TEACHING IMMIGRANT PAKISTANISTUDENTS RESOURCES FOR SUCCESS

Author: Zera Hameed

Editors: Earl Choldin and Andrea Berg

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS A AR-CMEF-5 2017 This resource has been prepared with funding assistance from Alberta Culture and Community Services Community Initiatives Program and support from the Alberta Teachers’ Association.

Please copy freely and provide acknowledgement. The materials will also be available through the Canadian Multicultural Education Foundation website at www.cmef.ca and through the Alberta Teachers’ Association at www.teachers.ab.ca.

Other resources in this series:

Canadian Multicultural Education Foundation PO Box 67231 Meadowlark Park Edmonton AB T5R 5Y3 Phone 780-710-9952 [email protected] www.cmef.ca

Alberta Teachers’ Association 11010 142 Street NW Edmonton Alberta T5N 2R1 Phone: 780-447-9400 www.teachers.ab.ca

ISBN-978-1-927074-59-6

Published 2017 Introduction

This document was developed with the assistance of a focus group of teachers, parents, students and community members to assist classroom teachers and school administrators throughout Alberta to better understand the culture and needs of Pakistani immigrant students when they first arrive in their schools. This is the fifth resource in a series developed by the Canadian Multicultural Education Foundation (CMEF) in partnership with the Alberta Teachers’ Association (ATA). It is intended to promote the success of students from Pakistani immigrant families and strengthen school–community connections within the Pakistani community. Other resources in the series focus on students from Somali, South Sudanese, Arab, Karen refugee, and Central African immigrant families. All the resources are available at www.cmef.ca and www.teachers.ab.ca.

Focus Group Members Mariam Ahmedyar (Edmonton Public School Board Ashfaq Kashif (Parent) Teacher) Humna Kashif (Edmonton Public School Board Fauzyia Ali (Parent) Student) Lan Chan Maples (Canadian Multicultural Education Maqasib Majeed (Parent) Foundation Consultant) Farha Shariff (University of Alberta Adjunct Professor) Jordan Foster (Edmonton Public School Board Teacher) Glen Wilcox (Edmonton Public School Board Principal) Zoya Ali Haq (Edmonton Public School Board Student) Author: Zera Hameed Shaima Hussein (Edmonton Catholic School Editors: Earl Choldin Board-Community Member) Andrea Berg Arham Kashif (Edmonton Public School Board Copy Editor: Sandra Bit Student) Designer: Yuet Chan

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 1 Contents

An Introduction to Pakistan 3

Language and Culture 6

Education System 13

Pakistani Migration to Alberta 14 YUET CHAN

Schoolwide Approaches for Promoting Student Success 15

Strategies for Helping Students Develop Language Proficiency 24

Orientation Guide to Canadian Schools 26

Resources for Teachers 33

2 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS An Introduction to Pakistan

Pakistan was formed by migrating peoples, all of customs and culture, including dress, food, festivals and whom have left their footprint on its diverse cultures, marriage rituals. languages, literature, food, dress and folklore. Pakistani culture is a mixed culture. Although the majority of people History and Geography are Muslims, there are also influences of Hindu and British cultures on today’s Pakistani society. The valley of the Indus River is one of the oldest Pakistan has a semi-industrialized economy that has agricultural civilizations in the world. Successive waves suffered in the past from decades of colonialism, internal of Muslims from the west conquered and settled in this political disputes, fast population growth, high inflation, area starting in the 12th century. India was controlled increasing poverty and terrorism. The country is frequently by Great Britain from the 18th century until it won besieged by bad news, but despite all of the turmoil, the independence in 1947. At that time British India was everyday life of its people is more stable and rewarding than partitioned into two states and the Islamic Republic the media headlines lead one to believe. This complex nation consists of various ethnic groups, each with its own cultures and subcultures, which are unified by the common values of hospitality, honour and respect for elders. Pakistani society has extremes of wealth and poverty. Daily life for most people is full of difficulties, yet everyone knows how to cope with crises. Creative and adaptable, Pakistanis are among the most self-reliant people in the world, bouncing back after major catastrophes like earthquakes, droughts and floods. This document will give educators a glimpse into the cultural backgrounds of Pakistani immigrant students with a view to making planning for day-to- day instruction easier. It will include descriptions of Pakistani education, CC SCHAJEE

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 3 SADRU SARANGI Celebrating Hajj of Pakistan was established. Thus Pakistan has both an The climate and geography of Pakistan are diverse and ancient and a new identity. The newly created Republic beautiful. Some parts are expansive desserts while others of Pakistan was made of two separate areas—East are towering mountains and lush valleys. Pakistan and West Pakistan—2000 kilometers apart, with India between them. In 1971, East Pakistan waged a successful war of independence from West Pakistan Religious Uniformity and became the independent nation of Bangladesh, while West Pakistan became the Islamic Republic of Pakistan came into existence to provide its people a Pakistan as we know it today. system of life based on Islam. Most of the people, in Muhammad Ali Jinnah was the original leader in the spite of some differences in languages, customs and struggle to establish Pakistan, and after independence traditions, follow the religion of Islam. Approximately he became the first governor general. Pakistan is a 95 per cent of the population is Muslim, which is democratic parliamentary federal republic with Islam the term used to refer to followers of Islam. Minority as the state religion. The name Pakistan literally means, religious groups include Hindus, Christians, Parsis, “land of the pure” in Urdu and Persian. Sikhs and Buddhists. Pakistan is made up of four major provinces: Punjab, Islam governs Pakistanis’ personal, political, economic Sind, North-West Frontier, and Baluchistan. There are and legal lives. Pakistani Muslims believe in the oneness also four federally administered tribal areas in the north. of God and the prophet Mohammad as the last prophet. The city of Islamabad was officially named the capital They help their fellow citizens by giving them moral and in 1961. The population of Pakistan is estimated to be financial support. Observant Pakistani Muslims pray close to 190 million. An estimated 60 million people five times a day—at dawn, noon, afternoon, sunset and live in the urban areas. Urdu and English are the main evening. Friday is the Muslim holy day in Pakistan, so languages. all businesses are closed on Fridays. During the holy

4 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS month of Ramadan all able Pakistani Muslims are Literature and Poetry expected to fast from dawn to dusk and are permitted to work only six hours per day. Fasting includes no eating, Literature is an important aspect of Pakistani cultural drinking, cigarette smoking or gum chewing from dawn life. Most poets reflect the Islamic code and trends in to dusk. Once in a lifetime Pakistanis will also perform their poetry, with messages of love and brotherhood. hajj if financially and physically able to do so. Hajj is a Faiz Ahmad Faiz, Bulleh Shah and Ahmad Faraz are pilgrimage or spiritual journey to Mecca in Saudi Arabia. some of the most well-known poets in Pakistan.

Economy Arts and Architecture

Pakistan is a poor country and its short-term Islamic art and architecture are characterized by the use of economic outlook is bleak. It relies heavily on foreign elegant designs inspired by nature and based on geometric loans and grants, and debt obligations take nearly 50 per figures and floral forms. A distinctive, graceful Mughal cent of the government’s expenditures. The per capita style, as seen in the Shah Jahan Masjid (mosque), Shalimar gross domestic product, according to the World Bank, is Garden, Badshahi Masjid and Shahi Qila, is found all over $1,468 (US). A large number of Pakistanis, an estimated the world in mosques and Islamic cultural buildings. 35 per cent, live below the poverty line. CC KAMRAN ASLAM Badshahi Masjid (mosque), Lahore

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 5 Language and Culture

Urdu Pronunciation Certain sounds in Urdu have no equivalent in English or The official language of Pakistan is Urdu, but many in other languages written in the Roman alphabet. For this people, including most public officials, also speak English. reason it is often difficult to express the true pronunciation English is referred to as the informal official language of of Urdu words using Roman letters. Examples of letters Pakistan. It is estimated that close to 100 million people that are not found in the English alphabet are ;a sharp sound at the back of the throat, similar to k — ق • around the world speak Urdu, which is a combination • — a sharp sound at the back of the throat, ;a to sharp k; sound at the back of the throat, similar to k — قof the languages of early invaders (Arabic, Persian and • similar ; aa sharpch sound, sound similar at the toback the ofScottish the throat, word similar loch; andto k —— خق •• .Turkish) and the language of the original inhabitants aa chch sound, sound, similar similar to theto theScottish Scottish word word loch; and — خ • • The spoken form of everyday Urdu is the same as that of andaan ch s sound, assimilar in the to word the Scottish pleasure word. loch; and — ژ;lochخ •• .an s sound, as in the word pleasure — ژ • .everyday Hindi, but it is written in a different script . .an ss sound,sound, as as in in the the word word pleasure pleasure —— ژ • • Besides Urdu, more than 60 languages are spoken in different valleys and areas of Pakistan. Some of the main regional Similarly, certain sounds in English—th and w, for languages are Punjabi, Sindhi, Balochi, Pashto, Gujarati, Katchi, example—do not exist in Urdu. This causes pronunciation Kashmiri, Brahui, Shina, Balti, Khowar, Burushaski and spelling problems for Urdu speakers learning English. Yidgha, Dameli, Kalasha, Gawar-Bati and Domaaki. Alphabet Urdu has contributed a few words to the Urdu is written in a flowing script that runs from right UrduUrduUrduEnglish has hashas language: contributed contributedcontributed a aa few fewfew words wordswords to toto the thethe English EnglishEnglish language languagelanguage::: to left, the opposite of English, and similar to the scripts ::khushikhushikhushi aa ), few)few)), ease,, , ease, ease,ease, wordswords happiness happiness happinesshappiness toto thethe EnglishEnglish languagelanguage) )ﺧﻮﺷﯽﺧﻮﺷﯽ ﺧﻮﺷﯽ of Persian and Arabic. For those whose mother tongue is CushyUrduUrduCushyCushyCushy has has from fromfromfrom contributedcontributed Urdu, one of the challenges of learning English is getting pakka)(pakka) (pakka((khushikhushi),,, solidsolid)),, ease,ease, happinesshappiness) ّّﭘﮑ ّﺎﭘﮑﺧﻮﺷﯽﺧﻮﺷﯽﺎ PukkaCushyCushyPukkaPukka from fromfrom pakka), solid) ﭘﮑﺎ used to reading and writing from left to right. Pukka from solid(kamarband), waist bindingﺑﻨﺪ ,ﮐﻤﺮ (from(pakka ّّﭘﮑﺎ PukkaCummerbund from solid (((kamarbandkamarbandkamarband),) ),waist ,waist waist binding bindingﺑﻨﺪsolid ﺑﻨﺪ,,ﮐﻤﺮ ﮐﻤﺮ (from from(pakka)(pakka ﭘﮑ ّﭘﮑﺎﺎ Most Urdu letters connect to the letters preceding CummerbundPukkaPukkaCummerbundCummerbund fromfrom binding jungle(kamarbandjunglejunglekamarband)),, waistwaist bindingbinding),,,(((ﺑﻨﺪﺑﻨﺪﮐﻤﺮﮐﻤﺮ fromfrom(((jangaljangal jangal ﺟﻨﮕﻞﺟﻨﮕﻞ ﺟﻨﮕﻞ and following them, just as in English cursive writing. JungleCummerbundCummerbundJungleJungle from fromfrom Therefore, letters often change shape depending on their jangaljangal),) jungle, jungle) ﺟﻨﮕﻞ JungleJungle fromfrom thug)(thug)(thug)((jangaljangal,, , cheat, cheat,cheat,)),,junglejungle swindler swindlerswindler)ﺟﻨﮕﻞﺟﻨﮕﻞ ھﮓ ھﮓ ھﮓ placement within a word. Urdu is usually written using ThugJungleJungleThugThug from from from fromfrom thug),(,( ,(bar cheat, barcheat,barcheat,’’’aamdahaamdahaamdah swindler swindlerswindler))),, , verandah verandahverandahﺑﺮآﻣﺪهﺑﺮآﻣﺪه) (thug)ﺑﺮآﻣﺪه (thug) ھﮓھﮓ only consonants and long vowels, although there are VerandahThugThugVerandahVerandahThug fromfrom from from fromfrom small marks, which can be used above or below letters to bar’aamdah), verandah) ﺑﺮآﻣﺪه Verandah from barbar’aamdahbar’’aamdahaamdah), ))verandah,, verandahverandah)) ﺑﺮآﻣﺪهﺑﺮآﻣﺪه indicate short vowel sounds. The Urdu alphabet has 39 VerandahVerandahVerandah fromfrom basic letters and 13 extra characters, 52 altogether.

6 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS A Crash Course in Urdu

Here are some basic Urdu phrases. If you can speak them, it will delight your students’ parents and gain your students’ respect: Assalaam alaykum — hello (“may peace be with you”) Khuda hafiz or Allah hafiz — goodbye (“may God take care of you”) Shukria — thank you Maaf karo — forgive me

Aap ka naam kya hai — What is your name? CC-SHEHAL JOSEPH Chicken biryani Mera naam John Doe hai — My name is John Doe. Aap kahaan rehtey hain — Where do you live? Mein Canada say hoon — I am from Canada. Mujhay Canada bohut pasand hai — I really like Canada.

Traditional Pakistani Food

Because at least 95 per cent of the Pakistani population is Muslim, there are two food customs that

are followed almost universally. CC-TAMORLAN Tandoori chicken One is that Muslims eat only halal meat, following Islamic law as defined in the Qur’an. Pork is not halal. Other meats (beef, goat, lamb and chicken) are only halal if the animal was healthy at the time of slaughter and all blood was drained from the carcass before butchering. The other is that during the month of Ramadan, Muslims fast from sunrise to sunset. Shops and businesses in Pakistan close in the afternoon and open again in the evening. Spices and curry are essential to any Pakistani recipe. The most prevalent spices include chili powder, turmeric, garlic, paprika, black and red pepper, cumin

seed, bay leaf, coriander, cardamom, cloves, ginger, CC UMAIR MOHSIN cinnamon, saffron, nutmeg and poppy seeds. Yogurt is Naan often used to marinate meats. Lentils and rice are other common foods. Wheat and flour products (naan, roti, paranthas) are considered mainstays of the daily diet, and the pickles, chutneys, preserves and sauces eaten with curried meats, seafood, vegetables and lentils give Pakistani cuisine the unique flavour that many people around the world enjoy.

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 7 Festivals — Religious and Secular Some Muslims celebrate Eid-e-Milad-un-Nabi, the birthday of the prophet Muhammad. Shia Muslims mark the Day of Ashurah on the ninth and tenth days Festivals are an important part of Pakistani culture. of the first month of Muharram. Many religious and secular holidays and festivals are celebrated annually. The Muslim calendar is a lunar calendar consisting of 12 months and 354 or 355 days, so holidays do Religious Celebrations not come on the same date each year on the common Gregorian calendar. Fasting is an important part of the Muslim observance Hindus, Buddhists, Sikhs, Parsis and Christians also of the month of Ramadan. Nothing is eaten or drunk celebrate their own festivals and holidays like Navroz, from dawn to dusk, not even water. This is followed by Diwali, Christmas and Khushiali. Sikhs come from the Eid-ul-Fiter celebrations at the end of the fasting across the world to visit several holy sites in Punjab, month. In a second festival, Eid ul-Adha, an animal is including the shrine of Guru Nanak, the founder of sacrificed in remembrance of the actions of Ibrahim, Sikhism, at Hassan Abdal in the Attock District. and the meat is shared with friends, family and the less fortunate. Both these Eid festivals are public holidays, Secular Celebrations serving as opportunities for people to offer special prayers and visit family and friends. Children receive Official national holidays include new clothes, presents and sweets. • Pakistan Day: March 23 • May Day: May 1 • Independence Day: August 14 • Defense of Pakistan Day: September 6 • Birth of Ali Jinnah, the founder of Pakistan: December 25 • Death of Ali Jinnah: September 11 • The Awami Mela, or People’s Festival of Lahore, which is held annually in March. The six-day pageant features equestrian sports and cattle displays, and attracts enormous crowds of people. There are also several regional and local festivals, such as the Punjabi festival of Basant, which marks the start of spring and is celebrated by kite flying. Often a national holiday is declared when Pakistan’s national cricket team wins a major international match!

National Dress

Theshalwar kameez is the national dress of Pakistan and is worn by men and women throughout the country. Shalwar refers to loose trousers and kameez refers to shirts. Since 1982 all officials working in the

PHOTO COURTESY OF ZERA HAMEED PHOTO government are required to wear the national dress, and Sweets are offered during celebrations and festivals. each province has its own style of this dress.

8 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS NOSHEEN SHAH ZERA HAMEED ZERA HAMEED Hijab Abayah (centre) Kurta, kameez, pyjama and lengha

Women’s Attire

Religion, social class, occupation and personal preference influence the clothing that Pakistani women wear. Generally women’s clothing in Pakistan is conservative compared to western styles of dress because the Qur’an states that women should “cover their charms.” Traditional women’s dress is the shalwar kameez, a loose-fitting, brightly coloured tunic (kameez) over loose-fitting trousers (shalwar). Women may also wear churidar pants, which are more form-fitting than the shalwar, or the lengha, a long skirt with a tunic top and a scarf. In cities, the shalwar kameez has become flashier and is used as a fashion statement. Women may drape a dupatta (a scarf) over their shoulders as a sign of modesty. FARHA SHARIFF FARHA HAMMAD SHAH Some women wear a hijab (he-job), a scarf or veil used to Sari Brides usually wear cover the head. The wearing of a hijab is a personal choice. colourful bangles. More conservative women may wear the abayah [uh- BY-ya], a long garment that covers them from the neck to the ankles. A sari is a formal dress worn on special occasions by some urban women. It’s a long piece of beautiful fabric skillfully draped around a skirt and a short top. It comes in many colours and designs. Pakistani women are fond of jewelry and are often seen wearing rows of golden bracelets along with colourful glass or plastic bracelets. For women, gold is a form of security that can be sold in a time of emergency. It is also common to see both urban and rural REHAN SHAH Pakistani women with nose piercings. Quite elaborate Men generally wear the shalwar kameez, although some nose rings are worn during weddings and celebrations. men wear western pants and shirts.

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 9 PHOTO COURTESY OF ZERA HAMEED PHOTO The extended family is the central social structure in Pakistani society. Men’s Attire Hierarchical Society

Traditional dress for men typically includes the Pakistan is a hierarchical society. People are respected shalwar kameez, the kurta (collarless shirt) and the because of their age and position. Older people are Pakistani waistcoat. Theachkan and sherwani (coat- viewed as wise and are granted respect. In a social like garments) and churidar (pyjamas) are worn during situation, they are served first and their drinks may formal celebrations. be poured for them. Elders are introduced first, are provided with the choicest cuts of meat and, in general, Men may also wear head gear such as the Jinnah cap are treated much like royalty. or the fez. Popular men’s footwear includes a decorated shoe called the kussa. Particularly in northern regions of Pakistanis expect the most senior person, by age or Pakistan men may also wear wool shawls. position, to make decisions that are in the best interest of the group. Titles are very important and denote respect. One is expected to use a person’s title and their Handicrafts surname until invited to use their first name. Sometimes the last names of the children in the same Embroidery, leather works, glazed pottery, woodwork, family are all different even though they are from the carpet making, metal crafts and ivory are essential parts of same parents. In other words, last names and surnames Pakistani culture. Pakistani craftsmen are known for the high are very casual, unlike Canadian naming conventions. quality of their work, which is popular in other countries.

10 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS Family Structure socialized from an early age to be self-sacrificing, docile, accommodating, nurturing, altruistic, adaptive, tolerant, religious and to value family above all. Most The extended family is the central social structure middle-class working women in Pakistan are nurses, in Pakistani society. Communication and socialization doctors or teachers. are limited almost exclusively to the extended family. Families are quite large by western standards, often with At the same time, many changes have taken place up to six children. for women in Pakistan. Women are represented in government as ministers in parliament and ambassadors. Traditionally, women are protected from outside Benazir Bhutto was the first female prime minister of influences. It is considered inappropriate to ask Pakistan, serving from 1988 to 1990. Malala Yousafzai, questions about a man’s wife or other female relatives. a girl from a rural area of Pakistan, is an advocate for However, families have evolved over time. Economic education for all, especially girls in Pakistan. conditions have forced families to move apart, and Greeting customs are gender defined. Men may urbanization has been drastic for many. shake hands with or embrace other men. Women may Immigrants may feel isolated and miss the support of shake hands with or embrace other women. However, the extended family. Women who want to work especially handshakes and embraces between men and women are miss family members’ support to help take care of their very rare because of religious beliefs. children. Some feel that their children are becoming too westernized and lack traditional values. It is common to find immigrant families engaged in severe conflict, Sports the parents trying to keep their children within the confines of traditional family values, and the children Games like wrestling, hockey, cricket, football and under pressure from their peers pulling them in the other squash are popular in every part of the country. Cricket direction. Some parents are worried that their daughters is the national pastime and is played by both men and dress and act quite differently when they are with their women at amateur and professional levels. friends than when they are at home or with their relatives. This sometimes causes friction at home. Pakistani immigrant families are going through distinct changes, which sometimes cause tension between parents and children. Educators need to be sensitive to these tensions in working with immigrant students and their parents.

Gender Roles and Statuses

Traditionally, male children are raised to be assertive,

less tolerant, independent, self-reliant, demanding CC PADDYNAPPER and domineering. Female children, by contrast, are Pakistan cricket team

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 11 Marriage There are several ways to locate partners for arranged marriages outside one’s family. A family may place a personal ad in a newspaper to find a potential bride, and Though laws in Pakistan allow people to marry more recently, families have been using matchmaking whomever they wish, traditionally almost all marriages websites. Some young, urban Pakistanis have adopted are arranged by the bride’s and groom’s families. An the western practice of dating, but most families arranged marriage is considered an alliance and an discourage marriages based on love. agreement between two families. For Pakistanis who do not live in Pakistan, a conscious Potential mates are chosen by considering such things effort is made to go back to Pakistan to marry. Because as family background, social status, wealth, education, marriages are an important part of family culture and religious denomination, skin colour and so on. The tradition, students may return to Pakistan with their most desirable marriage is between first cousins as this parents to attend the weddings of extended family ensures that the families will stay united. members. Tickets to Pakistan are extremely expensive, so sometimes parents will take advantage and stay a bit longer. CC AKS.9955 Brides’ hands are usually decorated with henna designs. Groom, on right, in traditional wedding attire PHOTOS COURTESY OF HAMAD SHAH PHOTOS Bride signing the marriage certificate nikkah( ) Wedding ceremony (waleema)

12 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS Education System

Article 25A of the constitution of the Islamic students who are in private schools rises steeply with Republic of Pakistan states that “the state shall provide income, especially in urban areas. free and compulsory education to all children of 5 to Pakistani teachers’ salaries are low, so teachers 16 years of age.” The ministry of education is finding it difficult to reach this goal because the rural Pakistan supplement their income by giving “tuition” to children population is widely dispersed, and due to safety in the afternoons and evenings. It is common for concerns, some parents refuse to send their children to children to have tutors come to their home after school school under any circumstances. Also, it is difficult to to strengthen the skills taught at school. get teachers to teach in rural areas. K–12 education in Pakistan is divided into four levels: The literacy rate is much higher in urban areas and Level-1 Primary (Grades 1–5) much higher among men due to gender discrimination. There is a substantial demand for education, but Level-2 Middle (Grades 6–8) government schools are failing to provide acceptable Level-3 Secondary (Grades 9–10) education in English; therefore, parents turn to the private education sector. The percentage of primary Level-4 Higher Secondary (Grades 11–12). YUET CHAN Two TD Baker School students working on their assignments in the library.

