ARAB

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 


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. 


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. 


• 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 


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. 


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 


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 


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 


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. 


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. 


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.” 


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. 


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. 


“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: 


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. 



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? 


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 



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



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 


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? 



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؟ 



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 



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? 


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




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? 


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


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؟ 


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? 


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 



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 ____________________ 


نعم أو ال 


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? 






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

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



Does your child have any dietary restrictions such as allergies or 





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


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? 


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



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 



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 


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 



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 ____________________ 



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 Information on housing 

o Information on health care 

o Other ____________________ 

 

 

❑ 

 

❑ 

 

 

❑ 

 

 

 

❑ 

 

_______________ 

❑ 

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



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



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؟ _______________ 


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 


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 

pronunciation 

Arabic 

pronunciation 

pronunciation 

pronunciation 

pronunciation 

Arabic 

pronunciation 


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 welcome. ْ-ْ 

لْ‏ welcome. أه لْ‏ 

ahlan أه 


marhaba-assalamu marhaba-assalamu marhaba-assalamu 


alaykum 

ahlan 

ahlan 

ahlan 


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 

ْ-ْ 

ْ-ْ 



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 


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. 



– 

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 


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 


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 


با 


با حَ‏ 

حَ‏ با 

مَر 

حَ‏ 

مَر 

مَر 

كُم عَلَي 

حَبا با السَّلمُْ‏ 

مَر 

كُم كُم 

عَلَي 

عَلَي 


با با السَّلمُْ‏ 

الى حَ‏ حَبا 

الى 

الى 

مَر 

مَر الى 

كُم 

كُم 

عَلَي 

عَلَي 



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 


فَْ‏ 

هَل 

‏-هَل 

حالُكَْ‏ ‏-هَل 

فَْ‏ فَْ‏ 

كَي 

تَْ‏ 

م تَْ‏ 

فَه 

فَْفَه 

كَي 

كَي 

هَل 

كَي هَل 

سي سي فَْ‏ ‏-ْكَي سي 


فَْ‏ كَي 

ج ل ‏-ْكَي فَْ‏ ل سي فَْ‏ ج 

إ 

‏-ْكَي إ حالُكَْ‏ 

ل س س إج 


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 



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 




انا 


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 ؟


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.” 


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. 


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. 


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 


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. 


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 


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. 


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 


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.‏ 


المدرسية باالتفاق مع 

المطلوبة.‏ 

المستحقات 

القرطاسية 

عدم دفع 

واألدوات 

يمكن 

االدارة.‏ 


شرح الوضع الدارة المدرسة لكي يتابع التّلميذ الذهاب 

للمدرسة.‏ 

يمكن الحضور عدم دفع المستحقات المدرسية باالتفاق مع 

المدرسة للفتيان والفتيات هو فرض حتى سن 


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 


الواجب على 

حضور 

من 

على الحضور.‏ 

عشر.‏ 

التّلميذ 

السابعة 

قدرة 


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 



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. 

 

 

 

 

 

 

 

 

 

 


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 


للمدرسة.رسوم مدرسية 

يمكن الحضور عدم دفع المستحقات المدرسية باالتفاق مع 



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


السابعة عشر.‏ 


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.‏ 


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.‏ 



مخالفات مخالفات كبيرة.‏ كبيرة 







 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.‏ 


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.‏ 


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،‏ 


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؟ 



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 



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 


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


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 


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 


الواجب المستحسن 

من 

من 

وعلى الوقت.‏ 

والجديري.‏ 

شغالة 

كالحصبة 

المدارس 

معد 

حافالت 

بمرض 

ان 


أشهر.‏ 

من الصحة المستحسن زيارة طبيب العيون مرة كل سنة.‏ 

سنة 

مريض 

مرة كل 

كان 

عام 

البيت اذا 

صحة 

في 

طبيب 

الطالب 

زيارة 

ابقاء 


من الواجب 

من 

بمرض معد كالحصبة والجديري.‏ 


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 


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 


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،‏ 


النجاح 

من 

الحشيش،‏ وازالة 

حد سواء.‏ 

قص 

على 

غرفهم،‏ 

والفتيات 

كتنظيف 

مهمة للفتيان 

المنزل 

مهارات 

اعمال 

ألنجاح الثلوج.‏ األكاديمي للفتيان والفتيات 


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 


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.‏ 


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 خالل العمل والخبرة.‏ 

يحظى اختصاص أصحاب االختصاصات المهنية باالحترام 

تقييم جميع المهن.‏ يتم دراسة 

الجيدة.‏ 

يتم 

والرواتب 

في كندا،‏ 

االختصاصات المهنية في الكلية.‏ 


من خالل العمل والخبرة.‏ 

يحظى أصحاب االختصاصات المهنية باالحترام 

والرواتب الجيدة.‏ 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fa 

F 

A 

Fa 

A 

Ca 

A 

C 

C 


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 


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 


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 


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 


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 


AR-CMEF-4 2016 04

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