for special

programming for your child, you

should ask why. The purpose is to

help your child catch up.

• If special testing is required, you will

be asked to sign consent forms. The

testing is necessary and will assist

the school in correctly assessing your

child.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 29

الذهاب للنوم واالستيقاظ صباحا









Sp

Q

a

G


Questions to Ask Your Child at

the End of a School Day

• What happened at school today?

• Did your teacher give you a paper

for me?

• What did you like best today?

• Did you have fun?

• What do you have for homework?

Going to Bed and Waking Up

• Your child should use a clock, not the

sun, to know when to go to bed and

get up.

• Sometimes, schools might be closed

or school buses might not run if the

weather is bad. Listen for the morning

weather report on the radio or TV.

Health

• If your child has a fever or a disease

that other students could catch, like

measles or chicken pox, keep the child

at home.

• Take your child to the dentist every

six months.

• Have your child’s eyes tested every

year.

• Take your child for a checkup with

the doctor every year.

حالة بعضعدم الحاالت نجاح يطلب الطالب من في احد األهل مراحل االمضاء على الدراسة،‏

في

يمكن استمارة تسجيل موافقة الطالب لغرض في احد اتمام البرامج فحوصات الخاصة خاصة.‏

الهدف لمساعدته من على هذه النجاح.‏ الفحوصات اجراء تقييم صحيح لمقدرة

في الطالب حال طلبت األكاديمية المدرسة تحويل واالجتماعية.‏ الطالب الى أحد

البرامج الخاصة،‏ من حق األهل االستفهام عن السبب.‏

في بعض الحاالت يطلب من األهل االمضاء على

في حالة عدم نجاح الطالب في احد مراحل الدراسة،‏

استمارة موافقة لغرض اتمام فحوصات خاصة.‏

يمكن تسجيل الطالب في احد البرامج الخاصة

الهدف من للطالب هذه في نهاية الفحوصات اليوم اجراء الدراسي تقييم صحيح لمقدرة

أسئلة لمساعدته على النجاح.‏

الطالب األكاديمية واالجتماعية.‏

تحويل الطالب الى أحد

اليوم؟

المدرسة

المدرسة

طلبت

حصل في

حال

ماذا

في

األهل االستفهام عن السبب.‏

الي؟

حق

رسالة

من

المعلم

الخاصة،‏

أعطاك

البرامج

هل

المدرسية؟

االمضاء على

اليوم

األهل

نشاطات

من

من

يطلب

كثيرا

الحاالت

اعجبك

بعض

الذي

في

ما

استمارة موافقة لغرض اتمام فحوصات خاصة.‏

هل استمتعت بالمدرسة؟

أسئلة الهدف من للطالب هذه في نهاية الفحوصات اليوم اجراء الدراسي تقييم صحيح لمقدرة

ماذا لديك من واجبات منزلية؟

واالجتماعية.‏

المدرسة اليوم؟

األكاديمية

حصل في

الطالب

ماذا

هل أعطاك المعلم رسالة الي؟

ما الذهاب الذي للنوم اعجبك كثيرا واالستيقاظ من صباحا نشاطات اليوم المدرسية؟

هل استمتعت بالمدرسة؟

من ماذا أسئلة لديك المستحن من للطالب في على واجبات نهاية الطالب اليوم ان منزلية؟ يستعمل الدراسي الساعة بدال من