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 13 Pakistani Migration to Alberta

Newcomers to Canada experience language, financial The 2011 Census Canada National Household Survey and economic barriers. Some have foreign professional showed that in 1971 there were only 130 Pakistanis in credentials that are not recognized in Canada, and Alberta, but by 2011 there were 161,380. Now you will upgrading or retraining may be difficult because family find Pakistani Canadians in all walks of life in Alberta. responsibilities come first. They have organized themselves into many groups and associations, gathering together to celebrate important Pakistanis began to arrive in Canada as early as the Pakistani religious and secular days in Alberta. 18th century, but immigration on a major scale into Alberta did not start until the 1960s. After 1967, many Migration to a new country often results in a variety of social, academic and economic challenges. In particular, Pakistanis who possessed professional degrees in fields recent immigrants and refugees—both children and their such as medicine, engineering and education began families—often struggle to adapt to Canadian education to arrive in Alberta. In the mid-1970s tradesmen and systems. By understanding these issues within the unique skilled workers also began to immigrate. Canadian context, teachers can work more effectively Many Pakistanis arriving in Alberta faced huge with newcomers to find ways to help these students make obstacles, such as familiarizing themselves with a smooth transitions to their new country. new language, harsh weather, cultural barriers and The most common first languages for Pakistani discrimination. They battled emotional, financial and immigrant students are Urdu, Punjabi, Gujarati, Sindhi, spiritual distresses as well as social isolation; thus, they Balochi, Katchi and Hindi. Some will have had some tended to settle in larger urban cities like Edmonton education while others will have had none at all. Some and Calgary where they could seek out other Pakistanis arrive seeking asylum, while others follow families for support. coming to Alberta as economic migrants.

14 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS Schoolwide Approaches for Promoting Student Success

In preparing this resource booklet we organized a arrive, it is difficult for them to maneuver around the focus group of administrators, teachers, parents and various services provided by the schools, neighborhoods students to share their successes and challenges. They and city. Provide parents with a list of immigrant provided the following valuable insights into what needs support resources. to be done going forward. Because of dietary restrictions for Muslim students, Pakistani parents and students are often happy that providing hot lunches is a challenge. Schools will need they are finally in a safe country where children will to make sure that there is a choice for either vegetarian get a good education. Students seem to a have a very or halal food for the school’s hot lunch program. In positive view of their schools. They are happy to make this way the whole school community is respected, and friends and feel supported at school. students who want the lunch program can participate. Education in Pakistan is a luxury; here in Alberta it is expected that everyone goes to school. This is a welcome change for most Pakistani families. With such positive Hire staff members that reflect the attitudes towards education, teachers are generally school community. successful in building positive relationships with Pakistani families from the beginning. When students see staff that they can relate to, they will feel connected. They also will have role models to Make schools open, inclusive emulate. Their behaviour might be better as they know and inviting. that their parents will know about their school behaviour through community members who are in the school.

Help provide a warm and welcoming atmosphere Encourage parents to join and become active for everyone. Consider hanging big welcome banners members of the school council so that it too reflects written in different languages all around the school. A the community. Provide translators at parent–teacher specific area, room or small space where parents can meetings and school council meetings so parents meet with other parents can help families connect with feel connected and can take part in the proceedings. each other. Provide information pamphlets about where Translators can usually be recruited from within the to go for language-instruction-for-newcomers classes, school community. When a translator is used, be sure library information, local food markets, mosques and to have them sign a confidentiality agreement so that access to government services. When new immigrants what is said in school remains confidential.

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 15 YUET CHAN TD Baker School principal Glen Wilcox asks students about the challenges and goals in their education.

Plan support for the new student. result, some parents find it confusing when their children have to choose options and core subjects. Students and parents should be provided with an explanation of this Pair a volunteer student with the new student to show choice of courses with the help of translators if needed. the new student the important places in the school (office, bathroom, library, gym, playground). Having The Alberta school system teaches students to be the volunteer student and new student spend time critical and logical thinkers rather than rote learners. together at recesses and lunchtimes is a way for the new In Pakistan, students are taught to listen to teachers immigrant student to feel at home more quickly. and not to question. In order to become critical, logical thinkers, students will need to become comfortable in the classroom and trust the teacher before asking questions. Consider the differences in Also, thinking time for immigrant students needs to be education systems. extended when a question is asked because in addition to learning English as a second language, students will have to make sense of the question and think critically, which As Pakistani society is more hierarchical, so are the may take them extra time. schools. Promotion from grade to grade is not by age Multiple-choice exams are not used in Pakistan but by passing the appropriate examinations. Many schools, so Pakistani students will be more familiar with students (and their parents) will be coming from private long-answer questions. Also, the Pakistani evaluation schools, which they attended to get a better quality system passes or fails students at the end of a course. English language education. Others may be coming from Group work and formative evaluation are not used. government schools or religious schools (madrassas). Pakistani parents and students new to Canada will Courses in the Pakistani secondary school system are appreciate having our formative/summative evaluation not organized by “core” subjects and “options.” As a system explained to them.

16 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS YUET CHAN Students at TD Baker School

Also, when first pairing new students for group work, Celebrate diversity and promote try to keep girls with girls and boys with boys as much as possible. In Pakistan it is considered taboo for girls inclusiveness. and boys to talk openly, touch each other or hold hands. Celebrating the different cultures and customs of Handle sex education and students in schools is one way to bridge the gap of isolation and loneliness that some immigrant students immunization with care. may experience. Get to know where students are from, what celebrations they have and when. This helps the Because these topics are very sensitive, it would be students feel at ease and connected. Invite parents to a good idea to have the parents come into the school come to school and speak about their cultures and and, with the help of a translator, explain this sensitive customs. Set aside a prayer/meditation room or area. information to them. Parents do not allow their children Respect the month of Ramadan, which is a fasting to date or have premarital sex, so they may feel that month for most Muslim students. During lunchtime their children do not need sex education information allow students who fast to go to the library; exempt them and immunization. However, chances are they will from strenuous physical activities if possible. At the end ultimately allow their children to participate if they of this fasting month, Muslim students celebrate Eid-ul understand the reasoning behind it. Fiter. Make announcements on the public address system explaining the significance of this celebration and others. Most Muslim students will not come to school on that day. Consider planning exams on alternative days.

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 17 YUET CHAN Zera Hameed discusses issues of student engagement with Shaima Hussain, a community mentor, and Jordan Foster, Riverbend Community High School teacher.

The York Region District School Board in Ontario Hold special open house programs has a program you might want to adopt or adapt. Every year students of that district submit pictures depicting for immigrant parents. the highlights of their own celebrations. These pictures are compiled annually as multifaith calendars with a Public open houses for transition to junior high short description of each holiday. The schools use this or senior high school are a great idea for the general information for instruction as well as public address and population but threatening to new immigrant parents, newsletter announcements. Doing this helps students who may instead benefit from a separate program with diverse backgrounds feel valued and appreciated; with a translator. With the translator’s help explain the they feel they belong. Other students learn to appreciate transition process to a new school, expectations and the customs and cultures of new students. They behaviour code, course choices of core subjects and understand, for example, why Muslim students do not eat options, and differences in the delivery of instruction. with them in the lunchroom during Ramadan.

18 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS YUET CHAN Including parents as partners in schools enhances understanding of each other’s cultures and concerns.

Capitalize on parental and Address racism, bullying and community support. name-calling.

Visit community events and invite community In some schools Pakistani students have been bullied and members to attend school events. Once the ice is broken, harassed. It is important to be proactive and intervene to people are anxious to help. As students see teachers at stop unsafe behaviour immediately. We must make clear community events, and as they see community members that every student has a right to be safe and respected and and parents coming to school, they will feel a sense of that this kind of behaviour will not be tolerated. belonging and pride. By including parents as partners in The 24-hour news media sensationalizes events; school, there will be more understanding of each other’s some students believe what they hear and jump to cultures and concerns. negative conclusions. Teach immigrant students how

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 19 to deal with these situations, how to be assertive but non confrontational, and how to report problems to an adult to deal with the situation. Provide staff cultural sensitivity training and establish antiracist and anti- bullying policies and procedures so that staff members have the tools to deal with such situations. Programs should be put in place so that bystanders are not afraid to speak up and/or report such behaviour. Create an atmosphere of trust and encourage students to organize diversity clubs and to promote intercultural FARHA SHARIFF FARHA understanding. Zera Hameed (first from right) discusses school life in Alberta with parents and students. Carefully prepare initial meeting coming with the child; the mother might be too shy to with parents. come, or she might come with a relative or a grandparent. In the Pakistani extended family system anyone in higher Immigrant parents are often not aware of the authority can make decisions about the child. expectations of Alberta schools. Once children go to Provide a warm and calm atmosphere without school in Pakistan, parents put their full trust in schools interruptions at the intake meetings. If possible, have and teachers to be responsible for the education of their a language interpreter ready for the meeting. Explain children. Keeping this in mind, it is important to spend to parents the school expectations and give parents a some time with the families of Pakistani students to chance to explain their expectations to you. Also, inform welcome them to the school. the parents about the levels of support that will be given Get to know the student’s cultural and linguistic to their child and how progress will be reported. background. Inquire about when and where the student The following two sample forms will be useful for went to school. Don’t be surprised if you see only the father this meeting. Important Document Form اﮨﻢ دﺳﺘﺎوﯾﺰ ﻓﺎرم ImportantImportant Document Document Form Form Form اﮨﻢ دﺳﺘﺎوﯾﺰ Documentﻓﺎرم Important • This is a very importantImportant document. Document Form .to you اﮨﻢitاﮨﻢ read دﺳﺘﺎوﯾﺰ can دﺳﺘﺎوﯾﺰﻓﺎرم who ﻓﺎرمPlease take it to someone • • ThankThis is you.a very important document. • Please take it to someone who can read it to you. • This is a very important document. • This is •a veryThank important you. document. • This is a very• Please important take it to someone document. who can read it to you. • ﯾہ اﯾﮏ ﺑﮩﺖ ﮨﯽ اﮨﻢ دﺳﺘﺎوﯾﺰ ﮨﮯ..Please take• itThank to someone you. who can read it to you • • ﺑﺮاﺋﮯ ﻣﮩﺮﺑﺎﻧﯽ اﺳﮯ ﮐﺴﯽ اﯾﺴﮯ ﺷﺨﺺ ﮐﮯ ﭘﺎس ﻟﮯ ٰﺟﺎ ﺋﯿﮟ ﺟﻮ اﺳﮯ ﭘﮍھ ﺳﮑﮯ. • ﯾہ اﯾﮏ ﺑﮩﺖ ﮨﯽ اﮨﻢ دﺳﺘﺎوﯾﺰ ﮨﮯ. . Please you. take it to someone who can read it to you Thank• • • ﯾہ آپ ﮐﺎﺑﺮاﺋﮯ اﯾﮏ ﺑﮩﺖ ﺷﮑﺮﯾہ.ﻣﮩﺮﺑﺎﻧﯽﮨﯽ اﮨﻢ اﺳﮯ ﮐﺴﯽدﺳﺘﺎوﯾﺰ ﮨﮯ.اﯾﺴﮯ ﺷﺨﺺ ﮐﮯ ﭘﺎس ﻟﮯ ٰﺟﺎ ﺋﯿﮟ ﺟﻮ اﺳﮯ ﭘﮍھ ﺳﮑﮯ. • آپ ﮐﺎ ﺷﮑﺮﯾہ. ٰ • ﺑﺮاﺋﮯ ﻣﮩﺮﺑﺎﻧﯽ اﺳﮯ ﮐﺴﯽ اﯾﺴﮯ ﺷﺨﺺ ﮐﮯ ﭘﺎس ﻟﮯ ﺟﺎ ﺋﯿﮟ ﺟﻮ اﺳﮯ ﭘﮍھ ﺳﮑﮯ. .Thank you • • ﯾہ اﯾﮏ ﺑﮩﺖ ﮨﯽ • اﮨﻢآپ ﮐﺎ ﺷﮑﺮﯾہ.دﺳﺘﺎوﯾﺰ ﮨﮯ. • ﺑﺮاﺋﮯ ﻣﮩﺮﺑﺎﻧﯽ اﺳﮯ ﮐﺴﯽ اﯾﺴﮯ ﺷﺨﺺ ﮐﮯ ﭘﺎس ﻟﮯ ٰﺟﺎ ﺋﯿﮟ ﺟﻮ اﺳﮯ ﭘﮍھ ﺳﮑﮯ. • آپ ﮐﺎ ﺷﮑﺮﯾہ.

20 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS SAMPLE STUDENT INFORMATION FORM SAMPLE STUDENT INFORMATION FORM طالب علموں کے لئے سیمپل معلوماتی FORM فارم SAMPLE STUDENT INFORMATION PleaseSAMPLE complete STUDENT this form INFORMATION and return it to FORM your child’s school. طالب علموں کے لئے اسسیمپل فارم کو معلوماتی مکمل فارم کریں اور اپنے بچے کے FORM اسکول کو واپس کریں.SAMPLE STUDENT INFORMATION طالب .school علموں child’s کے to your لئے school.return it سیمپل child’s and معلوماتform ی to this your فارم Please complete this form Pleaseand return complete it طالب علموں کے لئے سیمپل معلوماتی فارم اس فارم کو مکمل کریں اور اپنے بچے کے اسکول کو واپس کریں. .Please complete this form and return it to your child’s school as your child attended schoolPlease efore complete ircle this form and return it to your child’s school. اس فارم کو مکمل کریں اور اپنے بچے کے اسکول کو FORM واپس کریں. SAMPLE STUDENT INFORMATION اس فارم کو مکمل کریں اور اپنے بچے کے اسکول کو واپس کریں. f yes here and for ho lon as your child attended school efore ircle طالب علموں کے لئے سیمپل معلوماتی فارم as your child attended school efore ircle f yes here and for ho lon کیا آپ کے بچے نے پہلے.school اسکول child’s میں ircleto your شرکتit کی returnefore ہے؟ and دائرہ school لگاform ئیں attended this ہاں complete child ناyour ں asPlease f yes here and for hoHas lon your child attended school before? If yes, where and for how long? اس فارم کو مکمل کریں اور اپنے اگر بچےہاں تو کے کہاں اسکولاور کو کب تکواپس ؟ کریں. SAMPLEf yes here STUDENT and for INFORMATION ho lon FORM کیا آپ کے بچے نے پہلے اسکول میں شرکت کی ہے؟ دائرہ لگا ئیں ہاں ناں کیا آپ کے بچے نے پہلے اسکول میں شرکت کی ہے؟ دائرہ لگا ئیں ہاں ناں ______اگر طالب ہاں تو علموں کہاں کےاور کب لئے تک ؟ سیمپل معلوماتی فارم as your child attended school efore ircle کیا آپ کے بچے نے پہلے اگر ہاں اسکول تو میں کہاں اور شرکت کبکی تک ہے؟؟ .school دائرہ لگا child’sئ یں your ہاں it to ______نا returnں Please complete this form and f______yes here and for ho lon اس اگر ہاںفارم توکو کہاں مکمل اور کریں کب اور تک ؟ اپنے بچے کے اسکول کو واپس کریں. ______ae they had instruction in______nlish ircle ______کیا آپ کے بچے نے پہلے اسکول میں شرکت کی ہے؟ دائرہ لگا ئیں ہاں ناں f yes here and for ho lonas your child attended school efore ircle ______اگر ہاں تو کہاں اور کب تک ؟ ae they had instruction in nlish ircle ae they had instructionf yes in here nlish and ircle for ho lon f______yes here and for ho lon کیا وہاں انگریزی میں تدریس تھی ؟ دائرہ لگا ircleئ یں ہاں in nlish ناں f yes here and for aeho lonthey had instruction ______کیا آپ کے بچے نے پہلے اسکولاگر ہاںمیں تو شرکتکہاں ?long کی اور how ہے؟کب for تک دائرہ؟and لگا ئwhereیں ,yes ہاں If نا ?English ں f yesHave here they and had forinstruction ho lon in کیا وہاں انگریزی میں تدریس تھی؟ دائرہ لگا ئیں ہاں ناں اگر ہاں تو کہاں اور کب کیا تک ؟وہاں انگریزی میں تدریس تھی؟ دائرہ لگا ئیں ہاں ناں ______اگر ہاں تو کہاں اور کب تک ؟ ae they had instruction in nlish ircle کیا وہاں انگریزی میں اگر تدریس ہاں تو تھی؟ کہاں دائرہ اور لگا ئکب یں تک ؟ہاں ناں ______f______yes here and for ho lon اگر ہاں تو کہاں اور کب تک ؟ ______here did your child lie efore ______arriin in anada ______کیا وہاں انگریزی میں تدریس تھی؟ دائرہ لگا ئیں ہاں ناں آپ کا بچہ کینیڈا میں ______پہنچنے سے پہلے کہاں ircle رہا؟ ae they had instruction in nlish اگر ہاں تو کہاں اور کب تک ؟ here did your child lie efore arriin in anada ______here did your childf lie yes efore here arriin and for in ho anada lon______آپ کا بچہ کینیڈا میں پہنچنے سے پہلے کہاں رہا؟ ______آپ کا بچہ کینیڈا میں پہنچنے سے پہلے کہاں anada رہا؟here did your child lie efore ______arriin in ______کیاآپ کا وہاں بچہ کینیڈا انگریزی میں میں پہنچنے تدریس سے تھی؟ پہلے دائرہ کہاں لگا ئرہا؟یں ہاں ناں ______اگر ہاں تو کہاں اور کب تک ؟ ______hen did they arrie in lerta______rom here here Where did didyour your child child lie live efore before arriin arriving in in anada Canada? وہ البرٹا میں کب ______آئے؟ کہاں سے؟ ______آپ کا بچہ کینیڈا میں پہنچنے سے پہلے کہاں رہا؟ hen did they arrie in lerta rom here hen did they arrie in ______lerta rom here ______وہ البرٹا میں کب آئے؟ کہاں سے؟ ______وہ البرٹا میں کب آئے؟ کہاں سے؟ hen did they arrie in lerta rom here ______وہ البرٹا میں کب آئے؟ کہاں سے؟ oes your child hae any dietaryhere restrictions did ______your child e lie por efore or por arriin products in anada ircle

آپ کا بچہ کینیڈا میں پہنچنے سے پہلے کہاں رہا؟ ______f yes hat restrictions do they hae henoes your did theychild arrie hae anyin lerta dietary romrestrictions here e por or por products ircle oes your child hae______any dietary restrictions e por or por products ircle______ وہ البرٹا میں کب آئے؟ کہاں سے؟ f yes hat restrictions do they hae کیا ircle آپ کے بچے products کو ______por کسی or طرح por کی e غذائی پابندی restrictions ہے dietary)مثال، anyسور کا hae گوشت child haeیا your they خنزیر oes doکےگوشت کیyes hat restrictionsمصنوعات( f؟ دائرہ ______لگا ئیں ہاں ناں f yes hat restrictions do they hae کیا آپ کے بچے کو کسی طرح کی غذائی پابندی ہے )مثال، سور کا ?where گوشت یا From خنزیر ?in Alberta کےگوشت arriveکی did they مصنوعات( ؟ Whenدائرہ کیا آپ اگرکے ہاں، بچے کو توکیا کسی پابندیاں طرحہیں ؟ کی غذائی پابندی here ہے rom )مثال، سور کاin lerta گوشت یا arrie خنزیرdid they کےگوشت henکی مصنوعات( ؟ دائرہ لگا ئیں ہاں ناں oes your child hae any dietary restrictions e por or por products ircle وہکیا آپ البرٹا کے میں بچےکب کو آئے؟ کسی لگا کہاںئ یں طرح سے؟ کیہاں غذائی ناپابندیں ہے )مثال، سور کا گوشت یا خنزیر کےگوشت ______کی مصنوعات( ؟ دائرہ اگر ہاں، توکیا پابندیاں ہیں؟ f yes hat restrictions do they hae لگا ئیں ہاں ناںاگر ہاں، توکیا پابندیاں ہیں؟ ______اگر ہاں، توکیا پابندیاں ہیں؟ ______ ill your child e fastin durin amadan ircle کیا آپ کے بچے کو کسی طرح کی غذائی پابندی ہے )مثال، سور کا گوشت یا خنزیر کےگوشت کی مصنوعات( ؟ دائرہ oes your child hae any dietary restrictions e______por or por products ircle لگا ئیں ہاں ناں ill your child e fastin durin amadan ircle کیا آپ کا بچہ رمضان میں روزے کی حالت میں ہو hae گا؟ they دائرہircle do لگا ئیں ہاں hat amadanrestrictions ناdurin ں ill your child e fastinf yes اگر ہاں، توکیا پابندیاں ہیں؟ ill your child e fastin durin amadan ircle کیا آپ کا بچہ رمضان میں روزے کی حالت میں ہو گا؟ دائرہ لگا ئ______یں ہاں ناں کیا آپ کے بچے کو کسیکیا آپ طرح کا کی بچہ غذائی رمضان پابندی میں ہے روزے )مثال، کی سور کاحالت ircle میں گوشتہو یا گا؟ actiities خنزیردائرہ لگا ئیں classroom کےگوشت inہاں کی ناں مصنوعات( ؟ دائرہ ould you e illin to olunteerparticipate

کیالگا ئآپیں کا ہاں بچہ رمضان ناں میں روزے کی حالت میں ہو گا؟ دائرہ لگا ئیں ہاں ناں illould your you child e illine fastin to olunteerparticipate durin amadan ircle in classroom actiities ircle اگر ہاں، توکیا پابندیاں ہیں؟ کیا آپ رضاکارانہ طور پر کالسircle روم کی actiities سرگرمیوں میںin classroom حصہ لینے کے لئے تیار olunteerparticipate ہوں to گے؟ illin دائرہ e لگا ئyouیں ہاں ould ناں

ould you e illin to olunteerparticipate ______in classroom actiities ircle کیا آپ کا بچہ رضاکارانہ طوررمضان پر میں کالس روزے روم کی کی حالت میں ہوسرگرمیوں گا؟ میں دائرہ حصہ لگا ئلینےیں کے ہاں لئے تیار ناں ہوں گے؟ دائرہ لگا ئیں ہاں ناں کیا آپ رضاکارانہ طور پر کالس روم کی سرگرمیوں میں حصہ لینے کے لئے تیار ہوں گے؟ دائرہ لگا ئیں ہاں ناں

کیا آپ 21 رضاکارانہ SUCCESS طور پر کالسSTUDENT روم FOR کی سرگرمیوں میں حصہ STUDENTS—RESOURCESلینے ircle کے لئے تیار amadanIMMIGRANT ہوں durin گے؟ PAKISTANI دائرہ fastin لگا ئe یں TEACHINGchild ہاں your ناں ill ould you e illin to olunteerparticipate in classroom actiities ircle

کیا آپ کا بچہ رمضان میں روزے کی حالت میں ہو گا؟ دائرہ لگا ئیں ہاں ناں کیا آپ رضاکارانہ طور پر کالس روم کی سرگرمیوں میں حصہ لینے کے لئے تیار ہوں گے؟ دائرہ لگا ئیں ہاں ناں

ould you e illin to olunteerparticipate in classroom actiities ircle

کیا آپ رضاکارانہ طور پر کالس روم کی سرگرمیوں میں حصہ لینے کے لئے تیار ہوں گے؟ دائرہ لگا ئیں ہاں ناں

SAMPLE STUDENT INFORMATION FORM طالب علموں کے لئے سیمپل معلوماتی فارم Please complete this form and return it to your child’s school. اس فارم کو مکمل کریں اور اپنے بچے کے اسکول کو واپس کریں. SAMPLE STUDENT INFORMATION FORM

طالب علموں کے لئے سیمپل معلوماتی فارم as your child attended school efore ircle Pleasef yes here complete and this for hoform lon and return it to your child’s school. اس فارم کو مکمل کریں اور اپنے بچے کے اسکول کو واپس کریں.

کیا آپ کے بچے نے پہلے اسکول میں شرکت کی ہے؟ دائرہ لگا ئیں ہاں FORM ناں SAMPLE STUDENT INFORMATION اگر ہاں تو کہاں اور کب تک ؟ as your child attended school efore ircle طالب علموں کے لئے سیمپل معلوماتی فارم f yes here and for ho lon Please______complete this form and return it to your child’s school.

اس فارم کو مکمل کریں اور اپنے بچے کے اسکول ______کو واپس کریں. کیا آپ کے بچے نے پہلے اسکول میں شرکت کی ہے؟ دائرہ لگا ئیں ہاں ناں

اگر ہاں تو کہاں اور کب تک ؟ asae your they child had attendedinstruction school in nlish efore ircle ircle ______f yes here and for ho lon ______

کیا آپ وہاں کے بچے انگریزی نے میں پہلے تدریس اسکول تھی؟ میں دائرہ شرکتلگا ئکییں ہے؟ہاں نادائرہ ں لگا ئیں ہاں ناں ae they had instruction in nlish ircle اگراگر ہاںہاں توتو کہاںکہاں اوراور کبکب تکتک ؟؟ f yes here and for ho lon ______کیا وہاں انگریزی میں تدریس تھی؟ دائرہ لگا ئیں ______ہاں ناں

اگر ہاں تو کہاں اور کب تک ؟ aehere they did hadyour instruction child lie efore in nlish arriin ircle in anada ______آپ کا بچہ کینیڈا میں پہنچنے سے پہلے کہاں رہا؟ f yes here and for ho lon ______

کیا وہاں انگریزی میں تدریس تھی؟ دائرہ لگا ئیں ______ہاں ناں here did your child lie efore arriin in anada اگر ہاں تو کہاں اور کب تک ؟ آپ کا بچہ کینیڈا میں پہنچنے سے پہلے کہاں رہا؟ hen______did they arrie in lerta rom here ______وہ البرٹا میں کب آئے؟ کہاں سے؟ ______

here did your child lie efore arriin in anada hen did they arrie in lerta rom here آپ کا بچہ کینیڈا میں پہنچنے سے ircle پہلے کہاں ?(products رہاproducts؟ oesDoes your your child child hae have any any dietary dietary restrictions restrictions (suche por as pork or poror pork وہ البرٹا میں کب آئے؟ کہاں سے؟ f______yes hat restrictions do they hae ______If yes, what restrictions do they ______have? ______

کیا آپ کے بچے کو کسی طرح کی غذائی پابندی ہے )مثال، سور کا گوشت یا خنزیر کےگوشت کی مصنوعات( ؟ دائرہ oes your child hae any dietary restrictions e por or por products ircle لگا ئیں ہاں ناں hen did they arrie in lerta rom here f yes hat restrictions do they hae وہ اگر البرٹاہاں، میں توکیا کب پابندیاںآئے؟ ہیں؟کہاں سے؟

______کیا آپ کے بچے کو کسی طرح کی غذائی پابندی ہے )مثال، سور کا گوشت یا خنزیر کےگوشت کی مصنوعات( ؟ دائرہ

لگا ئیں ہاں ناں oesill your your child child e hae fastin any durindietary amadan restrictions ircle e por or por products ircle اگر ہاں، توکیا پابندیاں ہیں؟ f yes hat restrictions do they hae ______کیا آپ کا بچہ رمضان میں روزے کی حالت میں ہو گا؟ دائرہ لگا ئیں ہاں ناں

کیا آپ کے بچے کو کسی طرح کی غذائی پابندی ہے )مثال، سور کا گوشت یا خنزیر کےگوشت کی مصنوعات( ؟ دائرہ ill your child e fastin durin amadan ircle لگا ئیں ہاں ناں ouldWill you your e child illin be fasting to olunteerparticipate during Ramadan? Circle in classroom Yes No actiities ircle

اگر ہاں، توکیا پابندیاں ہیں؟ کیا آپ کا بچہ رمضان میں روزے کی حالت میں ہو گا؟ دائرہ لگا ئیں ہاں ناں کیا آپ رضاکارانہ طور پر کالس روم کی سرگرمیوں میں حصہ ______لینے کے لئے تیار ہوں گے؟ دائرہ لگا ئیں ہاں ناں

ould you e illin to olunteerparticipate in classroom actiities ircle ill your child e fastin durin amadan ircle

کیا آپ رضاکارانہ طور پر کالس روم کی سرگرمیوں میں حصہ لینے کے لئے تیار ہوں گے؟ دائرہ لگا ئیں ہاں ناں کیا آپ کا بچہ رمضان میں روزے کی حالت میں ہو گا؟ دائرہ لگا ئیں ہاں ناں

ouldWould you you e beillin willing to to olunteerparticipate volunteer/participate inin classroomclassroom activities? actiities Circle ircle Yes No

کیا آپ رضاکارانہ طور پر کالس روم کی سرگرمیوں میں حصہ لینے کے لئے تیار ہوں گے؟ دائرہ لگا ئیں ہاں ناں

hat type of support ould e useful for your family hec all that apply. o nlish translation serices hat type of support ould e useful for your family hec all that apply. hato typeinancial of support support ould e useful for your family hec all that apply. hato typenlish of support translation ould serices e useful for your family hec all that apply. ohathat o typetypenlishnfo ofof supportsupportrmation translation ould ouldon housin serices ee usefuluseful forfor youryour familyfamily hechec allall thatthat apply.apply. o nlishinancial translation support serices oo o nlishinancialnlishnformation translationtranslation support on health sericesserices oo inancialnformation support on housin oo o inancialnfoinancialtherrmation supportsupport on housin oo What nfotypenformationrmation of support onon would housinhealth be useful for your family? Check all that apply. oo nfonformationnformationrmation onon housinhealthhousin oo nformationther on health oo nformationthernformation onon healthhealth آپ کے خاندان کے لئے کس قسم کی مدد مفید ہوگی؟ موزوں جوابات پر نشان لگا دیں o ther oo therther O انگلش ترجمے کی خدمات آپ آپ کے کے خاندان خاندان کے کے لئے لئے کس کس قسم قسم کی کی مدد مدد مفید مفید ہوگی؟ہوگی ؟ موزوں موزوں جوابات جوابات پر پر نشان نشان لگا لگا دیں دیں O❑ آپ مالی کے امداد خاندان کے لئے کس قسم کی مدد مفید ہوگی؟ موزوں جوابات پر نشان لگا دیں ❑ O آپآپO کےکے انگلش انگلش خاندانخاندان ترجمے ترجمےکےکے کی کی لئےلئے کسخدماتکس خدمات قسمقسم کیکی مددمدد مفیدمفید ہوگیہوگی؟؟ موزوںموزوں جواباتجوابات پرپر نشاننشان لگالگا دیںدیں English translation services O O ہاؤسنگ انگلش کے ترجمے بارے کی میں خدمات معلومات O O ❑O مالی مالی انگلش امداد امداد ترجمے کی خدمات Financial support ❑ O O صحتمالی کے امداد بارے میں معلومات OO O مالیمالی ہاؤسنگ امدادامداد کے بارے میں معلومات ❑ O ہاؤسنگ کے بارے میں معلومات ❑ O O دیگر صحت ہاؤسنگکے کے بارے بارےمیں میں ______معلومات معلومات Information on housing OO صحت ہاؤسنگ کے کے بارے بارے میں میں معلومات معلومات ❑ O صحت کے بارے میں معلومات ❑ OO O دیگر دیگر صحت کے بارے میں ______معلومات Information on health O دیگر ______O دیگر ______❑ O دیگر ______❑ Other

22 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS PHOTOS: YUET CHAN PHOTOS: Learning activities in teacher Kyle Sandford’s Grade 1 class

The school library provides valuable learning resources for students to develop language proficiency.

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 23 Strategies for Helping Students Develop Language Proficiency

The following are some teaching suggestions that can • Encourage students to write journals. assist with second language acquisition: • Incorporate sharing circles and retelling when giving • Find out what learning styles predominate for the instructions. students (eg, auditory, visual) and then accommodate those learning styles in your teaching. • Ensure that assessment for both language and content are ongoing and broadly based. • Speak slowly and clearly to help students to acclimatize their ears to hearing English words. • Help students maintain and develop their first language alongside improving their English (eg, • Obtain an ELL’s profile from theAlberta ESL writing dual-language books). Benchmarks and plan curriculum thematically using the higher order thinking skills. • Have students act out new words in a skit, using drama and role play to make learning memorable. • Develop interactive and collaborative teaching and learning styles and activities. • Have students write definitions of terms using their own words in their native language. • Create word charts. • Use more hand gestures and visual aids.

• Use graphic organizers such as webs, charts, YUET CHAN overlapping circles, tables and grids to help students Parents play a vital role in children’s success in acquiring organize their thinking. language skills.

24 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS YUET CHAN L-R: TD Baker School principal Glen Wilcox, teacher Mariam Ahmedyar and resource author Zera Hameed discuss strategies for helping students develop language proficency.

• Provide opportunities to talk before writing. fully understanding the nuances of the vocabulary in a story. • Use drills to help students memorize a new language. • Make your classroom a “global classroom.” Bring the • Support your students’ language development world into your classroom by giving students a choice through scaffolding, key phrases and structures rather in selecting subjects or books for their reports. than key words. These are good practices for working with any second- • Develop new vocabulary before starting a new topic. language learner. They will benefit all students in your Sometimes cultural differences prevent a learner from classroom.

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 25 Orientation Guide to Canadian Schools YUET CHAN

This guide is designed to assist schools and Pakistani intake centre. District intake centres should also have families in better understanding and communicating copies since parents will usually be accompanied by with each other and is part of a larger series of booklets a settlement worker or interpreter when they visit that include guides for working with South Sudanese, that centre. The various points in the guide should be Karen and Arab students. It is written in both English discussed collaboratively, and parents and their children and Urdu. should have the opportunity to ask questions. Parents should receive a copy to take home for future reference. How to Use This Guide

Consider having this guide available when the student initially comes to register at the school or at the district

26 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS ﮔﮭﺮ ﮐﺎ ﮐﺎم Homework Homework • • طﻠﺒﺎ ء ﮨﻮم ورک ﻟﮑﮭﻨﮯ ﮐﮯ ﻟﺌﮯ اﯾﮏ Students use an agenda to• Students write use an agenda to write اﯾﺠﻨﮉا اﺳﺘﻌﻤﺎل ﮐﺮﺗﮯ ﮨﯿﮟ. اﺳﺎﺋﻨﻤﻨﮣﺲ دﯾﮑﮭﻨﮯ down their homework. Pleasedown their homework. Please ﮐﮯﮔﮭﺮ ﮐﺎ ﻟﺌﮯ ﮐﺎم ﺑﺮاه ﻣﮩﺮﺑﺎﻧﯽ ان ﮐﺎ اﯾﺠﻨﮉا ﭼﯿﮏ check the agenda to see theircheckHomework the agenda to see their assignments. ﮐﺮﯾﮟ. .assignments •• اﮔﺮطﻠﺒﺎ آپء ﮨﻮمﮨﻮم ورک ورک ﻣﯿﮟ ﻟﮑﮭﻨﮯ ﺑﭽﮯ ﮐﮯ ﮐﯽ ﻟﺌﮯ ﻣﺪد اﯾﮏﻧﮩﯿﮟ If you can’t help your child•• IfStudents youwith can’t use help an agendayour child to write with • ﮐﺮ اﯾﺠﻨﮉا ﺳﮑﺘﮯ ﺗﻮاﺳﺘﻌﻤﺎلﭼﯿﮏﮐﺮﺗﮯ ﮨﯿﮟﮐﺮﯾﮟ. ﮐہ ﺷﺎﯾﺪ اﺳﺎﺋﻨﻤﻨﮣﺲ اﺳﮑﻮل دﯾﮑﮭﻨﮯﻣﯿﮟ homework, check to see homework,downif the their homework.check to see Please if the ﮨﯽﮐﮯﮔﮭﺮ ﮨﻮم ﮐﺎ ﻟﺌﮯ ﮐﺎمورک ﺑﺮاه ﮐﻠﺐ ﻣﮩﺮﺑﺎﻧﯽﻣﻮﺟﻮد ﮨانﻮ. ﮐﺎ اﯾﺠﻨﮉا ﭼﯿﮏ school has a homework club.Homeworkschoolcheck thehas agendaa homework to see club.their •assignments. • ﮐﺮﯾﮟ.ﮐﭽﮭ ﮐﻤﯿﻮﻧﮣﯿﺰ ﮨﻮم ورک ﮐﻠﺐ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ Some communities provideSome communities provide • •homework• clubs as well. ﮨ•• ﯿﮟ .اﮔﺮطﻠﺒﺎ آپ ء ﮨﻮم ﮨﻮم ورک ورکﻣﯿﮟ ﻟﮑﮭﻨﮯ ﺑﭽﮯ ﮐﮯ ﮐﯽ ﻟﺌﮯ ﻣﺪد ﻧﮩﯿﮟاﯾﮏ homework clubs as well. StudentsIf you can’t use help an agenda your child to write with ﮐﺮ اﯾﺠﻨﮉاﮐﻼس ﺳﮑﺘﮯ ﮐﮯ ﺗﻮاﺳﺘﻌﻤﺎلﻟﺌﮯ ﭼﯿﮏﮐﺮﺗﮯ ﺗﯿﺎرﮨیﮐﺮﯾﮟﯿﮟ. ﮐہ ﺷﺎﯾﺪ اﺳﺎﺋﻨﻤﻨﮣﺲ اﺳﮑﻮل ﻣﯿﮟدﯾﮑﮭﻨﮯ downPreparehomework, their for homework. check Class to see Please if the checkschool the has agenda a homework to see theirclub. ﮨﯽﮐﮯ ﮨﻮم ﻟﺌﮯ ورک ﺑﺮاه ﮐﻠﺐ ﻣﮩﺮﺑﺎﻧﯽﻣﻮﺟﻮد ﮨﻮان. ﮐﺎ اﯾﺠﻨﮉا ﭼﯿﮏ Students are responsible for getting to • • طﻠﺒﺎء ﮐﻼس ﻣﯿﮟ وﻗﺖ ﭘﺮ ﭘﮩﻨﭽﻨﮯ ﮐﮯ ذﻣہ .assignments • دار ﮐﺮﯾﮟ.ﮐﭽﮭ ﮨﯿﮟ.ﮐﻤﯿﻮﻧﮣﯿﺰ ﮨﻮم ورک ﮐﻠﺐ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ each• Some class communities on time. provide ﮨ• ﯿﮟ .ﺑﭽاﮔﺮﮯ آپ ﮨﻮم اﺳﮑﻮل ورک ﻣﯿﮟﺷﺮوع ﺑﭽﮯﮨﻮﻧﮯ ﮐﯽ ﺳﮯ ﻣﺪد ﭘﮩﻠﮯﻧﮩﯿﮟ homework IfChildren you can’t comeclubs help toas your well.school child before with• school starts. ﮐﺮ ﮐﻼساﺳﮑﻮل ﺳﮑﺘﮯ ﮐﮯآﺗﮯ ﺗﻮﮨﯿﮟ.ﻟﺌﮯ ﭼﯿﮏﺗﯿﺎریﮐﺮﯾﮟ ﮐہ ﺷﺎﯾﺪ اﺳﮑﻮل ﻣﯿﮟ Prepare for Class homework,Prepare for check Class to see if the school• Students has amust homework come to club. class with ﮨﯽ ﮨﻮم ورک ﮐﻠﺐ ﻣﻮﺟﻮد ﮨﻮ. Students are responsible for getting to • •• طﻠﺒﺎطﻠﺒﺎء ءﮐﻼسﭘﺮ ﻣﯿﮟ ﻻزم وﻗﺖﮨﮯ ﭘﺮﮐہ ﺟﺐ ﭘﮩﻨﭽﻨﮯوه ﮐﮯ ذﻣہاﺳﮑﻮل .their books and homework ready • Students are responsible •eachfor Some gettingclass communities on time.to provide • دار ﮐﭽﮭ ﭘﮩﻨﭽﯿﮟ ﮨﯿﮟ. ﺗﻮ ان ﮐﻤﯿﻮﻧﮣﮐﺎﯿﺰ ﮨﻮم ﮨﻮم ورک ورک ﮐﻠﺐﻣﮑﻤﻞ ﮨﻮ ﻓﺮاﮨﻢاور ﺗﻤﺎمﮐﺮﺗﯽ each class on time. homework• Children clubscome asto well. school before ﮨ• ﯿﮟ .ﺑﭽﮐﺘﺎﺑﯿﮟ ﮯ ﻣﻮﺟﻮد اﺳﮑﻮل ﮨﻮں. ﺷﺮوع ﮨﻮﻧﮯ ﺳﮯ ﭘﮩﻠﮯ • school starts. • اﮔﺮطﻠﺒﺎء ﮐﻮ ﺳﻤﺠﮭﻨﮯ ﻣﯿﮟ دﺷﻮاری ﮨﻮ ﺗﻮ Children come to schoolPrepare• beforeIf students for don’t Class understand ﮐﻼساﺳﮑﻮل آﺗﮯﮐﮯ ﮨﯿﮟ.ﻟﺌﮯ ﺗﯿﺎری Students must come to class with • school starts. •something, Students are they responsible should ask for the getting to •• اﺳﺘﺎد طﻠﺒﺎطﻠﺒﺎء ءﺳﮯ ﮐﻼسﻣﺪدﭘﺮ ﻣﯿﮟ ﻻزم ﺣﺎﺻﻞ وﻗﺖﮨﮯ ﮐﺮﯾﮟﭘﺮ.ﮐہ ﺟﺐاﺳﺎﺗﺬه ﭘﮩﻨﭽﻨﮯوه ﮐﮯ ﭼﺎﮨﺘﮯ اﺳﮑﻮلﮨﯿﮟذﻣہ .their books and homework ready • Students must come to classeachteacher classwith for on help. time. Teachers want them ﮐہ دار ان ﭘﮩﻨﭽﯿﮟ ﮨﯿﮟ.ﺗﻮ ﺳﮯ ان ﮐﺎ ﺳﻮاﻻتﮨﻮم ﭘﻮﭼﮭورک ﮯ ﺟﺎ ﺋﻣﮑﻤﻞ ﯿﮟﮨﻮ. اور ﺗﻤﺎم •to Children ask questions. come to school before • ﺑﭽﮐﺘﺎﺑﯿﮟ ﮯ ﻣﻮﺟﻮد اﺳﮑﻮل ﮨﻮں. ﺷﺮوع ﮨﻮﻧﮯ ﺳﮯ ﭘﮩﻠﮯ .their books and homework ready schoolEnglish starts. Language Learning (ELL) • اﮔﺮاﺳﮑﻮل اﻧﮕﻠﺶ طﻠﺒﺎءآﺗﮯ ﮐﻮ ﮨﯿﮟ.ﻟﯿﻨﮕﻮﺋﺞ ﺳﻤﺠﮭﻨﮯ ﻟﺮﻧﻨﮓ (ﻣﯿﮟ ELL)دﺷﻮاری ﮨﻮ ﺗﻮ If students don’t understand• If students don’t understand • • Students must come to class with • اﻧﮕﺮﯾﺰی ﻣﯿﮟ ﺗﻌﻠﯿﻤﯽ ﮐﺎﻣﯿﺎﺑﯽ ﺣﺎﺻﻞ ﮐﺮﻧﮯ something, they should asksomething,ELL the students they need should up askto seven the years • اﺳﺘﺎد طﻠﺒﺎ ءﺳﮯ ﻣﺪدﭘﺮ ﻻزمﺣﺎﺻﻞ ﮨﮯ ﮐﺮﯾﮟ.ﮐہ ﺟﺐاﺳﺎﺗﺬه وه ﭼﺎﮨﺘﮯ ﮨﯿﮟاﺳﮑﻮل .their books and homework ready ﮐﮯ ﻟﺌﮯ ای اﯾﻞ اﯾﻞ (ELL) طﻠﺒﺎء ﮐﻮ ﺳﺎت teacher for help. Teacherstoteacher wantbecome for them academicallyhelp. Teachers successful want them in ﮐہ ان ﭘﮩﻨﭽﯿﮟ ﺗﻮﺳﮯ ان ﮐﺎ ﺳﻮاﻻتﮨﻮم ﭘﻮﭼﮭورک ﮯ ﺟﺎ ﺋﻣﮑﻤﻞ ﯿﮟ .ﮨﻮ اور ﺗﻤﺎم .English ﺳﺎل ﺗﮏ ﮐﯽ ﻣﺪت درﮐﺎر ﮨﮯ. .to ask questions. to ask questions ﮐﺘﺎﺑﯿﮟ ﻣﻮﺟﻮد ﮨﻮں. (English Language Learning (ELL • اﮔﺮطﻠﺒﺎءاﻧﮕﻠﺶ طﻠﺒﺎءای ﮐﻮاﯾﻞ ﻟﯿﻨﮕﻮﺋﺞ اﯾﻞﺳﻤﺠﮭﻣﯿﮟﻨﮯ ﻟﺮﻧﻨﮓ (ﻣﯿﮟ اﺿﺎﻓﯽ ELL)ﻣﻔﺖ دﺷﻮاری ﻣﺪدﮨﻮ ﮐﯽﺗﻮ IfStudents students may don’t access understand additional, free • • • اﺳﺘﺎد رﺳﺎﺋﯽﺳﮯاﻧﮕﺮﯾﺰی ﻣﺪداﺳﮑﻮل ﻣﯿﮟ ﮐﮯ ﺣﺎﺻﻞ ﺗﻌﻠﯿﻤﯽ ﺑﺎﮨﺮﮐﺮﯾﮟ. ﮐﺎﻣﯿﺎﺑﻋﻮاﻣﯽ ﯽاﺳﺎﺗﺬهﺣﺎﺻﻞ ﭼﺎﮨﺘﮯﻻﺋﺒﺮﯾﺮی ﮐﺮﻧﮯﯾﺎﮨﯿﮟ something,ELLELL help students outside they need should school up asktoin sevenathe public years libraryto become or community academically church. successful in ﮐہ ﮐﮯ ان ﮐﻤﯿﻮﻧﮣﯽﻟﺌﮯﺳﮯ ای ﭼﺮچاﯾﻞ ﺳﮯﺳﻮاﻻتاﯾﻞﭘﻮﭼﮭﺣﺎﺻﻞ ﮯ ﮐﺮ(ELL) ﺟﺎ ﺋﯿﮟطﻠﺒﺎء.ﺳﮑﺘﮯ ﮐﻮﮨﯿﮟ ﺳﺎت teacher for help. Teachers want them toEnglish. ask questions. ﺳﺎل ﺗﮏ ﮐﯽ ﻣﺪت درﮐﺎر ﮨﮯ. Parent----Teacher Interviews واﻟﺪﯾﻦ - اﺳﺎﺗﺬه اﻧﮣﺮوﯾﻮز (English Language Learning (ELL اﻧﮕﻠﺶ ﻟﯿﻨﮕﻮﺋﺞ ﻟﺮﻧﻨﮓ (English Language Learning• (ELL) (ELL •• طﻠﺒﺎءواﻟﺪﯾﻦ ای اور اﯾﻞ اﺳﺎﺗﺬهاﯾﻞ ﻣﯿﮟ ﺑﭽﮯ ﮐﯽ اﺿﺎﻓﯽ ﺗﻌﻠﯿﻢ ﻣﻔﺖ ﻣﯿﮟ ﻣﺪد ﮐﯽ ParentsStudents and may teachers access areadditional, partners free in • • اﻧﮕﺮﯾﺰی ﻣﯿﮟ ﺗﻌﻠﯿﻤﯽ ﮐﺎﻣﯿﺎﺑﯽ ﺣﺎﺻﻞ ﮐﺮﻧﮯ ELL ELL help students outside need school up to in seven a public years• رﺳﺎﺋﯽ اﺳﮑﻮل ﮐﮯ ﺑﺎﮨﺮﻋﻮاﻣﯽ ﻻﺋﺒﺮﯾﺮی ﯾﺎ .ELL students need up tothe seven child’s years education • ﮐﮯ ﺷﺮاﮐﺖ ﻟﺌﮯ ای دارﮨﯿﮟ.اﯾﻞ اﯾﻞ (ELL) طﻠﺒﺎء ﮐﻮ ﺳﺎت tolibrary become or community academically church. successful in ﮐﻤﯿﻮﻧﮣﯽ ﭼﺮچ ﺳﮯ ﺣﺎﺻﻞ ﮐﺮ ﺳﮑﺘﮯ ﮨﯿﮟ to ­become academically •successful An interview in is a chance to discuss • ﺳﺎل اﯾﮏ ﺗﮏ ﮐﯽ اﻧﮣﺮوﯾﻮ ﻣﺪت اﺳﮑﻮل درﮐﺎر ﻣﯿﮟ ﮨﮯ.آپ ﮐﮯ ﺑﭽﮯ ﮐﯽ .English ﭘﯿﺶ واﻟﺪﯾﻦرﻓﺖ- ﭘﺮ ﺑﺎت اﺳﺎﺗﺬه ﭼﯿﺖ اﻧﮣﺮوﯾﻮﮐﺮﻧﮯز ﮐﺎ ﻣﻮﻗﻊ ﮨﮯ. .English. yourParent child’s----Teacher progress Interviews in school • Students may access additional, free • طﻠﺒﺎء ای اﯾﻞ اﯾﻞ ﻣﯿﮟ اﺿﺎﻓﯽ ﻣﻔﺖ ﻣﺪد ﮐﯽ Students may access additional,•• TheParents school freeand can teachers provide are a partners translator in or • •• واﻟﺪﯾﻦ اﺳﮑﻮل اور اﯾﮏ اﺳﺎﺗﺬه ﻣﺘﺮﺟﻢ ﺑﭽﮯ ﻓﺮاﮨﻢ ﮐﯽ ﮐﺮﺗﻌﻠﯿﻢﺳﮑﺘﺎ ﻣﯿﮟﮨﮯ ﯾﺎ آپ ELL help outside school in a public رﺳﺎﺋﯽ اﺳﮑﻮل ﮐﮯ ﺑﺎﮨﺮﻋﻮاﻣﯽ ﻻﺋﺒﺮﯾﺮی ﯾﺎ youthe child’scan bring education. someone you trust to اﭘﻨﮯ ﺷﺮاﮐﺖ ﮐﺴﯽ ﭘﺮدارﮨﯿﮟ. اﻋﺘﻤﺎد ﺷﺨﺺ ﮐﻮ ﺗﺸﺮﯾﺢ ﮐﮯ .ELL help outside schoollibrary in a public or community church ﮐﻤﯿﻮﻧﮣﯽ ﭼﺮچ ﺳﮯ ﺣﺎﺻﻞ ﮐﺮ ﺳﮑﺘﮯ ﮨﯿﮟ .interpret for you • ﻟﺌﮯ اﯾﮏﻻ ﺳﮑﺘﮯاﻧﮣﺮوﯾﻮ ﮨﯿﮟ.اﺳﮑﻮل ﻣﯿﮟ آپ ﮐﮯ ﺑﭽﮯ ﮐﯽ library or ­community church.• An interview is a chance to discuss • ﭘﯿﺶ اﯾﮏ واﻟﺪﯾﻦ رﻓﺖ -ﭘﺮ اﻧﮣﺮوﯾﻮ ﺑﺎت اﺳﺎﺗﺬهﻋﺎم ﭼﯿﺖ طﻮر اﻧﮣﺮوﯾﻮﮐﺮﻧﮯﭘﺮ ز ﮐﺎ 15ﻣﻮﻗﻊ ﻣﻨﭧ ﮨﮯ.طﻮﯾﻞ Parent•your An interviewchild’s----Teacher progress is usually Interviews in school. 15 minutes •• واﻟﺪﯾﻦاﺳﮑﻮل اور اﯾﮏ اﺳﺎﺗﺬه ﻣﺘﺮﺟﻢ ﺑﭽﮯ ﻓﺮاﮨﻢ ﮐﯽﮐﺮ ﺗﻌﻠﯿﻢﺳﮑﺘﺎ ﮨﮯﻣﯿﮟ ﯾﺎ آپ ParentsThe school and canteachers provide are apartners translator in or •• اﭘﻨﮯ ﺷﺮاﮐﺖ ﮐﺴﯽ ﭘﺮ دارﮨﯿﮟ.اﻋﺘﻤﺎد ﺷﺨﺺ ﮐﻮ ﺗﺸﺮﯾﺢ ﮐﮯ theyou child’s can bring education. someone you trust to • ﻟﺌﮯ ﻻاﯾﮏ ﺳﮑﺘﮯ اﻧﮣﺮوﯾﻮ ﮨﯿﮟ.اﺳﮑﻮل ﻣﯿﮟ آپ ﮐﮯ ﺑﭽﮯ ﮐﯽ interpret An interview for you. is a chance to discuss• • ﭘﯿﺶ اﯾﮏ رﻓﺖ ﭘﺮ اﻧﮣﺮوﯾﻮ ﺑﺎت ﻋﺎم ﭼﯿﺖ طﻮر ﭘﺮ ﮐﺮﻧﮯ ﮐﺎ 15ﻣﻮﻗﻊ ﻣﻨﭧ ﮨﮯ.طﻮﯾﻞ your• An child’sinterview progress is usually in school. 15 minutes • اﺳﮑﻮل اﯾﮏ ﻣﺘﺮﺟﻢ ﻓﺮاﮨﻢ ﮐﺮﺳﮑﺘﺎ ﮨﮯ ﯾﺎ آپ The school can provide a translator or • اﭘﻨﮯ ﮐﺴﯽ ﭘﺮ اﻋﺘﻤﺎد ﺷﺨﺺ ﮐﻮ ﺗﺸﺮﯾﺢ ﮐﮯ you can bring someone you trust to ﻟﺌﮯ ﻻ ﺳﮑﺘﮯ ﮨﯿﮟ. .interpret for you • اﯾﮏ اﻧﮣﺮوﯾﻮ ﻋﺎم طﻮر ﭘﺮ 15 ﻣﻨﭧ طﻮﯾﻞ An interview is usually 15 minutes •