الشمس لتحديد مواعيد النوم.‏

ماذا حصل في المدرسة اليوم؟

من المستحسن متابعة نشرة الطقس الصباحية للتأكد

هل أعطاك المعلم رسالة الي؟

ان حافالت المدارس شغالة وعلى الوقت.‏

ما الذهاب الذي للنوم اعجبك كثيرا واالستيقاظ من صباحا نشاطات اليوم المدرسية؟

الطالب ان يستعمل الساعة بدال من

بالمدرسة؟

على

استمتعت

المستحن

هل

من

منزلية؟

النوم.‏

واجبات

لتحديد مواعيد

ماذا لديك من

الشمس الصحة

من المستحسن متابعة نشرة الطقس الصباحية للتأكد

ان منحافالت الواجب ابقاء المدارس الطالب شغالة في وعلى البيت اذا الوقت.‏ كان مريض

بمرض الذهاب معد للنوم كالحصبة واالستيقاظ صباحا والجديري.‏

من المستحسن زيارة طبيب األسنان مر ة كل ستة

المستحن على الطالب ان يستعمل الساعة بدال من

أشهر.‏

من

العيون مرة كل سنة.‏

النوم.‏

طبيب

مواعيد

زيارة

لتحديد

المستحسن

الصحة الشمس

من

سنة

للتأكد

كل مريض

الصباحية

اذا عام كان مرة

الطقس

طبيب في صحة البيت

نشرة

الطالب

متابعة

ابقاء زيارة

المستحسن

الواجب المستحسن

من

من

وعلى الوقت.‏

والجديري.‏

شغالة

كالحصبة

المدارس

معد

حافالت

بمرض

ان

من المستحسن زيارة طبيب األسنان مر ة كل ستة

أشهر.‏

من الصحة المستحسن زيارة طبيب العيون مرة كل سنة.‏

سنة

مريض

مرة كل

كان

عام

البيت اذا

صحة

في

طبيب

الطالب

زيارة

ابقاء

المستحسن

من الواجب

من

بمرض معد كالحصبة والجديري.‏

من المستحسن زيارة طبيب األسنان مر ة كل ستة

أشهر.‏

من المستحسن زيارة طبيب العيون مرة كل سنة.‏

من المستحسن زيارة طبيب صحة عام مرة كل سنة































S

Q

a

Q

a

G

Q

a

G

H

G

H

H

30 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Family Responsibilities

الواجبات العائلية

• Children are encouraged to share

family chores such as cleaning up

rooms, lawn mowing and snow

shovelling.

• It’s illegal to keep children at home

to babysit younger siblings on school

days.

Academic Success for Boys and Girls

• Girls and boys are encouraged to stay

in school and to achieve the highest

level of education possible.

• Academic success, as well as

homemaking and child-raising skills,

are important for both girls and boys.

Careers

• In Canada, all careers are valued.

Trades courses and professional

courses are studied at college.

• Trades certificates are often earned

on the job.

• Trade professionals are well

respected and well paid.