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 27 ﮔﮭﺮ ﮐﺎ ﮐﺎم Homework

• طﻠﺒﺎ ء ﮨﻮم ورک ﻟﮑﮭﻨﮯ ﮐﮯ ﻟﺌﮯ اﯾﮏ Students use an agenda to write • اﯾﺠﻨﮉا اﺳﺘﻌﻤﺎل ﮐﺮﺗﮯ ﮨﯿﮟ. اﺳﺎﺋﻨﻤﻨﮣﺲ دﯾﮑﮭﻨﮯ down their homework. Please ﮐﮯ ﻟﺌﮯ ﺑﺮاه ﻣﮩﺮﺑﺎﻧﯽ ان ﮐﺎ اﯾﺠﻨﮉا ﭼﯿﮏ check the agenda to see their assignments. ﮐﺮﯾﮟ. • اﮔﺮآپ ﮨﻮم ورک ﻣﯿﮟ ﺑﭽﮯ ﮐﯽ ﻣﺪد ﻧﮩﯿﮟ If you can’t help your child with • ﮐﺮ ﺳﮑﺘﮯ ﺗﻮ ﭼﯿﮏ ﮐﺮﯾﮟ ﮐہ ﺷﺎﯾﺪ اﺳﮑﻮل ﻣﯿﮟ homework, check to see if the ﮨﯽ ﮨﻮم ورک ﮐﻠﺐ ﻣﻮﺟﻮد ﮨﻮ. .school has a homework club • ﮐﭽﮭ ﮐﻤﯿﻮﻧﮣﯿﺰ ﮨﻮم ورک ﮐﻠﺐ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ Some communities provide • ﮨﯿﮟ . .homework clubs as well ﮐﻼس ﮐﮯ ﻟﺌﮯ ﺗﯿﺎری Prepare for Class • طﻠﺒﺎء ﮐﻼس ﻣﯿﮟ وﻗﺖ ﭘﺮ ﭘﮩﻨﭽﻨﮯ ﮐﮯ ذﻣہ Students are responsible for getting to • دار ﮨﯿﮟ. .each class on time • ﺑﭽﮯ اﺳﮑﻮل ﺷﺮوع ﮨﻮﻧﮯ ﺳﮯ ﭘﮩﻠﮯ Children come to school before • school starts. اﺳﮑﻮل آﺗﮯ ﮨﯿﮟ. Students must come to class with • • طﻠﺒﺎ ء ﭘﺮ ﻻزم ﮨﮯ ﮐہ ﺟﺐ وه اﺳﮑﻮل .their books and homework ready ﭘﮩﻨﭽﯿﮟ ﺗﻮ ان ﮐﺎ ﮨﻮم ورک ﻣﮑﻤﻞ ﮨﻮ اور ﺗﻤﺎم ﮐﺘﺎﺑﯿﮟ ﻣﻮﺟﻮد ﮨﻮں. • اﮔﺮطﻠﺒﺎء ﮐﻮ ﺳﻤﺠﮭﻨﮯ ﻣﯿﮟ دﺷﻮاری ﮨﻮ ﺗﻮ If students don’t understand • اﺳﺘﺎد ﺳﮯ ﻣﺪد ﺣﺎﺻﻞ ﮐﺮﯾﮟ. اﺳﺎﺗﺬه ﭼﺎﮨﺘﮯ ﮨﯿﮟ something, they should ask the ﮐہ ان ﺳﮯ ﺳﻮاﻻت ﭘﻮﭼﮭﮯ ﺟﺎ ﺋﯿﮟ . teacher for help. Teachers want them to ask questions. اﻧﮕﻠﺶ ﻟﯿﻨﮕﻮﺋﺞ ﻟﺮﻧﻨﮓ (English Language Learning (ELL) (ELL • اﻧﮕﺮﯾﺰی ﻣﯿﮟ ﺗﻌﻠﯿﻤﯽ ﮐﺎﻣﯿﺎﺑﯽ ﺣﺎﺻﻞ ﮐﺮﻧﮯ ELL students need up to seven years • ﮐﮯ ﻟﺌﮯ ای اﯾﻞ اﯾﻞ (ELL) طﻠﺒﺎء ﮐﻮ ﺳﺎت to become academically successful in ﺳﺎل ﺗﮏ ﮐﯽ ﻣﺪت درﮐﺎر ﮨﮯ. .English • طﻠﺒﺎء ای اﯾﻞ اﯾﻞ ﻣﯿﮟ اﺿﺎﻓﯽ ﻣﻔﺖ ﻣﺪد ﮐﯽ Students may access additional, free • رﺳﺎﺋﯽ اﺳﮑﻮل ﮐﮯ ﺑﺎﮨﺮﻋﻮاﻣﯽ ﻻﺋﺒﺮﯾﺮی ﯾﺎ ELL help outside school in a public ﮐﻤﯿﻮﻧﮣﯽ ﭼﺮچ ﺳﮯ ﺣﺎﺻﻞ ﮐﺮ ﺳﮑﺘﮯ ﮨﯿﮟ .library or community church واﻟﺪﯾﻦ - اﺳﺎﺗﺬه اﻧﮣﺮوﯾﻮز Parent–Teacher InterviewsParent----Teacher Interviews • واﻟﺪﯾﻦ اور اﺳﺎﺗﺬه ﺑﭽﮯ ﮐﯽ ﺗﻌﻠﯿﻢ ﻣﯿﮟ Parents and teachers are partners in • • ﺷﺮاﮐﺖ دارﮨﯿﮟ. Parents and teachers are thepartners child’s education.in • اﯾﮏ اﻧﮣﺮوﯾﻮ اﺳﮑﻮل ﻣﯿﮟ آپ ﮐﮯ ﺑﭽﮯ ﮐﯽ the child’s education. • An interview is a chance to discuss ﭘﯿﺶ رﻓﺖ ﭘﺮ ﺑﺎت ﭼﯿﺖ ﮐﺮﻧﮯ ﮐﺎ ﻣﻮﻗﻊ ﮨﮯ. .An interview is a chanceyour to discuss child’s progress in school • • اﺳﮑﻮل اﯾﮏ ﻣﺘﺮﺟﻢ ﻓﺮاﮨﻢ ﮐﺮﺳﮑﺘﺎ ﮨﮯ ﯾﺎ آپ your child’s progress in school.• The school can provide a translator or اﭘﻨﮯ ﮐﺴﯽ ﭘﺮ اﻋﺘﻤﺎد ﺷﺨﺺ ﮐﻮ ﺗﺸﺮﯾﺢ ﮐﮯ The school can provide youa translator can bring someone or you trust to • interpret for you. ﻟﺌﮯ ﻻ ﺳﮑﺘﮯ ﮨﯿﮟ. you can bring someone you trust to • اﯾﮏ اﻧﮣﺮوﯾﻮ ﻋﺎم طﻮر ﭘﺮ 15 ﻣﻨﭧ طﻮﯾﻞ interpret for you. • An interview is usually 15 minutes ﮨﻮﺗﺎ ﮨﮯ. .long • An interview is usually 15 minutes ﺳﮑﻮل ﺳﮯ ﺧﻂ / ﻓﻮن ﮐﺎﻟﺰ long. Letters/Phone Calls from School اﺳﮑﻮل آپ ﺳﮯ راﺑﻄہ ﮐﺮ ﺳﮑﺘﺎ ﮨﮯ ﺟﺒﮑہ You might hear from the school when • آپ ﻧﮯ اﮨﻢ ﮐﺎﻏﺬات ﭘﺮ دﺳﺘﺨﻂ ﮐﺮﻧﮯ ﮨﻮں، there are important forms for you • ﮨﻮﺗﺎ ﮨﮯ. ,long.to sign • آپ ﮐﮯ ﺑﭽﮯ ﮐﮯ ﺑﺎرے ﻣﯿﮟ ﺧﺪﺷﺎت ﮨﻮں ﯾﺎ they have concerns about • ﺳﮑﻮل ﺳﮯ ﺧﻂ / ﻓﻮن ﮐﺎﻟﺰ Letters/Phone Calls fromLetters/Phoneyour child School or Calls from School • آپ اﺳﮑﻮل ﮐﺎ آپ ﺑﭽہ ﺳﮯ اﺳﮑﻮل راﺑﻄہ ﺳﮯﻏﮐﺮﯿﺮ ﺳﮑﺘﺎ ﺣﺎﺿﺮﮨﮯ ﺟﺒﮨﮯﮑہاور You• your might child hear is absent from theat school, school andwhen the • آپ آپ ﻧﮯ ﻧﮯ آﻓﺲ اﮨﻢ ﮐﻮ ﻣﻄﻠﻊﮐﺎﻏﺬات ﭘﺮ ﻧﮩﯿﮟ ﮐﯿﺎدﺳﺘﺨﻂ ﮨﮯ .ﮐﺮﻧﮯ ﮨﻮں، You might hear from the school•office there hasn’t whenare important heard from forms you. for you اﺳﮑﻮل ﻓﯿﺲ there are important formstoSchool sign,for you Fees • • they have concerns about • آپ ﮐﮯ ﺑﭽﮯ ﮐﮯ ﺑﺎرے ﻣﯿﮟ ﺧﺪﺷﺎت ﮨﻮں ﯾﺎ to sign, •long. Parents need to pay for bus fees, textbooks • ﮨﻮﺗﺎ واﻟﺪﯾﻦﮨﮯ. ﭘﺮﻻزم ﮨﮯ ﮐہ وه ﺑﺲ، درﺳﯽ ﮐﺘﺐ your child or and other learning supplies. اور دﯾﮕﺮ ﺳﯿﮑﮭﻨﮯ ﮐﯽ ﻓﺮاﮨﻢ ﮐﺮده اﺷﯿﺎء ﮐﯽ •they have concerns about • • آپ ﺳﮑﻮل ﮐﺎ ﺳﮯﺑﭽہ ﺧﻂ / اﺳﮑﻮل ﻓﻮن ﺳﮯﻏﯿﺮﮐﺎﻟﺰ ﺣﺎﺿﺮ ﮨﮯ اور Letters/Phoneyour child is absent Calls at school,from School and the آپ ﻓﯿﺲﻧﮯادا آﻓﺲ ﮐﺮﯾﮟ.ﮐﻮ ﻣﻄﻠﻊ ﻧﮩﯿﮟ ﮐﯿﺎ ﮨﮯ . .your child or office hasn’t heard from you اﺳﮑﻮل آپ ﺳﮯ راﺑﻄہ ﮐﺮ ﺳﮑﺘﺎ ﮨﮯ ﺟﺒﮑہ You If you might can’t hear afford from to the pay school these fees,when• • اﮔﺮ آپ ان ﮐﯽ ﻓﯿﺲ ادا ﮐﺮﻧﮯ ﮐﮯ ﻣﺘﺤﻤﻞ your child is absent at school,School andFees the • • آپﻧﮩﯿﮟ اﺳﮑﻮلﮨﯿﮟﻧﮯ اﮨﻢﺗﻮ، ﻓﯿﺲﮐﺎﻏﺬات ﭘﺮ دﺳﺘﺨﻂ ﮐﺮﻧﮯ ﮨﻮں، there are important forms for you • • واﻟﺪﯾﻦ ﭘﺮﻻزم ﮨﮯ ﮐہ وه ﺑﺲ، درﺳﯽ ﮐﺘﺐ office hasn’t heard from•to Parents you.sign, need to pay for bus fees, textbooks آپ اﺳﮑﻮل ﺳﮯ ﺑﺎت ﮐﺮ ﺳﮑﺘﮯ ﮨﯿﮟ اور آپ you can talk to the school, and your اور دﯾﮕﺮ ﺳﯿﮑﮭﻨﮯ ﮐﯽ ﻓﺮاﮨﻢ ﮐﺮده اﺷﯿﺎء ﮐﯽ and• they other have learning concerns supplies. about • ﮐﺎ آپ ﺑﭽﮯ ﮐﮯ اب ﺑﭽﮯ ﺑﮭﯽ ﮐﮯ اﺳﮑﻮل ﺑﺎرے ﺟﺎ ﻣﯿﮟ ﺳﮑﺘﺎ ﮨﮯ .ﺧﺪﺷﺎت ﮨﻮں ﯾﺎ .child can still go to school ﻓﯿﺲ ادا ﮐﺮﯾﮟ. your child or • اﮔﺮ آپ ﮐﻮ ﭘﯿﺴﮯ ﮐﮯ ﻣﺴﺎﺋﻞ ﮨﯿﮟ ﺗﻮ ﺷﺎﯾﺪ You may not have to pay all the fees if • •• آپاﮔﺮ ﮐﺎ آپ ﺑﭽہان ﮐﯽ اﺳﮑﻮل ﻓﯿﺲ ﺳﮯاداﻏ ﯿﺮ ﮐﺮﻧﮯ ﺣﺎﺿﺮﮐﮯ ﮨﮯ اورﻣﺘﺤﻤﻞ If your you child can’t isafford absent to at pay school, these andfees, the •• آپ ﮐﻮ ﻣﮑﻤﻞ ﻓﯿﺲ ادا ﻧہ ﮐﺮ ﻧﯽ ﭘﮍے. .you have money problems آپ ﻧﮩﯿﮟ ﻧﮯ ﮨﯿﮟ آﻓﺲ ﺗﻮ،ﮐﻮ ﻣﻄﻠﻊ ﻧﮩﯿﮟ ﮐﯿﺎ ﮨﮯ . .office hasn’t heard from you School Fees youSchool can talk Fees to the school, and your آپ اﺳﮑﻮل اﺳﮑﻮل ﻓﯿﺲﺳﮯ ﺑﺎت ﮐﺮ ﺳﮑﺘﮯ ﮨﯿﮟ اور آپ Attendance • ﮐﺎ ﺑﭽﮯواﻟﺪﯾﻦ ﺣﺎﺿﺮیاب ﭘﺮﻻزمﺑﮭﯽ ﮨﮯ ﮐہاﺳﮑﻮل ﺟﺎوه ﺳﮑﺘﺎﺑﺲ، درﮨﮯ .ﺳﯽ ﮐﺘﺐ child• Parents can still need go to to pay school. for bus fees, textbooks • • Girls and boys must attend school daily • اور ﻟﮍﮐﯿدﯾﮕﺮﻮں اور ﻟﮍﮐﺳﯿﮑﮭﻨﮯ ﻮں ﮐﯽ ﭘﺮ ﻓﺮاﮨﻢﻻزم ﮨﮯﮐﺮده ﮐہ اﺷﯿﺎءوه ﮐﯽParents need to pay for bus•and You fees,other may learningnot have supplies. to pay all the fees if 17 • اﮔﺮ آپ ﮐﻮ ﭘﯿﺴﮯ ﮐﮯ ﻣﺴﺎﺋﻞ ﮨﯿﮟ ﺗﻮ ﺷﺎﯾﺪ .until they are 17 years old آپﻓﯿﺲﺳﺎلﮐﻮادا ﮐﯽ ﮐﺮﯾﮟﻣﮑﻤﻞ. ﻋﻤﺮ ﻓﯿﺲ اداﺗﮏ ﻧہ ﮐﺮ روزاﻧہ ﻧﯽ ﭘﮍے.اﺳﮑﻮل ﻣﯿﮟ .textbooks and other learningyou have supplies. money problems • اﮔﺮ ﺣﺎظﺮی آپ دﯾﮟان. ﮐﯽ ﻓﯿﺲ ادا ﮐﺮﻧﮯ ﮐﮯ ﻣﺘﺤﻤﻞ ,If you can’t afford to pay• Ifthese you can’tfees, afford to pay these fees • • • ﻧﮩﯿﮟ ﮨﯿﮟ اﺳﮑﻮل ﺗﻮ،ﮐﯽ اﻧﺘﻈﺎﻣﯿہ ﭘﺮ ﻻزم ﮨﮯ ﮐہ وه you can talk to the school,AttendanceSchool and administrationyour must report ﺣﺎﺿﺮی problems with attendance to a special ﺣﺎﺿﺮی ﮐﮯ ﻣﺴﺎﺋﻞ اﯾﮏ ﺧﺎص ﺑﻮرڈ ﮐﻮ you can talk to the school, and your •آپ ﻟﮍﮐﯿﻮںاﺳﮑﻮل اورﺳﮯ ﻟﮍﮐﺑﺎت ﻮں ﮐﺮ ﭘﺮ ﺳﮑﺘﮯﻻزم ﮨﯿﮟﮨﮯ ﮐہاور وهآپ child can still go to school.•board. Girls and boys must attend school daily 17 رﭘﻮرٹ ﮐﺮﯾﮟ. .child can still go to school ﮐﺎ ﺳﺎلﺑﭽﮯ ﮐﯽ اب ﺑﮭﯽﻋﻤﺮ ﺗﮏ اﺳﮑﻮل ﺟﺎ روزاﻧہ ﺳﮑﺘﺎ ﮨﮯ .اﺳﮑﻮل ﻣﯿﮟ .You may not have to payuntil all theythe arefees 17 if years old • • اﮔﺮ آپ ﮐﺎ ﺑﭽہ اﺳﮑﻮل ﻧﮩﯿﮟ ﺟﺎ ﺳﮑﺘﺎ ﺗﻮ If your child can’t go to school, phone • • اﮔﺮ ﺣﺎظﺮی آپ دﯾﮟﮐﻮ. ﭘﯿﺴﮯ ﮐﮯ ﻣﺴﺎﺋﻞ ﮨﯿﮟ ﺗﻮ ﺷﺎﯾﺪ You may not have to pay all the fees if • اﺳﮑﻮل ﻓﻮن ﮐﺮﯾﮟ. .you have money problems.theyou school. have money problems آپ ﮐﻮ ﻣﮑﻤﻞ ﻓﯿﺲ ادا ﻧہ ﮐﺮ ﻧﯽ ﭘﮍے. School administration must report • • اﺳﮑﻮل ﮐﯽ اﻧﺘﻈﺎﻣﯿہ ﭘﺮ ﻻزم ﮨﮯ ﮐہ وه Serious Offences ﺳﻨﮕﯿﻦﺣﺎﺿﺮی ﮐﮯ ﺟﺮاﺋﻢ ﻣﺴﺎﺋﻞ اﯾﮏ ﺧﺎص ﺑﻮرڈ ﮐﻮ problems with attendance to a special • ﻟﮍاﺋﯽ، ﻏﻨﮉه ﮔﺮدی، ﺳﮕﺮﯾﭧ ﻧﻮﺷﯽ اور board.•Attendance Fighting, bullying, smoking and رﭘﻮرٹ ﺣﺎﺿﺮیﮐﺮﯾﮟ. skipping school are considered اﺳﮑﻮل ﺳﮯ ﻏﯿﺮ ﺣﺎظﺮ رﮨﻨﺎ، ﺳﻨﮕﯿﻦ ﺗﺼﻮر Girls and boys must attend school daily •• •• ﻟﮍﮐﯿاﮔﺮ ﻮں آپ اورﮐﺎ ﻟﮍﮐﺑﭽہ ﻮں ﭘﺮ اﺳﮑﻮل ﻻزم ﻧﮩﯿﮟ ﮨﮯ ﺟﺎ ﮐہ وه ﺳﮑﺘﺎ 17ﺗﻮ serious.If your child can’t go to school, phone ﮐﯿﺎﺳﺎل ﺟﺎﺗﺎ ﮐﯽ ﮨﮯ.ﻋﻤﺮ ﺗﮏ روزاﻧہ اﺳﮑﻮل ﻣﯿﮟ .theuntil school. they are 17 years old اﺳﮑﻮل ﻓﻮن ﮐﺮﯾﮟ. • • ﺑﺎرﮨﺎﺣﺎظﺮی ﯾﺎ دﯾﮟ.ﺳﻨﮕﯿﻦ ﻣﺴﺎﺋﻞ ﮐﯽ ﺑﻨﺎ ﭘﺮ طﺎﻟﺐ ﻋﻠﻢ SeriousRepeated Offences or serious problems may ﺳﻨﮕﯿﻦ ﺟﺮاﺋﻢ result in the student being suspended ﮐﻮ اﺳﮑﻮل ﺳﮯ ﻣﻌﻄﻞ ﮐﯿﺎ ﺟﺎ ﺳﮑﺘﺎ ﮨﮯ. School administration must report • •• اﺳﮑﻮل ﻟﮍاﺋﯽ، ﮐﯽ ﻏﻨﮉه اﻧﺘﻈﺎﻣﯿہ ﮔﺮدی، ﭘﺮ ﻻزم ﺳﮕﺮﯾﭧ ﮨﮯ ﻧﻮﺷﯽ ﮐہ وهاور from Fighting, school. bullying, smoking and• اﺳﮑﻮلﺣﺎﺿﺮی ﺳﮯ ﮐﮯ ﻏﯿﺮ ﻣﺴﺎﺋﻞ ﺣﺎظﺮ اﯾﮏ رﮨﻨﺎ، ﺧﺎصﺳﻨﮕﯿﻦ ﺑﻮرڈ ﮐﻮﺗﺼﻮر skippingIllegalproblems Activities school with attendanceare considered to a special ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ ﺳﺮﮔﺮﻣﯿﺎں .board ﮐﯿﺎ رﭘﻮرٹﺟﺎﺗﺎ ﮨﮯ.ﮐﺮﯾﮟ. .serious •• اﮔﺮﺑﺎرﮨﺎ آپﯾﺎ ﮐﺎ ﺳﻨﮕﯿﻦﺑﭽہ ﻣﺴﺎﺋﻞ اﺳﮑﻮل ﮐﯽ ﻧﮩﯿﮟ ﺑﻨﺎ ﭘﺮﺟﺎ طﺎﻟﺐﺳﮑﺘﺎ ﺗﻮﻋﻠﻢ Repeated If your child or serious can’t go problems to school, may phone •• ﮐﻮ ااﺳﮑﻮل ﺳﮑﻮل ﻓﻮنﺳﮯ ﮐﺮﯾﮟ.ﻣﻌﻄﻞ ﮐﯿﺎ ﺟﺎ ﺳﮑﺘﺎ ﮨﮯ. resultthe school. in the student being suspended ﺳﻨﮕﯿﻦ ﺟﺮاﺋﻢ fromSerious school. Offences Illegal Activities • ﻏﯿﺮ ﻟﮍاﺋﯽ، ﻗﺎﻧﻮﻧﯽ ﻏﻨﮉه ﮔﺮدی، ﺳﺮﮔﺮﻣﯿﺎںﺳﮕﺮﯾﭧ ﻧﻮﺷﯽ اور Fighting, bullying, smoking and • اﺳﮑﻮل ﺳﮯ SUCCESS ﻏﯿﺮ ﺣﺎظﺮ STUDENTرﮨﻨﺎ، FOR ﺳﻨﮕﯿﻦ ﺗﺼﻮر TEACHING PAKISTANIskipping IMMIGRANTschool are considered STUDENTS—RESOURCES 28 ﮐﯿﺎ ﺟﺎﺗﺎ ﮨﮯ. .serious • ﺑﺎرﮨﺎ ﯾﺎ ﺳﻨﮕﯿﻦ ﻣﺴﺎﺋﻞ ﮐﯽ ﺑﻨﺎ ﭘﺮ طﺎﻟﺐ ﻋﻠﻢ Repeated or serious problems may • ﮐﻮ اﺳﮑﻮل ﺳﮯ ﻣﻌﻄﻞ ﮐﯿﺎ ﺟﺎ ﺳﮑﺘﺎ ﮨﮯ. result in the student being suspended from school. ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ ﺳﺮﮔﺮﻣﯿﺎں Illegal Activities ﮨﻮﺗﺎ ﮨﮯ. .long ﺳﮑﻮل ﺳﮯ ﺧﻂ / ﻓﻮن ﮐﺎﻟﺰ Letters/Phone Calls from School اﺳﮑﻮل آپ ﺳﮯ راﺑﻄہ ﮐﺮ ﺳﮑﺘﺎ ﮨﮯ ﺟﺒﮑہ You might hear from the school when • there are important forms for you • آپ ﻧﮯ اﮨﻢ ﮐﺎﻏﺬات ﭘﺮ دﺳﺘﺨﻂ ﮐﺮﻧﮯ ﮨﻮں، .long ﮨﻮﺗﺎ ﮨﮯ. ,to sign • • آپ ﮐﮯ ﺑﭽﮯ ﮐﮯ ﺑﺎرے ﻣﯿﮟ ﺧﺪﺷﺎت ﮨﻮں ﯾﺎ Letters/Phonethey have concerns Calls about from School ﺳﮑﻮل ﺳﮯ ﺧﻂ / ﻓﻮن ﮐﺎﻟﺰ your child or • آپ اﺳﮑﻮل ﮐﺎ آپ ﺑﭽہ ﺳﮯ اﺳﮑﻮل راﺑﻄہ ﺳﮯﻏﮐﺮﯿﺮ ﺳﮑﺘﺎ ﺣﺎﺿﺮﮨﮯ ﺟﺒﮨﮯﮑہاور You• your might child hear is absent from atthe school, school and when the • آپ آپ ﻧﮯ ﻧﮯ آﻓﺲ اﮨﻢ ﮐﻮ ﻣﻄﻠﻊﮐﺎﻏﺬات ﭘﺮ ﻧﮩﯿﮟ ﮐﯿﺎدﺳﺘﺨﻂ ﮨﮯ .ﮐﺮﻧﮯ ﮨﻮں، office there hasn’t are important heard from forms you. for you• toSchool sign, Fees • آپ اﺳﮑﻮل ﮐﮯ ﻓﯿﺲﺑﭽﮯ ﮐﮯ ﺑﺎرے ﻣﯿﮟ ﺧﺪﺷﺎت ﮨﻮں ﯾﺎ they have concerns about • • ﮨﻮﺗﺎ واﻟﺪﯾﻦﮨﮯ. ﭘﺮﻻزم ﮨﮯ ﮐہ وه ﺑﺲ، درﺳﯽ ﮐﺘﺐ your•long. Parents child need or to pay for bus fees, textbooks • اور آپ ﮐﺎدﯾﮕﺮ ﺑﭽہ ﺳﯿﮑﮭﻨﮯ اﺳﮑﻮل ﮐﯽ ﺳﮯﻏﻓﺮاﮨﻢﯿﺮ ﮐﺮده ﺣﺎﺿﺮاﺷﯿﺎﮨﮯء ﮐﯽاور and your other child learning is absent supplies. at school, and the• Letters/Phone Calls from School آپ ﻓﯿﺲﻧﮯﺳﮑﻮلادا آﻓﺲ ﺳﮯﮐﺮﯾﮟ .ﮐﻮ ﺧﻂ / ﻣﻄﻠﻊ ﻓﻮن ﻧﮩﯿﮟ ﮐﯿﺎﮐﺎﻟﺰﮨﮯ . .office hasn’t heard from you • اﮔﺮ اﺳﮑﻮلاﺳﮑﻮل آپ آپ ان ﻓﯿﺲﺳﮯﮐﯽ ﻓﯿﺲ راﺑﻄہ ادا ﮐﺮﮐﺮﻧﮯﺳﮑﺘﺎ ﮨﮯﮐﮯ ﺟﺒﮑہﻣﺘﺤﻤﻞ ,School•You If you might can’tFees hear afford from to the pay school these whenfees • •• ﻧﮩﯿﮟآپ واﻟﺪﯾﻦﮨﯿﮟﻧﮯ اﮨﻢﺗﻮ، ﭘﺮﻻزم ﮨﮯﮐﺎﻏﺬات ﭘﺮﮐہ وه دﺳﺘﺨﻂ ﺑﺲ، درﮐﺮﻧﮯ ﺳﯽ ﮨﻮں،ﮐﺘﺐ Parentsthere are need important to pay forforms bus for fees, you textbooks • to sign, آپاور دﯾﮕﺮاﺳﮑﻮل ﺳﮯ ﺳﯿﮑﮭﻨﮯﺑﺎت ﮐﺮﮐﯽ ﺳﮑﺘﻓﺮاﮨﻢﮯ ﮨﯿﮟﮐﺮده اور اﺷﯿﺎء آپﮐﯽ andyou othercan talk learning to the supplies.school, and your • ﮐﺎ آپ ﺑﭽﮯ ﮐﮯ اب ﺑﭽﮯ ﺑﮭﯽ ﮐﮯ اﺳﮑﻮل ﺑﺎرے ﺟﺎ ﻣﯿﮟ ﺳﮑﺘﺎ ﮨﮯ .ﺧﺪﺷﺎت ﮨﻮں ﯾﺎ child• they can have still concerns go to school. about ﻓﯿﺲ ادا ﮐﺮﯾﮟ. your child or • اﮔﺮ آپ ﮐﻮ ﭘﯿﺴﮯ ﮐﮯ ﻣﺴﺎﺋﻞ ﮨﯿﮟ ﺗﻮ ﺷﺎﯾﺪ You may not have to pay all the fees if • •• آپاﮔﺮ ﮐﺎ آپ انﺑﭽہ ﮐﯽ اﺳﮑﻮل ﻓﯿﺲ ﺳﮯادا ﻏﯿﺮ ﮐﺮﻧﮯ ﺣﺎﺿﺮﮐﮯ ﮨﮯ اورﻣﺘﺤﻤﻞ Ifyour you child can’t is afford absent to at pay school, these and fees, the •• آپ ﮐﻮ ﻣﮑﻤﻞ ﻓﯿﺲ ادا ﻧہ ﮐﺮ ﻧﯽ ﭘﮍے. .you have money problems آپ ﻧﮩﯿﮟ ﻧﮯ ﮨﯿﮟ آﻓﺲ ﺗﻮ،ﮐﻮ ﻣﻄﻠﻊ ﻧﮩﯿﮟ ﮐﯿﺎ ﮨﮯ . .office hasn’t heard from you آپ اﺳﮑﻮل اﺳﮑﻮل ﻓﯿﺲﺳﮯ ﺑﺎت ﮐﺮ ﺳﮑﺘﮯ ﮨﯿﮟ اور آپ youSchool can talkFees to the school, and your ﺣﺎﺿﺮی .Attendance childAttendance can still go to school •ﮐﺎ ﺑﭽﮯواﻟﺪﯾﻦ اب ﭘﺮﻻزمﺑﮭﯽ ﮨﮯ اﺳﮑﻮلﮐہ ﺟﺎوه ﺳﮑﺘﺎﺑﺲ، ﮨﮯدر .ﺳﯽ ﮐﺘﺐ Parents need to pay for bus fees, textbooks • • ﻟﮍﮐﯿﻮں اور ﻟﮍﮐﻮں ﭘﺮ ﻻزم ﮨﮯ ﮐہ وه YouGirls may and notboys have must to attend pay all school the fees daily if 17 • • اور اﮔﺮ دﯾﮕﺮآپ ﮐﻮ ﺳﯿﮑﮭﻨﮯﭘﯿﺴﮯ ﮐﯽﮐﮯ ﻓﺮاﮨﻢﻣﺴﺎﺋﻞ ﮨﯿﮟﮐﺮده ﺗﻮ اﺷﯿﺎء ﺷﺎﯾﺪ ﮐﯽ .Girls and boys must attendand schoolother learning daily supplies • ﺳﺎل ﮐﯽ ﻋﻤﺮ ﺗﮏ روزاﻧہ اﺳﮑﻮل ﻣﯿﮟ .youuntil have they money are 17 problems.years old آپﻓﯿﺲﮐﻮادا ﻣﮑﻤﻞﮐﺮﯾﮟ .ﻓﯿﺲ ادا ﻧہ ﮐﺮ ﻧﯽ ﭘﮍے. .until they are 17 years old ﺣﺎظﺮی دﯾﮟ. • اﮔﺮ آپ ان ﮐﯽ ﻓﯿﺲ ادا ﮐﺮﻧﮯ ﮐﮯ ﻣﺘﺤﻤﻞ ,If you can’t afford to pay these fees • • • ﺣﺎﺿﺮیاﺳﮑﻮل ﮐﯽ اﻧﺘﻈﺎﻣﯿہ ﭘﺮ ﻻزم ﮨﮯ ﮐہ وه School administration mustAttendance• School report administration must report ﻧﮩﯿﮟ ﮨﯿﮟ ﺗﻮ، problems with attendance to a special ﺣﺎﺿﺮی ﮐﮯ ﻣﺴﺎﺋﻞ اﯾﮏ ﺧﺎص ﺑﻮرڈ ﮐﻮ problems with attendance• Girls to a andspecial boys must attend school daily • آپ ﻟﮍﮐﯿﻮںاﺳﮑﻮل اور ﺳﮯ ﻟﮍﮐﺑﺎت ﻮں ﮐﺮ ﭘﺮ ﺳﮑﺘﻻزمﮯ ﮨﯿﮟﮨﮯ ﮐہاور وهآپ board.you can talk to the school, and your 17 رﭘﻮرٹ ﮐﺮﯾﮟ. .board. until they are 17 years old ﮐﺎ ﺳﺎلﺑﭽﮯ ﮐﯽ اب ﺑﮭﯽﻋﻤﺮ ﺗﮏ اﺳﮑﻮل ﺟﺎ روزاﻧہ ﺳﮑﺘﺎ ﮨﮯ .اﺳﮑﻮل ﻣﯿﮟ .child can still go to school • اﮔﺮ آپ ﮐﺎ ﺑﭽہ اﺳﮑﻮل ﻧﮩﯿﮟ ﺟﺎ ﺳﮑﺘﺎ ﺗﻮ If your child can’t go to school, phone • • • اﮔﺮ ﺣﺎظﺮی آپ دﯾﮟ.ﮐﻮ ﭘﯿﺴﮯ ﮐﮯ ﻣﺴﺎﺋﻞ ﮨﯿﮟ ﺗﻮ ﺷﺎﯾﺪ If your child can’t go to school,• You may phone not have to pay all the fees if اﺳﮑﻮل ﻓﻮن ﮐﺮﯾﮟ. .the school •آپ ﮐﻮاﺳﮑﻮل ﻣﮑﻤﻞ ﮐﯽ ﻓﯿﺲ ادا اﻧﺘﻈﺎﻣﯿہ ﻧہ ﭘﺮﮐﺮ ﻧﯽ ﻻزم ﭘﮍے.ﮨﮯ ﮐہ وه the school. •you School have administration money problems. must report ﺳﻨﮕﯿﻦﺣﺎﺿﺮی ﮐﮯ ﺟﺮاﺋﻢ ﻣﺴﺎﺋﻞ اﯾﮏ ﺧﺎص ﺑﻮرڈ ﮐﻮ problemsSerious Offenceswith attendance to a special board.• Fighting, bullying, smoking and • رﭘﻮرٹ ﺣﺎﺿﺮیﻟﮍاﺋﯽ، ﮐﺮﯾﮟ.ﻏﻨﮉه ﮔﺮدی، ﺳﮕﺮﯾﭧ ﻧﻮﺷﯽ اور Attendance اﺳﮑﻮل ﺳﮯ ﻏﯿﺮ ﺣﺎظﺮ رﮨﻨﺎ، ﺳﻨﮕﯿﻦ ﺗﺼﻮر skipping If your childschool can’t are consideredgo to school, phone• •• اﮔﺮﻟﮍﮐﯿ ﻮںآپ ﮐﺎاور ﻟﮍﮐﺑﭽہ ﻮں ﭘﺮ اﺳﮑﻮل ﻻزم ﻧﮩﯿﮟ ﮨﮯ ﺟﺎ ﮐہ وهﺳﮑﺘﺎ 17ﺗﻮ Girls and boys must attend school daily • ﮐﯿﺎ ﺟﺎﺗﺎ ﮨﮯ. .theserious. school ﺳﺎلاﺳﮑﻮل ﮐﯽ ﻓﻮنﻋﻤﺮ ﮐﺮﯾﮟ.ﺗﮏ روزاﻧہ اﺳﮑﻮل ﻣﯿﮟ .until they are 17 years old • ﺑﺎرﮨﺎ ﺳﻨﮕﯿﻦ ﯾﺎ ﺟﺮاﺋﻢﺳﻨﮕﯿﻦ ﻣﺴﺎﺋﻞ ﮐﯽ ﺑﻨﺎ ﭘﺮ طﺎﻟﺐ ﻋﻠﻢ Serious Offences Serious• Repeated Offences or serious problems may ﺣﺎظﺮی دﯾﮟ. result in the student being suspended ﮐﻮ اﺳﮑﻮل ﺳﮯ ﻣﻌﻄﻞ ﮐﯿﺎ ﺟﺎ ﺳﮑﺘﺎ ﮨﮯ. Fighting, bullying, smoking and • •• اﺳﮑﻮلﻟﮍاﺋﯽ، ﮐﯽ ﻏﻨﮉه اﻧﺘﻈﺎﻣﯿہ ﮔﺮدی، ﭘﺮ ﻻزم ﺳﮕﺮﯾﭧ ﮨﮯ ﻧﻮﺷﯽ ﮐہ وهاور from• School school. administration must report • Fighting, bullying, smokingskipping and school are considered اﺳﮑﻮلﺣﺎﺿﺮی ﺳﮯ ﮐﮯ ﻏﯿﺮ ﻣﺴﺎﺋﻞ ﺣﺎظﺮ اﯾﮏ رﮨﻨﺎ، ﺧﺎصﺳﻨﮕﯿﻦ ﺑﻮرڈ ﮐﻮﺗﺼﻮر Illegalproblems Activities with attendance to a special ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ ﺳﺮﮔﺮﻣﯿﺎں .skipping school are consideredserious ﮐﯿﺎ رﭘﻮرٹﺟﺎﺗﺎ ﮨﮯ.ﮐﺮﯾﮟ. .board serious. •• اﮔﺮﺑﺎرﮨﺎ ﯾﺎآپ ﮐﺎ ﺳﻨﮕﯿﻦ ﺑﭽہ ﻣﺴﺎﺋﻞ اﺳﮑﻮل ﮐﯽ ﺑﻨﺎﻧﮩﯿﮟ ﭘﺮﺟﺎ طﺎﻟﺐﺳﮑﺘﺎ ﺗﻮﻋﻠﻢ RepeatedIf your child or serious can’t go problems to school, may phone •• ﮐﻮ اﺳﮑﻮل ﺳﮯ ﻣﻌﻄﻞ ﮐﯿﺎ ﺟﺎ ﺳﮑﺘﺎ ﮨﮯ. Repeated or serious problemsresultthe school. inmay the student being suspended • اﺳﮑﻮل ﻓﻮن ﮐﺮﯾﮟ. .from school result in the student beingSerious suspended Offences ﻏﯿﺮ ﺳﻨﮕﯿﻦ ﻗﺎﻧﻮﻧﯽ ﺟﺮاﺋﻢﺳﺮﮔﺮﻣﯿﺎں Illegal Activities • ﻟﮍاﺋﯽ، ﻏﻨﮉه ﮔﺮدی، ﺳﮕﺮﯾﭧ ﻧﻮﺷﯽ اور from school. • Fighting, bullying, smoking and اﺳﮑﻮل ﺳﮯ ﻏﯿﺮ ﺣﺎظﺮ رﮨﻨﺎ، ﺳﻨﮕﯿﻦ ﺗﺼﻮر skipping school are considered ﮐﯿﺎ ﺟﺎﺗﺎ ﮨﮯ. .serious • ﺑﺎرﮨﺎ ﯾﺎ ﺳﻨﮕﯿﻦ ﻣﺴﺎﺋﻞ ﮐﯽ ﺑﻨﺎ ﭘﺮ طﺎﻟﺐ ﻋﻠﻢ Repeated or serious problems may • ﮐﻮ اﺳﮑﻮل ﺳﮯ ﻣﻌﻄﻞ ﮐﯿﺎ ﺟﺎ ﺳﮑﺘﺎ ﮨﮯ. result in the student being suspended from school. ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ ﺳﺮﮔﺮﻣﯿﺎں Illegal Activities Illegal Activities • • ﮐﯿﻨﯿﮉا ﻣﯿﮟ ﻣﻨﺸﯿﺎت ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ ﮨﯿﮟ. اﺳﮑﻮل Drugs are illegal in Canada.Drugs Use are of illegal in Canada. Use of • alcohol at school is illegal. If your child ﻣﯿﮟ ﺷﺮاب ﮐﺎ اﺳﺘﻌﻤﺎل ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ ﮨﮯ. اﮔﺮ alcohol at school is illegal. If your child آپ ﮐﺎ ﺑﭽہ ﻣﻨﺸﯿﺎت اﺳﺘﻌﻤﺎل ﮐﺮﺗﮯ ﮨﻮﺋﮯ، ﯾﺎ is using, selling or keeping drugs, the is using, selling or keepingpolice drugs, will be the called. Parents will be اس ﮐﮯ ﭘﺎس ﺳﮯ ﺑﺮآﻣﺪ ﮨﻮﺋﯿﮟ ﯾﺎ ﻓﺮوﺧﺖ .police will be called. Parentscalled will to meet be with police at school ﮐﺮﺗﮯ ﮨﻮﺋﮯ ﭘﺎﯾﺎ ﮔﯿﺎ ﺗﻮ ﭘﻮﻟﯿﺲ ﮐﻮ ﺑﻼﯾﺎ ﺟﺎﺋﮯ .called to meet with police at school ﮔﺎ. واﻟﺪﯾﻦ ﮐﻮ ﭘﻮﻟﯿﺲ ﮐﮯ ﺳﺎﺗﮭ ﻣﻠﻨﮯ ﮐﮯ ﻟﺌﮯ • اﺳﮑﻮل ﺑﻼﯾﺎ ﺟﺎﺋﮯ ﮔﺎ. Illegal involvement with gangs (groups • ﮔﯿﻨﮓ ﮐﮯ ﺳﺎﺗﮭ ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ طﻮر ﭘﺮ ﻣﻠﻮث of people who move drugs• Illegal or steal) involvement with gangs (groups ﮨﻮﻧﮯ ﮐﯽ ﺻﻮرت ﻣﯿﮟ (ﮔﺮوه ﺟﻮ ﻣﻨﺸﯿﺎت ﮐﯽ (will be dealt with at the schoolof people by who a move drugs or steal ﻧﻘﻞ و ﺣﻤﻞ ﯾﺎ ﭼﻮری ﮐﺮﻧﮯ واﻟﮯ ﻟﻮﮔﻮں ﭘﺮ police officer. Parents will bebe dealtcalled with at the school by a immediately. police officer. Parents will be called ﻣﺸﺘﻤﻞ ﮨﯿﮟ) اﺳﮑﻮل ﻣﯿﮟ اﯾﮏ ﭘﻮﻟﯿﺲ اﻓﺴﺮ .immediately اﯾﺴﮯ طﻠﺒﺎء ﺳﮯ ﻧﻤﮣﮯ ﮔﺎ. واﻟﺪﯾﻦ ﮐﻮ ﻓﻮری If a student is breaking the law, they will • طﻮر ﭘﺮ ﺑﻼﯾﺎ ﺟﺎﺋﮯ ﮔﺎ. be suspended and possibly removed from • اﮔﺮ اﯾﮏ طﺎﻟﺐ ﻋﻠﻢ ﻗﺎﻧﻮن ﺗﻮڑ رﮨﺎ ﮨﮯ، ﺗﻮ the school. • If a student is breaking the law, they will be suspended and possibly removed from اﺳﮯ اﺳﮑﻮل ﺳﮯ ﻣﻌﻄﻞ ﯾﺎ ﮨﻮ ﺳﮑﺘﺎ ﮨﮯ ﮐہ If a student is fined, the parent is • اﺳﮑﻮل ﺳﮯ ﺧﺎرج ﮐﺮ دﯾﺎ ﺟﺎﺋﮯ . .the school responsible to pay the fine. • اﮔﺮ اﯾﮏ طﺎﻟﺐ ﻋﻠﻢ ﭘﺮ ﺟﺮﻣﺎﻧہ ﻋﺎﺋﺪ ﮐﯿﺎ ﺟﺎﺗﺎ If a student is fined, the parent is • ﮨﮯ ﺗﻮ واﻟﺪﯾﻦ اﺳﮯ ادا ﮐﺮﻧﮯ ﮐﮯ ذﻣہ دار .responsible to pay ﮨﯿﮟ. ﮐﯿﺎ ﭘﮍھﺎﯾﺎ ﺟﺎﺗﺎ ﮨﮯ What Is Taught • اﻟﺒﺮﮢﺎ ﻣﯿﮟ ﮨﺮ ﺟﮕہ اﯾﮏ ﮨﯽ ﻣﻌﯿﺎر ﮐﺎ All of Alberta has a standard • ﻧﺼﺎب ﮨﮯ. ﯾہ اﺳﮑﻮل ﮐﮯ 12 ﺳﺎﻟﻮں ﻣﯿﮟ curriculum. It is completed in ﻣﮑﻤﻞ ﮐﯿﺎ ﺟﺎﺗﺎ ﮨﮯ. .years of school 12 • ﺗﻤﺎم 29 ﺑﭽﻮں ﺳﮯ ﺗﻮﻗﻊ SUCCESS ﮐﯽ ﺟﺎﺗﯽ ﮨﮯSTUDENT ﮐہ وه TEACHING PAKISTANI •IMMIGRANT All children are expectedSTUDENTS—RESOURCES to take FOR اﻧﮕﺮﯾﺰی، ﻣﻌﺎﺷﺮﺗﯽ ﻋﻠﻮم، ﺳﺎﺋﻨﺴﯽ ﻋﻠﻮم، ,English, social studies, sciences رﯾﺎﺿﯽ، ﺟﺴﻤﺎﻧﯽ ﺗﻌﻠﯿﻢ اور اﺧﺘﯿﺎری ﮐﻮرﺳﺰ mathematics, physical education and optional courses. ﻟﯿﮟ. • ﺑﭽﻮں ﺳﮯ ﺗﻮﻗﻊ ﮐﯽ ﺟﺎﺗﯽ ﮨﮯ ﮐہ وه ﮨﺮ Children are expected to be • ﺳﺎل ﮐﮯ ﻣﻘﺮر ﮐﺮده ﻧﺼﺎب ﮐﮯ ﻣﻌﯿﺎر ﻣﯿﮟ competent in that level of the ﻗﺎﺑﻠﯿﺖ ﺣﺎﺻﻞ ﮐﺮﯾﮟ. .curriculum for each year رﭘﻮرﮢﻨﮓ Reporting • آپ ﮨﺮ ﺳﺎل ﻣﯿﮟ ﮐﺌﯽ ﻣﺮﺗﺒہ رﭘﻮرٹ ﮐﺎرڈز You will receive report cards several • وﺻﻮل ﮐﺮﯾﮟ ﮔﮯ. ان ﻣﯿﮟ اﺳﺘﺎد ﮐﯽ طﺮف times each year. They have marks and ﺳﮯ آپ ﮐﮯ ﺑﭽﮯ ﮐﮯ ﺑﺎرے ﻣﯿﮟ ﻧﻤﺒﺮ اور comments from the teacher about your child. If you have questions, ﺗﺒﺼﺮے ﺷﺎﻣﻞ ﮨﻮﻧﮕﮯ. اﮔﺮ آپ ﮐﮯ ﮐﭽﮭ .contact the school ﺳﻮاﻻت ﮨﯿﮟ ﺗﻮ اﺳﮑﻮل ﺳﮯ راﺑﻄہ ﮐﺮﯾﮟ . • رﭘﻮرٹ ﮐﺎرڈ ﮐﮯ ﺑﺎرے ﻣﯿﮟ آپ ﺑﭽﮯ ﺳﮯ Talk to your child about the report • ﺑﺎت ﮐﺮﯾﮟ. اس ﮐﮯ ﺑﻌﺪ اس ﭘﺮ دﺳﺘﺨﻂ ﮐﺮﯾﮟ card. Then sign it and send it back to اور اﮔﺮ آپ ﮐﮯ اﺳﮑﻮل ﮐﻮ اﺳﮑﯽ ﺿﺮورت .the school if your school requires this • ﮐﯿﻨﯿﮉا ﻣﯿﮟ ﻣﻨﺸﯿﺎت ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ ﮨﯿﮟ. اﺳﮑﻮل Drugs are illegal in Canada. Use of • ﻣﯿﮟ ﺷﺮاب ﮐﺎ اﺳﺘﻌﻤﺎل ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ ﮨﮯ. اﮔﺮ alcohol at school is illegal. If your child آپ ﮐﺎ ﺑﭽہ ﻣﻨﺸﯿﺎت اﺳﺘﻌﻤﺎل ﮐﺮﺗﮯ ﮨﻮﺋﮯ، ﯾﺎ is using, selling or keeping drugs, the police will be called. Parents will be اس ﮐﮯ ﭘﺎس ﺳﮯ ﺑﺮآﻣﺪ ﮨﻮﺋﯿﮟ ﯾﺎ ﻓﺮوﺧﺖ .called to meet with police at school • ﮐﺮﺗﮯﮐﯿﻨﯿﮉا ﻣﯿﮟﮨﻮﺋﮯ ﭘﺎﯾﺎ ﻣﻨﺸﯿﺎتﮔﯿﺎ ﺗﻮ ﻏﯿﺮ ﭘﻮﻟﯿﺲ ﻗﺎﻧﻮﻧﯽ ﮐﻮ ﮨﯿﮟ. ﺑﻼﯾﺎ اﺳﮑﻮلﺟﺎﺋﮯ Drugs are illegal in Canada. Use of • ﮔﺎ.ﻣﯿﮟ واﻟﺪﯾﻦﺷﺮاب ﮐﻮﮐﺎ ﭘﻮﻟﯿﺲ اﺳﺘﻌﻤﺎل ﮐﮯ ﻏﯿﺮ ﺳﺎﺗﮭﻗﺎﻧﻮﻧﯽ ﻣﻠﻨﮯ ﮐﮯﮨﮯ. اﮔﺮﻟﺌﮯ alcohol at school is illegal. If your child آپ ﮐﺎاﺳﮑﻮلﺑﭽہﺑﻼﯾﺎ ﺟﺎﻣﻨﺸﯿﺎتﺋﮯ ﮔﺎ.اﺳﺘﻌﻤﺎل ﮐﺮﺗﮯ ﮨﻮﺋﮯ، ﯾﺎ is using, selling or keeping drugs, the police will be called. Parents will be • اس ﮔ ﯿﻨﮓﮐﮯ ﮐﮯ ﭘﺎس ﺳﺎﺗﮭ ﺳﮯ ﻏﯿﺮ ﺑﺮآﻣﺪ ﻗﺎﻧﻮﻧﯽ ﮨﻮﺋﯿﮟ طﻮرﯾﺎ ﭘﺮ ﻓﺮوﺧﺖﻣﻠﻮث Illegal involvement with gangs (groups • ofcalled people to meetwho movewith police drugs ator school.steal) ﮨﻮﻧﮯﮐﺮﺗﮯ ﮐﯽ ﮨﻮﺋﮯ ﭘﺎﯾﺎ ﺻﻮرت ﮔﯿﺎ ﻣﯿﮟﺗﻮ (ﮔﺮوهﭘﻮﻟﯿﺲ ﺟﻮﮐﻮ ﺑﻼﯾﺎ ﻣﻨﺸﯿﺎت ﺟﺎﺋﮯﮐﯽ ﻧﻘﻞ و ﺣﻤﻞ ﯾﺎ ﭼﻮری ﮐﺮﻧﮯ واﻟﮯ ﻟﻮﮔﻮں ﭘﺮ will be dealt with at the school by a ﮔﺎ. واﻟﺪﯾﻦ ﮐﻮ ﭘﻮﻟﯿﺲ ﮐﮯ ﺳﺎﺗﮭ ﻣﻠﻨﮯ ﮐﮯ ﻟﺌﮯ police officer. Parents will be called اﺳﮑﻮلﻣﺸﺘﻤﻞ ﮨﯿﮟﺑﻼﯾﺎ ) ﺟﺎﺋﮯاﺳﮑﻮل ﮔﺎ. ﻣﯿﮟ اﯾﮏ ﭘﻮﻟﯿﺲ اﻓﺴﺮ .immediately • ﮔاﯾﺴﮯ ﯿﻨﮓ طﮐﮯ ﻠﺒﺎءﺳﺎﺗﮭ ﺳﮯ ﻏﯿﺮ ﻧﻤﮣﮯ ﮔﺎ.ﻗﺎﻧﻮﻧﯽ طﻮرواﻟﺪﯾﻦ ﭘﺮﮐﻮ ﻣﻠﻮثﻓﻮری Illegal involvement with gangs (groups • طﻮرﮨﻮﻧﮯ ﭘﺮﮐﯽ ﺑﻼﯾﺎ ﺟﺎﺻﻮرت ﺋﮯﻣﯿﮟﮔﺎ.(ﮔﺮوه ﺟﻮ ﻣﻨﺸﯿﺎت ﮐﯽ (of people who move drugs or steal • ﻧﻘﻞ و اﮔﺮ ﺣﻤﻞاﯾﮏ ﯾﺎ طﺎﻟﺐ ﭼﻮری ﻋﻠﻢ ﮐﺮﻧﮯ ﻗﺎﻧﻮن ﺗﻮڑواﻟﮯ رﮨﺎ ﻟﻮﮔﻮں ﮨﮯ، ﭘﺮﺗﻮ will If a be student dealt withis breaking at the schoolthe law, by they a will• اﺳﮯ اﺳﮑﻮل ﺳﮯ ﻣﻌﻄﻞ ﯾﺎ ﮨﻮ ﺳﮑﺘﺎ ﮨﮯ ﮐہ bepolice suspended officer. and Parents possibly will removedbe called from ﻣﺸﺘﻤﻞ ﮨﯿﮟ) اﺳﮑﻮل ﻣﯿﮟ اﯾﮏ ﭘﻮﻟﯿﺲ اﻓﺴﺮ .theimmediately. school اﯾﺴﮯ اﺳﮑﻮل طﺳﮯ ﻠﺒﺎء ﺳﮯﺧﺎرج ﮐﺮ ﻧﻤﮣﮯدﯾﺎ ﮔﺎ.ﺟﺎ ﺋﮯ .واﻟﺪﯾﻦ ﮐﻮ ﻓﻮری • طﻮر اﮔﺮ ﭘﺮاﯾﮏ ﺑﻼﯾﺎ ﺟﺎطﺎﻟﺐ ﺋﮯﻋﻠﻢ ﮔﺎ.ﭘﺮ ﺟﺮﻣﺎﻧہ ﻋﺎﺋﺪ ﮐﯿﺎ ﺟﺎﺗﺎ If a student is fined, the parent is • responsible to pay. • ﮨﮯ اﮔﺮﺗﻮ اﯾﮏ واﻟﺪﯾﻦطﺎﻟﺐ اﺳﮯﻋﻠﻢ ادا ﻗﺎﻧﻮن ﮐﺮﻧﮯ ﺗﻮڑ ﮐﮯرﮨﺎ ذﻣہﮨﮯ، ﺗﻮدار If a student is breaking the law, they will • ﮨﯿﮟ.اﺳﮯ اﺳﮑﻮل ﺳﮯ ﻣﻌﻄﻞ ﯾﺎ ﮨﻮ ﺳﮑﺘﺎ ﮨﮯ ﮐہ be suspended and possibly removed from ﮐﯿﺎ اﺳﮑﻮل ﭘﮍھﺎﯾﺎﺳﮯ ﺟﺎﺗﺎ ﺧﺎرج ﮨﮯﮐﺮ دﯾﺎ ﺟﺎﺋﮯ . What Is Taught Whatthe school. Is Taught •• اﮔﺮ اﻟﺒﺮﮢﺎ اﯾﮏ ﻣﯿﮟ طﺎﻟﺐﮨﺮ ﻋﻠﻢ ﺟﮕہ ﭘﺮ اﯾﮏ ﺟﺮﻣﺎﻧہ ﮨﯽ ﻋﺎﺋﺪ ﮐﯿﺎ ﻣﻌﯿﺎرﺟﺎﺗﺎﮐﺎ AllIf a of student Alberta is hasfined, a standard the parent is •• • All of Alberta has a standard ﮨﮯ ﺗﻮﻧﺼﺎب ﮨﮯ.واﻟﺪﯾﻦﯾہ اﺳﮯاﺳﮑﻮل ادا ﮐﮯ ﮐﺮﻧﮯ 12ﮐﮯ ﺳﺎﻟﻮںذﻣہ دارﻣﯿﮟ curriculum.responsible toIt ispay. completed in curriculum. It is completed12 years in of school. ﮨﯿﮟ.ﻣﮑﻤﻞ ﮐﯿﺎ ﺟﺎﺗﺎ ﮨﮯ. 12 years of school. • ﮐﯿﺎ ﺗﻤﺎم ﭘﮍھﺎﯾﺎ ﺑﭽﻮں ﺟﺎﺗﺎ ﺳﮯ ﮨﮯﺗﻮﻗﻊ ﮐﯽ ﺟﺎﺗﯽ ﮨﮯ ﮐہ وه What All children Is Taught are expected to take• English, social studies, sciences, اﻧﮕﺮﯾﺰی، ﻣﻌﺎﺷﺮﺗﯽ ﻋﻠﻮم، ﺳﺎﺋﻨﺴﯽ ﻋﻠﻮم، All children are expected• toAll takeof Alberta has a standard • • اﻟﺒﺮﮢﺎ ﻣﯿﮟ ﮨﺮ ﺟﮕہ اﯾﮏ ﮨﯽ ﻣﻌﯿﺎر ﮐﺎ mathematics, physical education and رﯾﺎﺿﯽ، ﺟﺴﻤﺎﻧﯽ ﺗﻌﻠﯿﻢ اور اﺧﺘﯿﺎری ﮐﻮرﺳﺰ English, social studies, sciences,curriculum. It is completed in ﻧﺼﺎب ﮨﮯ. ﯾہ اﺳﮑﻮل ﮐﮯ 12 ﺳﺎﻟﻮں ﻣﯿﮟ .optional courses ﻟﯿﮟ.ﻣﮑﻤﻞ ﮐﯿﺎ ﺟﺎﺗﺎ ﮨﮯ. .mathematics, physical education12 years of andschool •• ﺗﻤﺎم ﺑﭽﻮں ﺑﭽﻮں ﺳﮯ ﺳﮯ ﺗﻮﻗﻊ ﺗﻮﻗﻊ ﮐﯽ ﮐﯽ ﺟﺎﺗﯽﺟﺎﺗﯽ ﮨﮯﮨﮯ ﮐہﮐہ وه ﮨﺮ optional courses. •• ChildrenAll children are areexpected expected to beto take ﺳﺎل ﮐﮯ ﻣﻘﺮر ﮐﺮده ﻧﺼﺎب ﮐﮯ ﻣﻌﯿﺎر ﻣﯿﮟ competentEnglish, social in that studies, level sciences,of the • اﻧﮕﺮﯾﺰی، ﻣﻌﺎﺷﺮﺗﯽ ﻋﻠﻮم، ﺳﺎﺋﻨﺴﯽ ﻋﻠﻮم، .Children are expected tocurriculum be for each year ﻗﺎﺑﻠﯿﺖ رﯾﺎﺿﯽ، ﺣﺎﺻﻞ ﺟﺴﻤﺎﻧﯽ ﮐﺮﯾﮟ.ﺗﻌﻠﯿﻢ اور اﺧﺘﯿﺎری ﮐﻮرﺳﺰ competent in that level ofmathematics, the physical education and Reportingoptional courses. ﻟﯿﮟ.رﭘﻮرﮢﻨﮓ .curriculum for each year •• آپ ﺑﭽﻮںﮨﺮ ﺳﺎلﺳﮯ ﻣﯿﮟﺗﻮﻗﻊ ﮐﺌﯽﮐﯽ ﻣﺮﺗﺒہﺟﺎﺗﯽ ﮨﮯ رﭘﻮرٹﮐہ وه ﮨﺮﮐﺎرڈز YouChildren will receive are expected report tocards be several •• ﺳﺎل وﺻﻮل ﮐﮯ ﮐﺮﯾﮟ ﻣﻘﺮر ﮔﮯ.ﮐﺮده ان ﻣﯿﮟ ﻧﺼﺎب اﺳﺘﺎد ﮐﮯ ﮐﯽ ﻣﻌﯿﺎر ﻣﯿﮟطﺮف timescompetent each year.in that They level have of the marks and ﺳﮯ آپ ﮐﮯ ﺑﭽﮯ ﮐﮯ ﺑﺎرے ﻣﯿﮟ ﻧﻤﺒﺮ اور commentscurriculum from for each the teacheryear. about ﻗﺎﺑﻠﯿﺖ ﺣﺎﺻﻞ ﮐﺮﯾﮟ. ,your child. If you have questions Reporting ﺗﺒﺼﺮےرﭘﻮرﮢﻨﮓﺷﺎﻣﻞ ﮨﻮﻧﮕﮯ. اﮔﺮ آپ ﮐﮯ ﮐﭽﮭ .Reporting contact the school • آپ ﺳﻮاﻻتﮨﺮ ﮨﯿﮟ ﺳﺎلﺗﻮ ﻣﯿﮟاﺳﮑﻮل ﮐﺌﯽﺳﮯ ﻣﺮﺗﺒہ راﺑﻄہرﭘﻮرٹ ﮐﺮﯾﮟ .ﮐﺎرڈز You will receive report cards several • • • • وﺻﻮل رﭘﻮرٹ ﮐﺮﯾﮟ ﮐﺎرڈ ﮔﮯ.