من المستحسن تشجيع الطالب بمساعدة األهل في

اعمال المنزل كتنظيف غرفهم،‏ قص الحشيش،‏ وازالة

الثلوج.‏

ابقاء الطالب في البيت للعناية باخوتهم أيام المدرسة

الواجبات العائلية

عمل غير قانوني.‏

من المستحسن تشجيع الطالب بمساعدة األهل في

اعمال المنزل كتنظيف غرفهم،‏ قص الحشيش،‏ وازالة

ألنجاح الثلوج.‏ األكاديمي للفتيان والفتيات

ابقاء الطالب في البيت للعناية باخوتهم أيام المدرسة

والفتيات على البقاء في المدرسة

الفتيان العائلية قانوني.‏

يشجع الواجبات غير

عمل

والحصول على اعلى الشهادات الممكنة.‏

في

األطفال

األهل

وتربية

بمساعدة

البيوت،‏

الطالب

ادارة

تشجيع

أألكاديمي،‏

المستحسن

النجاح

من

الحشيش،‏ وازالة

حد سواء.‏

قص

على

غرفهم،‏

والفتيات

كتنظيف

مهمة للفتيان

المنزل

مهارات

اعمال

ألنجاح الثلوج.‏ األكاديمي للفتيان والفتيات

ابقاء الطالب في البيت للعناية باخوتهم أيام المدرسة

يشجع الفتيان والفتيات على البقاء في المدرسة

عمل غير قانوني.‏

والحصول اختصاص على اعلى الشهادات الممكنة.‏

النجاح أألكاديمي،‏ ادارة البيوت،‏ وتربية األطفال

سواء.‏

دراسة

على حد

المهن.‏ يتم

والفتيات

جميع

للفتيان

تقييم

مهمة

كندا،‏ يتم

مهارات

في

ألنجاح االختصاصات األكاديمي المهنية للفتيان في الكلية.‏ والفتيات

من الممكن الحصول على بعض األختصاصات التقنية

على البقاء في المدرسة

والخبرة.‏

والفتيات

العمل

الفتيان

خالل

يشجع

من

اختصاص والحصول على اعلى الشهادات الممكنة.‏

يحظى أصحاب االختصاصات المهنية باالحترام

النجاح أألكاديمي،‏ ادارة البيوت،‏ وتربية األطفال

في كندا،‏ والرواتبيتم تقييم الجيدة.‏ جميع المهن.‏ يتم دراسة

مهارات مهمة للفتيان والفتيات على حد سواء.‏

االختصاصات المهنية في الكلية.‏

من الممكن الحصول على بعض األختصاصات التقنية

من خالل العمل والخبرة.‏

يحظى اختصاص أصحاب االختصاصات المهنية باالحترام

تقييم جميع المهن.‏ يتم دراسة

الجيدة.‏

يتم

والرواتب

في كندا،‏

االختصاصات المهنية في الكلية.‏

من الممكن الحصول على بعض األختصاصات التقنية

من خالل العمل والخبرة.‏

يحظى أصحاب االختصاصات المهنية باالحترام

والرواتب الجيدة.‏



















Fa

F

A

Fa

A

Ca

A

C

C

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 31


Resources for Teachers

Note: All the websites and addresses cited were active and

current as of the time of publication.

Books

Fifty Strategies for Teaching English Language Learners, 4th

edition, Adrienne Herrell and Michael Jordan

Oxford Picture Dictionary, Jayme Adelson-Goldstein and

Norma Shapiro

The ESL/ELL Teacher’s Book of Lists, 2nd edition, Jacqueline

E. Kress

The ESL/ELL Teacher’s Survival Guide: Ready-to-Use Strategies,

Tools, and Activities for Teaching English Language Learners

of All Levels, Larry Ferlazzo and Katie Hull Sypnieski

Word by Word Picture Dictionary, Steven J. Molinsky and

Bill Bliss

Websites

Information on Arab society and culture

http://arabicalmasdar.org/arab-society-and-cultureresources/

English, Math, Science, and Social resources for English

language learners

www.pearsonelt.com

A range of English language teaching materials for K–12 as

well as general and business English.

English Language Learning Benchmarks

www.learnalberta.ca/content/eslapb/

This website is intended for use by teachers, administrators

and consultants working with English language learners. This

site allows users to

• access student writing samples with benchmark analysis,

• view videos of students engaging in content learning with

teacher commentary on proficiency levels and benchmark

analysis,

• access programming information on organizing for

instruction,

• select assessment tools and strategies for English language

learners and

• access research and resources on a variety of topics related

to ESL.

Teaching Students with Limited Formal

Schooling

http://teachingrefugees.com

This resource is for educators of English language learners

who face additional challenges as a result of the circumstances

of their migration and their lack of opportunity for prior

schooling. It provides access to information, publications,

educational materials and exemplars from the field that

promote effective programming for students with this profile.

Teaching Reading to English Language Learners

Bow Valley College, www.esl-literacy.com/readers

The Westcoast Reader, www.bestofthereader.ca

Arlington Education and Employment Program,

www.reepworld.org/englishpractice/family/index.htm

Unite for Literacy, www.uniteforliteracy.com

Houghton Mifflin Harcourt, www.eduplace.com

Goodwill Community Foundation, www.gcflearnfree.org/

everydaylife

32 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Teaching Writing to English Language Learners

Five Card Flickr, http://5card.cogdogblog.com/play.php

Tell a story in five frames.

Woodlands Resources, www.woodlands-junior.kent.sch.uk/

interactive/literacy2.htm

Woodlands School has a nice list of punctuation activities.

Teaching Speaking Skills to English Language

Learners

The sites below can be used independently or with the

entire class.

Spoken Skills, www.spokenskills.com/index.cfm?type=15&co

ntent=studentactivities

Blabberize, http://blabberize.com/

LiveMocha, http://livemocha.com/

VoiceThread, http://voicethread.com/

Chuala, www.chuala.com/

Voxopop, www.voxopop.com/

Vocaroo, http://vocaroo.com/

Chirbit, https://www.chirbit.com/

Google Voice, https://www.google.com/voice

Audio Pal, www.audiopal.com/index.html

English Central, www.englishcentral.com/videos

Fotobabble, www.fotobabble.com/

WinkBall, www.winkball.com/

Little Bird Tales, https://littlebirdtales.com/

Supporting Students Who Have Experienced

Trauma

http://childtraumaacademy.com

http://teachingrefugees.com

Apps for English Language Learners

Kids’ Vocab by MindSnacks introduces students to tier 3,

low-frequency, context-specific vocabulary words. Each set of

words is organized around a theme and built on games that

keep children excited about learning.