ﮐﮯ ان ﺑﺎرے ﻣﯿﮟ ﻣﯿﮟ اﺳﺘﺎد آپ ﮐﯽ ﺑﭽﮯ طﺮفﺳﮯ You will receive report cardstimesTalk several eachto your year. child They about have the marks report and card. Then sign it and send it back to ﺑﺎتﺳﮯ آپ ﮐﺮﯾﮟ.ﮐﮯ اس ﺑﭽﮯﮐﮯ ﺑﻌﺪﮐﮯ اس ﺑﺎرےﭘﺮ ﻣﯿﮟ دﺳﺘﺨﻂﻧﻤﺒﺮ اورﮐﺮﯾﮟ times each year. They havecomments marks from and the teacher about اور اﮔﺮ آپ ﮐﮯ اﺳﮑﻮل ﮐﻮ اﺳﮑﯽ ﺿﺮورت .comments from the teachertheyour school aboutchild. if If your you schoolhave questions, requires this ﺗﺒﺼﺮے ﺷﺎﻣﻞ ﮨﻮﻧﮕﮯ. اﮔﺮ آپ ﮐﮯ ﮐﭽﮭ .contact the school ﺳﻮاﻻت ﮨﯿﮟ ﺗﻮ اﺳﮑﻮل ﺳﮯ راﺑﻄہ ﮐﺮﯾﮟ . ,your child. If you have questions • رﭘﻮرٹ ﮐﺎرڈ ﮐﮯ ﺑﺎرے ﻣﯿﮟ آپ ﺑﭽﮯ ﺳﮯ contact the school. • Talk to your child about the report ﺑﺎت ﮐﺮﯾﮟ. اس ﮐﮯ ﺑﻌﺪ اس ﭘﺮ دﺳﺘﺨﻂ ﮐﺮﯾﮟ Talk to your child aboutcard. the Thenreport sign it and send it back to • ﮨﮯاور ﺗﻮ اﮔﺮ آپاﺳﮯ ﮐﮯ واﭘﺲ ﺑﮭﯿﺞاﺳﮑﻮلدﯾﮟﮐﻮ .اﺳﮑﯽ ﺿﺮورت .card. Then sign it and sendthe school it back if your to school requires this ﮨﮯ ﺗﻮ اﺳﮯ واﭘﺲ ﺑﮭﯿﺞ دﯾﮟ . .the school if your school requires this • ﺟﻮن ﮐﮯ آﺧﺮ ﻣﯿﮟ آپ ﺣﺘﻤﯽ رﭘﻮرٹ ﮐﺎرڈ At the end of June, you •will At thereceive end of a June, you will receive a • ﮨﮯ ﺗﻮ اﺳﮯ واﭘﺲ ﺑﮭﯿﺞ دﯾﮟ . .copy of the final report card • ﮐﯽ ﺟﻮن ﮐﺎﭘﯽ ﮐﮯ وﺻﻮآﺧﺮل ﻣﯿﮟ ﮐﺮﯾﮟ آپ ﮔﮯ.ﺣﺘﻤﯽ رﭘﻮرٹ ﮐﺎرڈ copy of the final report •card. At the end of June, you will receive a Special Programming ﮐﯽ ﮐﺎﭘﯽ ﺧﺼﻮﺻﯽ وﺻﻮل ﮐﺮﯾﮟ ﭘﺮوﮔﺮاﻣﻨﮓﮔﮯ. .copy of the final report card • •• اﮔﺮ ﺟﻮن اﯾﮏﺧﺼﻮﺻﯽ ﮐﮯ آﺧﺮطﺎﻟﺐ ﻋﻠﻢﻣﯿﮟ آپﭘﺮوﮔﺮاﻣﻨﮓ ﮔﺮﯾﮉز 1ﺣﺘﻤﯽ ﺳﮯ 5رﭘﻮرٹ ﻣﯿﮟﮐﺎرڈ Special IfAt a the student endProgramming ofdoes June, not you achieve will receivewell in a• Gradescopy of 1 the to final5, special report programming card. ﮐﯽ اﭼﮭﯽ ﮐﺎﭘﯽ وﺻﻮﮐﺎرﮐﺮدﮔﯽل ﮐﺎ ﮐﺮﯾﮟ ﻣﻈﺎﮨﺮه ﮔﮯ.ﻧﮩﯿﮟ ﮐﺮﺗﺎ ﺗﻮ، If a student does not achieve well in • • اﮔﺮ اﯾﮏ طﺎﻟﺐ ﻋﻠﻢ ﮔﺮﯾﮉز 1 ﺳﮯ 5 ﻣﯿﮟ is available to assist the student in طﺎﻟﺐ ﻋﻠﻢ ﮐﯽ ﺑﮩﺘﺮی اور ﮐﺎﻣﯿﺎﺑﯽ ﮐﮯ ﻟﺌﮯ Special ProgrammingGradesSpecial 1 Programmingto 5, special programming اﭼﮭﯽ ﺧﺼﻮﺻﯽ ﮐﺎرﮐﺮدﮔﯽ ﮐﺎ ﭘﺮوﮔﺮاﻣﻨﮓﻣﻈﺎﮨﺮه ﻧﮩﯿﮟ ﮐﺮﺗﺎ ﺗﻮ، .catching up and succeeding • اﮔﺮطﺎﻟﺐ ﻋﻠﻢاﯾﮏﺧﺼﻮﺻﯽ ﮐﯽ طﺎﻟﺐ ﻋﻠﻢﺑﮩﺘﺮی ﭘﺮوﮔﺮاﻣﻨﮓاور ﮐﯽﮔﺮﯾﮉز 1ﻣﺪد ﮐﺎﻣﯿﺎﺑﯽ ﺳﮯ 5ﮐﮯ دﺳﺘﯿﺎبﻣﯿﮟﻟﺌﮯ ﮨﮯ. is• Ifavailable a student to assistdoes notthe achievestudent wellin in • If a student does not do •catchingGradeswell in 1 up to and5, special succeeding. programming • اﭼﮭﯽ اﮔﺮ اﺧﺼﻮﺻﯽ ﺳﮑﻮل ﮐﺎرﮐﺮدﮔﯽ ﮐﺎ آپ ﭘﺮوﮔﺮاﻣﻨﮓﮐﮯﮐﯽﻣﻈﺎﮨﺮه ﻣﺪدﻧﮩﯿﮟ ﺑﭽﮯ ﮐﺮﺗﺎدﺳﺘﯿﺎبﮐﮯﺗﻮ، ﮨﮯ.ﻟﺌﮯ If the school asks for special Grades 1 to 5, special programmingprogrammingis available to assistfor your the child,student you in • طﺎﻟﺐ اﮔﺮ ﻋﻠﻢا ﺧﺼﻮﺻﯽ ﮐﯽ ﺳﮑﻮل آپﺑﮩﺘﺮی ﭘﺮوﮔﺮاﻣﻨﮓاور ﮐﮯ ﮐﮯ ﮐﺎﻣﯿﺎﺑﯽﻟﺌﮯﺑﭽﮯ ﮐﮯﮐﮩﺘﺎ ﮐﮯ ﻟﺌﮯﮨﮯ ﻟﺌﮯﺗﻮ If the school asks for special • is available to assist the studentshouldcatching ask upin why and. The succeeding. purpose is to آپ ﮐﻮ ﺧﺼﻮﺻﯽ ﭘﻮﭼﮭﻨﺎ ﭼﺎﮨﯿﮯﭘﺮوﮔﺮاﻣﻨﮓﭘﺮوﮔﺮاﻣﻨﮓﮐہﮐﯽ ﮐﮯ ﻣﺪدﮐﯿﻮں ؟ﻟﺌﮯ ﮐﮩﺘﺎاﺳﮑﺎ دﺳﺘﯿﺎب ﮨﮯ ﮨﮯ.ﺗﻮﻣﻘﺼﺪ programming for your child, you catching up and succeeding.help your child catch up. •آپ ﮨﮯ اﮔﺮ ﮐﻮ ﮐہ اآپ ﭘﻮﭼﮭﻨﺎ ﺳﮑﻮل ﮐﮯ ﭼﺎﮨﯿﺑﭽﮯﮯ ﮐﯽﮐہ آپ ﮐﮯﮐﯿﻮں ﺑﮩﺘﺮی؟ ﻣﯿﮟﺑﭽﮯ اﺳﮑﺎ ﻣﺪدﮐﮯ ﻣﻘﺼﺪﮐﯽ ﻟﺌﮯ should• If the askschool why .asks The for purpose special is to helpprogramming your child for catch your up. child, you ﮨﮯ ﺟﺎﺋﮯ.ﮐہ ﺧﺼﻮﺻﯽآپ ﮐﮯ ﺑﭽﮯ ﭘﺮوﮔﺮاﻣﻨﮓﮐﯽ ﮐﮯ ﺑﮩﺘﺮیﻟﺌﮯ ﻣﯿﮟﮐﮩﺘﺎ ﻣﺪدﮨﮯ ﺗﻮﮐﯽ If the school asks for special • •should ask why. The purpose is to • آپﺟﺎﺋﮯ.ﮐﻮ اﮔﺮ ﭘﻮﭼﮭﻨﺎ ﺧﺼﻮﺻﯽﭼﺎﮨ ﯿﮯ ﮐہﮢﯿﺴﮣﻨﮓ ﮐﯽﮐﯿﻮں ؟ اﺳﮑﺎ ﺿﺮورت ﻣﻘﺼﺪﮨﮯ programming for your child,If special you testing is required, you will behelp asked your to child sign catchconsent up. forms. The ﺗﻮ ﮨﮯ ﮐہآپ آپ ﺳﮯ ﮐﮯ ﺑﭽﮯ رﺿﺎﻣﻨﺪی ﮐﯽ ﮐﮯ ﺑﮩﺘﺮی ﻓﺎرم ﻣﯿﮟﭘﺮ ﻣﺪد ﮐﯽدﺳﺘﺨﻂ should ask why. The purpose• If special is to testing is required, you will • اﮔﺮ ﺧﺼﻮﺻﯽ ﮢﯿﺴﮣﻨﮓ ﮐﯽ ﺿﺮورت ﮨﮯ testing is necessary and will assist ﮐﺮﻧﮯﺟﺎﺋﮯ. ﮐﻮ ﮐﮩﺎ ﺟﺎﺋﮯ ﮔﺎ. ﮢﯿﺴﮣﻨﮓ ﺿﺮوری be asked to sign consent forms. The ﺗﻮ آپ ﺳﮯ رﺿﺎﻣﻨﺪی ﮐﮯ ﻓﺎرم ﭘﺮ دﺳﺘﺨﻂ help your child catch up.the school in correctly assessing your ﮨﮯ اور ﯾہ اﺳﮑﻮل ﮐﻮ آپ ﮐﮯ ﺑﭽﮯ ﮐﯽ testing• If special is necessary testing isand required, will assist you will • ﮐﺮﻧﮯاﮔﺮ ﮐﻮ ﮐﮩﺎ ﺧﺼﻮﺻﯽ ﺟﺎﺋﮯ ﮔﺎ. ﮢﯿﺴﮣﻨﮓ ﮐﯽ ﮢﯿﺴﮣﻨﮓ ﺿﺮورت ﮨﮯﺿﺮوری If special testing is required,child you will • thebe askedschool to in sign correctly consent assessing forms. yourThe ﺗﻮ ﮨﮯ آپاور ﺻﻼﺣﯿﺖ ﯾہ ﺳﮯ ﮐﯽ اﺳﮑﻮل ﺻﺤﯿﺢ رﺿﺎﻣﻨﺪی ﮐﻮ ﮐﮯﺟﺎﻧﭻآپ ﻓﺎرمﮐﮯ ﻣﯿﮟ ﭘﺮ ﻣﺪدﺑﭽﮯ دﺳﺘﺨﻂﮐﯽدے be asked to sign consent forms. The ﮔﯽ.ﮐﺮﻧﮯ ﮐﻮ ﮐﮩﺎ ﺟﺎﺋﮯ ﮔﺎ. ﮢﯿﺴﮣﻨﮓ ﺿﺮوری childtesting is necessary and will assist ﺻﻼﺣﯿﺖ ﮐﯽ ﺻﺤﯿﺢ ﺟﺎﻧﭻ ﻣﯿﮟ ﻣﺪد دے testing is necessary and willthe school assist in correctly assessing your ﮨﮯ اور ﯾہ اﺳﮑﻮل ﮐﻮ آپ ﮐﮯ ﺑﭽﮯ ﮐﯽ Questions to Ask Your Child at ﮔﯽ.ﺑﭽﮯ ﺳﮯ ﮐﺮﻧﮯ واﻟﮯ ﺳﻮاﻻت the school in correctly assessingchild your the End of a School Day اﯾﮏﺑﭽﮯ ﺻﻼﺣﯿﺖ ﺳﮯ ﺳﮑﻮلﮐﯽ ﮐﮯ ﮐﺮﻧﮯ ﺻﺤﯿﺢ دن واﻟﮯ ﮐﮯ ﺟﺎﻧﭻ ﻣﯿﮟاﺧﺘﺘﺎم ﺳﻮاﻻت ﭘﺮﻣﺪد دے child. Questions to Ask Your Child at • ﮔﯽ.آجاﯾﮏ اﺳﮑﻮلﺳﮑﻮل ﻣﯿﮟ ﮐﮯ ﮐﯿﺎ دن ﮨﻮا؟ﮐﮯ اﺧﺘﺘﺎم ﭘﺮ ?the What End happened of a School at school Day today• •Questions to Ask Your Child at • آج ﺑﭽﮯ ﮐﯿﺎ آپ ﺳﮯ اﺳﮑﻮل ﮐﮯ ﻣﯿﮟ ﮐﺮﻧﮯ ﮐﯿﺎاﺳﺘﺎد ﮨﻮا؟ﻧﮯواﻟﮯ ﻣﯿﺮے ﺳﻮاﻻت ﻟﺌﮯ آپ ﮐﻮ DidWhat your happened teacher at give school you today?a paper • forthe me? End of a School Day • اﯾﮏﮐﻮﺋﯽ ﮐﯿﺎ آپﮐﺎﻏﺬ ﺳﮑﻮلدﯾﺎ؟ﮐﮯ ﮐﮯ اﺳﺘﺎددن ﻧﮯ ﮐﮯ ﻣﯿﺮے اﺧﺘﺘﺎمﻟﺌﮯﭘﺮ آپ ﮐﻮ Did your teacher give you a paper • • •• آجآج ﮐﻮﺋﯽ آپ ﮐﺎﻏﺬ ﮐﻮاﺳﮑﻮل دﯾﺎ؟ﺳﺐﻣﯿﮟ ﮐﯿﺎ ﺳﮯ ﮨﻮا؟اﭼﮭﺎ ﮐﯿﺎ ﻟﮕﺎ؟ ?for• What me? didhappened you like at bestschool today? today • •• آجﮐﯿﺎ ﮐﯿﺎ آپآپ آپ ﮐﻮﻧﮯ ﮐﮯ ﺳﺐﻣﺰه اﺳﺘﺎدﮐﯿﺎ؟ﺳﮯ ﻧﮯ اﭼﮭﺎ ﮐﯿﺎ ﻣﯿﺮے ﻟﮕﺎ؟ﻟﺌﮯ آپ ﮐﻮ DidWhat youyour did have teacheryou fun?like give best you today? a paper •• •for me? • ﮐﯿﺎآپﮐﻮﺋﯽ ﮐﻮآپ ﮐﺎﻏﺬ ﮐﯿﺎﻧﮯ دﯾﺎ؟SUCCESSﮨﻮم ﻣﺰه ﮐﯿﺎ؟ورک ﻣﻼ STUDENT ﮨﮯ؟TEACHING PAKISTANI• WhatDid you do IMMIGRANT haveyou havefun? for homework? STUDENTS—RESOURCES FOR 30 Going to Bed and Waking Up •• آجآپ ﺑﺴﺘﺮ ﮐﻮآپﭘﺮ ﮐﯿﺎﮐﻮ ﺟﺎﻧﺎﮨﻮم ﺳﺐ اورﺳﮯورک ﻣﻼﺻﺒﺢ اﭼﮭﺎ ﮐﯿﺎﺟﺎﮔﮨﮯ؟ ﻨﺎﻟﮕﺎ؟ ?What dodid you you have like forbest homework? today •• • •• ﮐﯿﺎآپﺑﺴﺘﺮ آپ ﭘﺮﮐﮯ ﻧﮯ ﺟﺎﻧﺎﺑﭽﮯﻣﺰه اورﮐﻮﮐﯿﺎ؟ﺑﺴﺘﺮﺻﺒﺢ ﭘﺮ ﺟﺎﮔﺟﺎﻧﻨﺎﮯ اور ﺻﺒﺢ Going YourDid you childto Bedhave should andfun? use Waking a clock, Up not the• sun,• What to know do you when have to for go homework? to bed and •• ﺟﺎﮔآپآپ ﻨﮯ ﮐﻮ ﮐﮯ ﮐﯿﺎﮐﮯ ﮨﻮمﺑﭽﮯ ﻟﺌﮯﮐﻮورک اﯾﮏ ﺑﺴﺘﺮﻣﻼ ﭘﺮ ﮨﮯ؟ﮔﮭﮍی ﺟﺎﻧﮯ اوراﺳﺘﻌﻤﺎل ﺻﺒﺢﮐﺮﻧﺎ Your child should use a clock, not the • getGoing up. to Bed and Waking Up ﭼﺎﮨﺟﺎﮔﯿﺑﺴﺘﺮ ﮯﻨﮯ ﭘﺮﻧہ ﮐﮯ ﮐہ ﺟﺎﻧ ﺎﻟﺌﮯاورﺳﻮرج.اﯾﮏ ﺻﺒﺢ ﺟﺎﮔﮔﮭﮍی ﻨﺎاﺳﺘﻌﻤﺎل ﮐﺮﻧﺎ sun, to know when to go to bed and • •• ﭼﺎﮨﯿآپ ﮯﮐﺒﮭﯽ ﻧہﮐﮯ ﮐہ ﮐﺒﮭﯽﺑﭽﮯ ﮐﻮﺳﻮرج.اﺳﮑﻮل ﺑﺴﺘﺮ ﺑﻨﺪ ﭘﺮ ﮨﻮ ﺟﺎﻧ ﮯ ﺳﮑﺘﺎ اور ﮨﮯﺻﺒﺢﯾﺎ get• Sometimes,Your up. child should schools use might a clock, be closed not the orsun, school to know buses when might to notgo torun bed if theand ﺟﺎﮔﻨﮯ اﺳﮑﻮل ﺑﺴﮐﮯ ﯿﮟ ﻟﺌﮯﻣﻮﺳﻢاﯾﮏ ﮐﯽ ﺧﺮاﺑﮔﮭﮍی ﯽ ﮐﯽ اﺳﺘﻌﻤﺎل ﮐﺮﻧﺎﺻﻮرت Sometimes, schools might be closed • • ﮐﺒﮭﯽ ﮐﺒﮭﯽ اﺳﮑﻮل ﺑﻨﺪ ﮨﻮ ﺳﮑﺘﺎ ﮨﮯ ﯾﺎ weatherget up. is bad. Listen for the morning ﭼﺎﮨﯿﻣﯿﮟ ﮯﻧہ ﻧہﭼﻠﯿﮟﮐہ. ﺗﻮ ﺳﻮرج.رﯾﮉﯾﻮ ﯾﺎ ﮢﯽ وی ﭘﺮ ﻣﻮﺳﻢ ﮐﯽ or school buses might not run if the اﺳﮑﻮل ﺑﺴﯿﮟ ﻣﻮﺳﻢ ﮐﯽ ﺧﺮاﺑﯽ ﮐﯽ ﺻﻮرت .weather report on the radio or TV • ﻣﯿﮟ ﻧہرﭘﻮرٹﮐﺒﮭﯽ ﭼﻠﯿﮟ.ﺳﻨﯿﮟ .ﮐﺒﮭﯽﺗﻮ رﯾﮉﯾﻮاﺳﮑﻮل ﯾﺎ ﺑﻨﺪ ﮢﯽ ﮨﻮ وی ﭘﺮ ﺳﮑﺘﺎ ﻣﻮﺳﻢﮨﮯ ﯾﺎﮐﯽ weather• Sometimes, is bad. schools Listen mightfor the be morning closed اﺳﮑﻮل ﺻﺤﺖ ﺑﺴﯿﮟ ﻣﻮﺳﻢ ﮐﯽ ﺧﺮاﺑﯽ ﮐﯽ ﺻﻮرت Healthweatheror school report buses on might the radionot run or TV.if the رﭘﻮرٹ ﺳﻨﯿﮟ. weather is bad. Listen for the morning ﻣﯿﮟ ﻧہ ﭼﻠﯿﮟ. ﺗﻮ رﯾﮉﯾﻮ ﯾﺎ ﮢﯽ وی ﭘﺮ ﻣﻮﺳﻢ ﮐﯽ Health ﺻﺤﺖ .weather report on the radio or TV رﭘﻮرٹ ﺳﻨﯿﮟ. ﺻﺤﺖ Health ﮨﮯ ﺗﻮ اﺳﮯ واﭘﺲ ﺑﮭﯿﺞ دﯾﮟ .