EF High Flyers is an easy-to-use game that helps students

learn new vocabulary words starting with numbers and

everyday objects. After studying a set of words (with audio

and picture support), they test their knowledge through

spelling, vocabulary listening and reading quizzes.

If you’re looking for a way to load your students’ iPads

with custom vocabulary, check out Flashcardlet by Quizlet. It

allows students to access decks of flashcards you’ve made right

from their iPads. Quizlet is a free website that allows you to

create flashcard decks based on your own list of words.

Futaba is a great word game for one to four players. Futaba

presents players with pictures of everyday items and asks

them to name each object. Simple and fun, this is a game

that encourages player competition to see who can choose the

correct name for an item from a list of four choices. Whoever

gets the most correct answers in one minute wins the round.

Other Resources

ATESL Resource Database: www.atesl.ca/Resources/

The Alberta Teachers of English as a Second Language

(ATESL) is a professional organization that promotes the

highest standards of teaching and English language program

provision for all learners in Alberta whose first language is

other than English.

Learning English with CBC: www.breakthewall.alberta.ca

Break the wall—use these supportive lessons to help you

and your family adjust to life in Alberta and practice English

at the same time. These lessons were developed around

Government of Alberta resources.

Picture Books

www.dawcl.com

A database that allows you to search for both picture and

chapter books by variables such as genre, historical period or

grade level.

http://childrenslibrary.org

Free access to high-quality digital books from around the

world.

http://readytoread.com

The Ready to Read books from Simon & Schuster are

children’s books at four different reading levels: recognizing

words, starting to read, reading independently and reading

proficiently. Also look for the I Can Read book series by

Harper & Row, at www.icanread.com.

Common Words Poster

www.teacherspayteachers.com/FreeDownload/First-wordsand-numbers-in-Arabic-Great-classroom-posters

Games to Learn about Arab Countries

www.purposegames.com/game/map-of-flags-arab-worldgame

www.purposegames.com/game/arab-league-countries-quiz

www.purposegames.com/game/4cca19e4ac

www.purposegames.com/game/capitals-of-the-league-ofarab-nations-game

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 33


Let’s Explore Arabic Alphabet

A free interactive alphabet eBook that teaches the Arabic

alphabet in an engaging way through videos, audio, and

interactive games and puzzles. In addition, the textbook

features sections on Arabic culture, history and the history of

the Arabic script.

http://qfi.org/programs/qfi-platforms/lets-explore-arabicalphabet/

Resources Available at the ATA Library

http://library.teachers.ab.ca/Presto/home/ATADefault.aspx

Bahkt, Natasha. 2008. Belonging and banishment: Being

Muslim in Canada. Toronto: TSAR Publications. (305.6

B169)

Berardo, Kate, and Darla K Deardorff. 2012. Building cultural

competence: Innovative activities and models. Sterling, VA:

Stylus Pub. (303.482 B483)

Brewer, Courtney Anne, and Michael McCabe. 2014.

Immigrant and refugee students in Canada. Edmonton, Alta:

Brush Education Inc. (371.826 B847)

Campano, Gerald. 2007. Immigrant students and literacy:

Reading, writing, and remembering. New York: Teachers

College Press. (371.826 C186)

Cooper, Jewell E, Barbara B Levin and Dr Ye He. 2011.

Developing critical cultural competence: A guide for 21stcentury

educators. Thousand Oaks, Calif: Corwin Press.

(370.117 C777)

Faltis, Christian, and Guadalupe Valdés. 2010. Education,

immigrant students, refugee students, and English learners.

Chicago: NSSE. (401.93 E24)

Flaitz, Jeffra. 2006. Understanding your refugee and immigrant

students: An educational, cultural, and linguistic guide. Ann

Arbor: University of Michigan Press. (401.93 F576)

Hogan-Garcia, Mikel. 2013. Four skills of cultural diversity

competence: A process for understanding and practice.

Belmont, Calif: Cengage Learning. (658.3 H714)

Husaini, Zohra, Richard Asmet Awid and Khalid Tarrabain.

1999. Muslims in Canada: A century of achievement.

Edmonton, Alta: Arabian Muslim Association.

(971.004927 H968)

Kurylo, Anastacia. 2013. Inter/cultural communication:

Representation and construction of culture. Los Angeles:

Sage. (303.482 K95)

Ngo, Bic. 2010. Unresolved identities: Discourse, ambivalence,

and urban immigrant students. Albany, NY: SUNY Press.

(371.826 N576)

Pollock, David C, and Ruth E Van Reken. 2009. Third culture

kids: growing up among worlds. Boston: Nicholas Brealey

Pub. (303.3 P776)

Revell, Lynn. 2012. Islam and education: The manipulation

and misrepresentation of a religion. Sterling, VA: Trentham

Books. (379.280941 R451)

Sadowski, Michael, and Carola Suárez-Orozco. 2013.

Portraits of promise: Voices of successful immigrant students.

Cambridge, MA: Harvard Education Press. (371.96 S124)

Schneider, Jenifer Jasinski, Theresa Rogers and Thomas P

Crumpler. 2006. Process drama and multiple literacies:

Addressing social, cultural, and ethical issues. Portsmouth,

NH: Heinemann. (371.399 S359)

Webb, Allen. 2012. Teaching the literature of today’s Middle

East. New York: Routledge. (809.8956071 W365)

Community Resources

Websites and Publications

AramcoWorld.com is a rich website of information and

resources about Arab and Islamic culture. Most of the

material is at the high school level, but there is a large section

called “Young Reader’s World” designed for 8 to 15-year-old

students. Articles in both this section and the main section

have accompanying classroom activities.

You can also subscribe to the free AramcoWorld magazine,

published six times a year. Back issues and classroom sets are

also available. The site and the magazine are owned by the

Saudi Arabian Oil Company.

Alberta Arab Directory

Suite 1177, 9308 137 Avenue, Edmonton AB T5E 6J8

780-454-3444, 780-701-3717

info@albertaarab

info@albertaarabdirectory.com

An Edmonton directory of the Arab community in Alberta

that includes a wealth of information about the Arab world,

Arab culture, Arab food, etc.

Arabic Literature in English

Literature is an effective entry into a culture. At http://

arablit.org/for-readers/top-105/ you will find 105 modern

Arabic books selected by the Arab Writers Union.

Websites of Embassies of Arab Countries

https://en.wikipedia.org/wiki/List_of_diplomatic_

missions_in_Ottawa#cite_note-2

Organizations

Canadian Arab Friendship Association

www.cafaedmonton.ca/

The website has a wealth of information about Arab

culture, Arab history and the Arab community in Alberta,

everything from a guide to 25 local and national Arab

community organizations to a list of Arab accomplishments

in history.

Calgary Arab Art & Culture Society

www.calgaryarabartssociety.ca/ (contact through website or

at info@calgaryarabartssociety.ca)

A not-for-profit society made up of progressive Arab

professionals and friends; manages the annual Arab Film

34 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


Nights as well as other cultural events, including comedy

shows and musical nights; seeks to provide a cultural bridge

between Alberta and the Arab world.

Islamic Education Society of Alberta

1004 28 Street SE, Calgary AB T2A 0Y5

403-272-2499

Canada-Palestine Cultural Association

10720 134 Avenue, Edmonton AB T5E 1J8

780-455-6216

Calgary Arab Students’ Association

University of Calgary

www.calgaryarabfest.com/

info@calgaryarabfest.co

Resource Persons

Richard Awid, resmet@shaw.ca, 780-807-1116

Richard is a retired teacher and a leader in the Arab-

Canadian community. He will assist you in finding resource

persons for the classroom and in planning field trips to Arab

institutions in greater Edmonton.

Mosques and Islamic Centres

Calgary

Muslim Council of Calgary

5615 14 Avenue SW, Calgary AB T3H 2E8

403-242-1615

https://www.facebook.com/muslimsofcalgary.ca/

15 other Calgary and area mosques are listed at

www.salatomatic.com/sub/kYp6nnWCY2

Edmonton

Canadian Islamic Centre/Al Rashid Mosque

13070 113 Street, Edmonton AB T5E 5A8

780-451 6694

www.alrashidmosque.ca

This is one of the oldest Islamic congregations in North

America. The original building is now in Fort Edmonton

Park. Contact Ms Salwa Kadri at 780-451-6694 for a tour of

the new building. Contact Fort Edmonton Park or Richard

Awid, 780-807-1116, for a tour of the original building.

26 other Edmonton and area mosques are listed at

www.salatomatic.com/sub/w3NnWVwH2C

Brooks Masjid

City Centre, Brooks AB T1R 1C1

403-362-3960

Canadian Muslim Association of Lac La Biche

10223 94 Avenue, Lac La Biche AB T0A 2C0

Fort McMurray Islamic Centre—Markaz ul Islam

9904 Gordon Avenue, Fort McMurray AB T9H 2E2

780-791-1602

http://markazulislam.com/

https://www.facebook.com/

FortMcMurrayIslamicCenterMarkazulIslam

Islamic Association of Grande Prairie and District

10117 101 Avenue, Grande Prairie AB T8V 0Y4

780-513-6486

info@gpislamicassociation.com

www.gpislamicassociation.com

Islamic Association of Medicine Hat

16 Sage Place SE, Medicine Hat AB T1B 4H3

403-526-4666

Lethbridge Islamic Centre

501 13 Street South, Lethbridge AB T1J 2W2

403-328-8499

Northern Lights Islamic Centre

5003 50 Avenue, Cold Lake AB T9M 1X6

780-639-2212

Peace Country Islamic Centre

9714 90 Avenue, Peace River AB T8S 1G8

780-219-4398

Red Deer Islamic Centre—

Salahuddeen Mosque of Red Deer

195 Douglas Avenue, Red Deer AB T4R 2G2

403-342-5383

Slave Lake Mosque

417 6 Street NE, Slave Lake AB T0G 2A2

780-849-2334

Wetaskiwin and Leduc Mosque

5401 47 Avenue, Wetaskiwin AB T9A 0K9

780-352-4578

Christian Churches

Our Lady of Good Help Maronite Church

9809 76 Avenue, Edmonton AB T6E 1K6

780-433-8571

Our Lady of Peace Maronite Catholic Church

504 30 Ave NW, Calgary AB T2M 2N6

403-289-8954

St Mary and St George Coptic Orthodox Church

4346 39 Street, Red Deer AB T4N 0Z5

403-848-0884

St. Basil’s Melkite Greek Catholic Church

4903 45 Street SW, Calgary AB T3E 3W5

St. Mary’s Jacobite Syriac Orthodox Church

5803 11A Avenue NW, Edmonton AB T6L 6A8

780-851-4462 or 780-851-4458

St Mary & St Mark Coptic Orthodox Church

5803 11A Avenue NW, Edmonton AB T6L 6A8

780-490-5885

St. Mina Coptic Orthodox Church

292120 Wagon Wheel Boulevard, Balzac AB T4A 0E2

403-265-2085

info@stminacalgary.ca

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 35


Druze Centres

Canadian Druze Centre

14304 134 Avenue NW, Edmonton AB T5L 4X1

780-451-6585

Calgary Druze Community Association

1023 78 Avenue NW, Calgary AB T2K 0S6

403-978-2281

Bakeries and Groceries

The list below is only a sampling, and should not be

considered as a list of recommendations. There are too

many Arab groceries and bakeries throughout Alberta to

list them all.

Mediterranean Pita Bakery

9046 132 Avenue, Edmonton AB

780-476-6666

Sunbake Pita Bakery

10728 134 Avenue, Edmonton AB

780-472-8405

Elsafadi Supermarket

209, 10807 Castle Downs Road, Edmonton AB

780-475-4909

Paradiso Pastries

11318 134 Avenue NW, Edmonton AB

780-448-7292

Alberta Halal Meat & Grocery

3745 Memorial Drive SE, Calgary AB

403-272-6328

Hage’s Mideast Foods & Halal Meats

1440 52 Street NE, Calgary AB

403-235-5269

Village Pita Bakery

255 28 Street SE, Calgary AB

403-273-0330

Byblos Bakery

2479 23 Street NE, Calgary AB

403-250-3711

36 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES


AR-CMEF-4 2016 04

Similar magazines