• ﺟﻮن ﮐﮯ آﺧﺮ ﻣﯿﮟ آپ ﺣﺘﻤﯽ رﭘﻮرٹ ﮐﺎرڈ At the end of June, you will receive a • ﮐﯽ ﮐﺎﭘﯽ وﺻﻮل ﮐﺮﯾﮟ ﮔﮯ. .copy of the final report card ﺧﺼﻮﺻﯽ ﭘﺮوﮔﺮاﻣﻨﮓ Special Programming • ﮨﮯ اﮔﺮ ﺗﻮ اﯾﮏ اﺳﮯ طﺎﻟﺐ واﭘﺲ ﻋﻠﻢ ﺑﮭﯿﺞﮔﺮﯾﮉزدﯾﮟ .1 ﺳﮯ 5 ﻣﯿﮟ If a student does not achieve well in • اﭼﮭﯽ ﮐﺎرﮐﺮدﮔﯽ ﮐﺎ ﻣﻈﺎﮨﺮه ﻧﮩﯿﮟ ﮐﺮﺗﺎ ﺗﻮ، Grades 1 to 5, special programming طﺎﻟﺐ ﻋﻠﻢ ﮐﯽ ﺑﮩﺘﺮی اور ﮐﺎﻣﯿﺎﺑﯽ ﮐﮯ ﻟﺌﮯ is available to assist the student in • ﺟﻮن ﮐﮯ آﺧﺮ ﻣﯿﮟ آپ ﺣﺘﻤﯽ رﭘﻮرٹ ﮐﺎرڈ catching At the end up andof June, succeeding. you will receive a• ﺧﺼﻮﺻﯽ ﭘﺮوﮔﺮاﻣﻨﮓ ﮐﯽ ﻣﺪد دﺳﺘﯿﺎب ﮨﮯ. .copy of the final report card ﮐﯽ ﮐﺎﭘﯽ وﺻﻮل ﮐﺮﯾﮟ ﮔﮯ. • • اﮔﺮ اﺳﮑﻮل آپ ﮐﮯ ﺑﭽﮯ ﮐﮯ ﻟﺌﮯ SpecialIf the school Programming asks for special ﮨﮯ ﺗﻮ ﺧﺼﻮﺻﯽ ﺧﺼﻮﺻﯽاﺳﮯ واﭘﺲ ﺑﮭﯿﺞﭘﺮوﮔﺮاﻣﻨﮓﭘﺮوﮔﺮاﻣﻨﮓدﯾﮟﮐﮯ. ﻟﺌﮯ ﮐﮩﺘﺎ ﮨﮯ ﺗﻮ programming for your child, you • If a student does not achieve well in • آپاﮔﺮ ﮐﻮ اﯾﮏ ﭘﻮﭼﮭﻨﺎ طﺎﻟﺐ ﭼﺎﮨﯿﻋﻠﻢ ﮯ ﮐہﮔﺮﯾﮉز 1ﮐﯿﻮں؟ﺳﮯ 5اﺳﮑﺎ ﻣﯿﮟﻣﻘﺼﺪ should ask why. The purpose is to Gradeshelp your 1 to child 5, special catch up.programming ﮨﮯ اﭼﮭﯽ ﮐہ آپ ﮐﮯ ﮐﺎرﮐﺮدﮔﯽ ﮐﺎ ﺑﭽﮯ ﮐﯽ ﻣﻈﺎﮨﺮه ﻧﮩﯿﮟﺑﮩﺘﺮی ﮐﺮﺗﺎﻣﯿﮟ ﺗﻮ،ﻣﺪد ﮐﯽ • طﺎﻟﺐ ﺟﻮن ﻋﻠﻢ ﮐﮯ ﮐﯽ آﺧﺮ ﺑﮩﺘﺮیﻣﯿﮟ آپاور ﺣﺘﻤﯽ ﮐﺎﻣﯿﺎﺑﯽ ﮐﮯ رﭘﻮرٹ ﻟﺌﮯ ﮐﺎرڈ is• Atavailable the end to of assist June, the you student will receive in a ﮐﯽ ﺟﺎﺋﮯ.ﮐﺎﭘﯽ وﺻﻮل ﮐﺮﯾﮟ ﮔﮯ. .catchingcopy of the up finaland succeeding.report card • اﮔﺮ ﺧﺼﻮﺻﯽ ﺧﺼﻮﺻﯽ ﭘﺮوﮔﺮاﻣﻨﮓﮢﯿﺴﮣﻨﮓﮐﯽ ﮐﯽﻣﺪد دﺳﺘﯿﺎبﺿﺮورت ﮨﮯ.ﮨﮯ If special testing is required, you will • ﺧﺼﻮﺻﯽ ﭘﺮوﮔﺮاﻣﻨﮓ Special If the school Programming asks for special• •ﺗﻮ اﮔﺮ آپ اﺳﮯ ﺳﮑﻮل آپ رﺿﺎﻣﻨﺪی ﮐﮯﮐﮯ ﺑﭽﮯﻓﺎرم ﭘﺮ ﮐﮯ دﺳﺘﺨﻂﻟﺌﮯ be asked to sign consent forms. The • اﮔﺮ اﯾﮏ طﺎﻟﺐ ﻋﻠﻢ ﮔﺮﯾﮉز 1 ﺳﮯ 5 ﻣﯿﮟ programming If a student doesfor your not achievechild, you well in• ﮐﺮﻧﮯ ﺧﺼﻮﺻﯽ ﮐﻮ ﮐﮩﺎ ﺟﺎﺋﮯ ﭘﺮوﮔﺮاﻣﻨﮓﮔﺎ. ﮐﮯ ﻟﺌﮯ ﮢﯿﺴﮣﻨﮓ ﮐﮩﺘﺎ ﮨﮯ ﺿﺮوریﺗﻮ testing is necessary and will assist آپاﭼﮭﯽ ﮐﻮ ﭘﻮﭼﮭﻨﺎ ﮐﺎرﮐﺮدﮔﯽ ﭼﺎﮨﮐﺎﯿ ﮯ ﮐہﻣﻈﺎﮨﺮه ﮐﯿﻮںﻧﮩﯿﮟ ؟ﮐﺮﺗﺎاﺳﮑﺎ ﺗﻮ، ﻣﻘﺼﺪ Gradesshouldthe school ask1 to inwhy 5, correctly special. The purpose programming assessing is toyour ﮨﮯ اور ﯾہ اﺳﮑﻮل ﮐﻮ آپ ﮐﮯ ﺑﭽﮯ ﮐﯽ helpis available your child to assist catch the up. student in ﮨﮯ طﺎﻟﺐ ﮐہ ﻋﻠﻢ آپ ﮐﯽ ﮐﮯ ﺑﮩﺘﺮیﺑﭽﮯ اورﮐﯽ ﺑﮩﺘﺮیﮐﺎﻣﯿﺎﺑﯽ ﻣﯿﮟﮐﮯ ﻣﺪدﻟﺌﮯ ﮐﯽ child ﺻﻼﺣﯿﺖ ﮐﯽ ﺻﺤﯿﺢ ﺟﺎﻧﭻ ﻣﯿﮟ ﻣﺪد دے .catching up and succeeding ﺟﺎﺋﮯ.ﺧﺼﻮﺻﯽ ﭘﺮوﮔﺮاﻣﻨﮓ ﮐﯽ ﻣﺪد دﺳﺘﯿﺎب ﮨﮯ. ﮔﯽ. If the school asks for special • • اﮔﺮ اﺳﮑﻮل ﺧﺼﻮﺻﯽ آپ ﮐﮯﮢﯿﺴﮣﻨﮓ ﮐﯽ ﺑﭽﮯ ﮐﮯﺿﺮورت ﻟﺌﮯﮨﮯ QuestionsIf special testing to Ask is required,Your Child you at will ﺗﻮ ﺑﭽﮯ آپ ﺧﺼﻮﺻﯽ ﺳﮯ ﺳﮯ ﮐﺮﻧﮯ رﺿﺎﻣﻨﺪی ﭘﺮوﮔﺮاﻣﻨﮓ واﻟﮯ ﮐﮯ ﻟﺌﮯﻓﺎرم ﺳﻮاﻻت ﭘﺮﮐﮩﺘﺎ ﮨﮯ ﺗﻮدﺳﺘﺨﻂ Questions to Ask Yourbeprogramming Child asked to at sign for consent your child, forms. you The shouldthe End ask of why a .School The purpose Day is to آپاﯾﮏ ﮐﺮﻧﮯﮐﻮ ﮐﻮ ﺳﮑﻮلﮐﮩﺎﭘﻮﭼﮭﻨﺎ ﮐﮯﭼﺎﮨ ﯿﺟﺎﺋﮯﮯ دن ﮐہﮔﺎ. ﮐﮯ ﮐﯿﻮں؟ﮢﯿﺴﮣﻨﮓ اﺧﺘﺘﺎم اﺳﮑﺎ ﭘﺮ ﺿﺮوریﻣﻘﺼﺪ the End of a School Daytesting is necessary and will assist helpthe• school your child in correctly catch up. assessing your • ﮨﮯ آج ﮐہ اورآپﯾہ اﺳﮑﻮل ﮐﮯ ﻣﯿﮟ ﮐﯿﺎ اﺳﮑﻮل ﺑﭽﮯ ﮨﻮا؟ﮐﻮ ﮐﯽ آپ ﺑﮩﺘﺮی ﮐﮯ ﻣﯿﮟ ﺑﭽﮯ ﻣﺪد ﮐﯽ ?What happened at school today • What happened at schoolchild• today? • ﮐﯿﺎﺟﺎﺋﮯ. ﺻﻼﺣﯿﺖآپ ﮐﯽ ﮐﮯ اﺳﺘﺎدﺻﺤﯿﺢ ﻧﮯ ﺟﺎﻧﭻ ﻣﯿﺮے ﻣﯿﮟ ﻟﺌﮯ ﻣﺪد آپ ﮐﻮدے Did your teacher give you a paper for me? • ﮔﯽ.ﮐﻮﺋﯽاﮔﺮ ﮐﺎﻏﺬ دﯾﺎ؟ﺧﺼﻮﺻﯽ ﮢﯿﺴﮣﻨﮓ ﮐﯽ ﺿﺮورت ﮨﮯ Did your teacher give you• If a special paper testing is required, you will • • • ﺗﻮ آج ﺑﭽﮯ آپآپ ﺳﮯﮐﻮ ﺳﮯ ﺳﺐ ﮐﺮﻧﮯ ﺳﮯ رﺿﺎﻣﻨﺪی واﻟﮯاﭼﮭﺎ ﮐﮯ ﮐﯿﺎ ﻓﺎرم ﻟﮕﺎ؟ﺳﻮاﻻت ﭘﺮ دﺳﺘﺨﻂ for me? QuestionsbeWhat asked did to signyouto Ask consentlike Yourbest forms. today? Child The at testing• Did youis necessary have fun? and will assist • ﮐﯿﺎﮐﺮﻧﮯ آپ ﮐﻮ ﻧﮯ ﮐﮩﺎ ﻣﺰه ﮐﯿﺎ؟ﺟﺎﺋﮯ ﮔﺎ. ﮢﯿﺴﮣﻨﮓ ﺿﺮوری What did you like best today?the End of a School Day • اﯾﮏ ﺳﮑﻮل ﮐﮯ دن ﮐﮯ اﺧﺘﺘﺎم ﭘﺮ the• What school do in you correctly have for assessing homework? your • ﮨﮯ آپ ﮐﻮاورﮐﯿﺎﯾہ ﮨﻮم اﺳﮑﻮل ورک ﻣﻼﮐﻮ آپ ﮨﮯ؟ ﮐﮯ ﺑﭽﮯ ﮐﯽ • • آج اﺳﮑﻮل ﻣﯿﮟ ﮐﯿﺎ ﮨﻮا؟ Did you have fun? childGoingWhat tohappened Bed and at school Waking today? Up • • ﺑﺴﺘﺮﮐﯿﺎ ﭘﺮﺻﻼﺣﯿﺖ آپ ﺟﺎﻧﮐﯽﺎ ﮐﮯ اوراﺳﺘﺎدﺻﺤﯿﺢ ﺻﺒﺢﻧﮯ ﺟﺎﻧﭻ ﺟﺎﮔ ﻨﺎﻣﯿﺮے ﻣﯿﮟ ﻟﺌﮯ ﻣﺪد آپ دےﮐﻮ Did your teacher give you a paper • • آپ ﮐﮯ ﺑﭽﮯ ﮐﻮ ﺑﺴﺘﺮ ﭘﺮ ﺟﺎﻧﮯ اور ﺻﺒﺢ What do you have for homework?• Your child should use a clock, not the • ﮔﯽ.ﮐﻮﺋﯽ ﮐﺎﻏﺬ دﯾﺎ؟ ?for me Questionssun, to know to when Ask toYour go to Child bed and at ﺟﺎﮔﻨﮯ ﮐﮯ ﻟﺌﮯ اﯾﮏ ﮔﮭﮍی اﺳﺘﻌﻤﺎل ﮐﺮﻧﺎ • • آج ﺑﭽﮯ آپ ﺳﮯﮐﻮ ﺳﺐ ﮐﺮﻧﮯ ﺳﮯ واﻟﮯاﭼﮭﺎ ﮐﯿﺎ ﻟﮕﺎ؟ﺳﻮاﻻت ?getWhat up. did you like best today ﭼﺎﮨﯿﮯ ﻧہ ﮐہ ﺳﻮرج. the End of a School Day • ﮐﯿﺎاﯾﮏ آپ ﻧﮯﺳﮑﻮل ﻣﺰه ﮐﮯ ﮐﯿﺎ؟دن ﮐﮯ اﺧﺘﺘﺎم ﭘﺮ ?Did you have fun • • Sometimes, schools might be closed •• آج ﮐﺒﮭﯽ اﺳﮑﻮل ﮐﺒﮭﯽﻣﯿﮟ ﮐﯿﺎ اﺳﮑﻮل ﮨﻮا؟ﺑﻨﺪ ﮨﻮ ﺳﮑﺘﺎ ﮨﮯ ﯾﺎ ?What dohappened you have at forschool homework? today • • آپ ﮐﻮ ﮐﯿﺎ ﮨﻮم ورک ﻣﻼ ﮨﮯ؟ or school buses might not run if the اﺳﮑﻮل ﺑﺴﯿﮟ ﻣﻮﺳﻢ ﮐﯽ ﺧﺮاﺑﯽ ﮐﯽ ﺻﻮرت Going• Did your to Bed teacher and give Waking you a paper Up • ﺑﺴﺘﺮﮐﯿﺎ ﭘﺮ آپ ﺟﺎﻧﺎﮐﮯ اوراﺳﺘﺎد ﻧﮯﺻﺒﺢ ﺟﺎﮔﻨﺎﻣﯿﺮے ﻟﺌﮯ آپ ﮐﻮ Going to Bed and Wakingweather Up is bad. Listen for the morning ﻣﯿﮟ ﻧہ ﭼﻠﯿﮟ. ﺗﻮ رﯾﮉﯾﻮ ﯾﺎ ﮢﯽ وی ﭘﺮ ﻣﻮﺳﻢ ﮐﯽ ?for me • آپﮐﻮﺋﯽ ﮐﮯﮐﺎﻏﺬ دﯾﺎ؟ﺑﭽﮯ ﮐﻮ ﺑﺴﺘﺮ ﭘﺮ ﺟﺎﻧﮯ اور ﺻﺒﺢ weather Your child report should on the use radio a clock, or TV. not the• • آج رﭘﻮرٹآپ ﮐﻮﺳﻨﯿﮟ.ﺳﺐ ﺳﮯ اﭼﮭﺎ ﮐﯿﺎ ﻟﮕﺎ؟ Your child should use a clock,sun,• What to notknowdid youthe when like to best go today?to bed and • ﺟﺎﮔﻨﮯ ﮐﮯ ﻟﺌﮯ اﯾﮏ ﮔﮭﮍی اﺳﺘﻌﻤﺎل ﮐﺮﻧﺎ Health • ﭼﺎﮨﯿﮐﯿﺎﮯﺻﺤﺖآپ ﻧہﻧﮯﮐہ ﻣﺰه ﺳﻮرج.ﮐﯿﺎ؟ ?sun, to know when to goget• toDid up. bed you andhave fun • • آپﮐﺒﮭﯽ ﮐﻮ ﮐﯿﺎ ﮐﺒﮭﯽﮨﻮم ورک اﺳﮑﻮل ﻣﻼ ﺑﻨﺪ ﮨﮯ؟ﮨﻮ ﺳﮑﺘﺎ ﮨﮯ ﯾﺎ get up. • Sometimes,What do you schools have for might homework? be closed Going to Bed and Waking Up ﺑﺴﺘﺮ اﺳﮑﻮل ﭘﺮ ﺑﺴﯿﮟ ﺟﺎﻧﺎ اورﻣﻮﺳﻢ ﮐﯽ ﺻﺒﺢ ﺧﺮاﺑﺟﺎﮔﯽ ﻨﺎ ﮐﯽ ﺻﻮرت Sometimes, schools mightor schoolbe closed buses might not run if the • • ﻣﯿﮟ آپ ﻧہ ﮐﮯ ﭼﻠﯿﮟ. ﺑﭽﮯﺗﻮ ﮐﻮرﯾﮉﯾﻮ ﯾﺎﺑﺴﺘﺮ ﮢﯽﭘﺮ ویﺟﺎﻧ ﮯﭘﺮ اور ﻣﻮﺳﻢ ﺻﺒﺢﮐﯽ weather Your child is bad. should Listen use for a clock,the morning not the• or school buses might notweather run ifreport the on the radio or TV. ﺟﺎﮔﻨﮯ رﭘﻮرٹ ﮐﮯ ﺳﻨﯿﮟ .ﻟﺌﮯ اﯾﮏ ﮔﮭﮍی اﺳﺘﻌﻤﺎل ﮐﺮﻧﺎ sun, to know when to go to bed and weather is bad. Listen forget the up. morning ﭼﺎﮨﯿﮯﺻﺤﺖﻧہ ﮐہ ﺳﻮرج. .weather report on the radioHealth or TV • ﮐﺒﮭﯽ ﮐﺒﮭﯽ اﺳﮑﻮل ﺑﻨﺪ ﮨﻮ ﺳﮑﺘﺎ ﮨﮯ ﯾﺎ Sometimes, schools might be closed • اﺳﮑﻮل ﺑﺴﯿﮟ ﻣﻮﺳﻢ ﮐﯽ ﺧﺮاﺑﯽ ﮐﯽ ﺻﻮرت or school buses might not run if the ﻣﯿﮟ ﻧہ ﭼﻠﯿﮟ. ﺗﻮ رﯾﮉﯾﻮ ﯾﺎ ﮢﯽ وی ﭘﺮ ﻣﻮﺳﻢ ﮐﯽ weather is bad. Listen for the morning weather report on the radio or TV. رﭘﻮرٹ ﺳﻨﯿﮟ. ﺻﺤﺖ Health Health • اﮔﺮ آپ ﮐﮯ ﺑﭽﮯ ﮐﻮ ﺑﺨﺎر ﯾﺎ ﮐﻮﺋﯽ ﺑﯿﻤﺎری If your child has a fever or a disease • • If your child has a fever or a disease ﮨﻮ ﺟﯿﺴﮯ ﮐہ ﺧﺴﺮه ﯾﺎ ﭼﮑﻦ ﭘﺎﮐﺲ، ﺟﺲ that other students could catch, like that other students could catch, like ﺳﮯ دوﺳﺮے طﺎﻟﺐ ﻋﻠﻢ ﻣﺘﺎﺛﺮ ﮨﻮ ﺳﮑﺘﮯ ﮨﻮں measles or chicken pox, keep the child measles or chicken pox, keepat home. the child ﺗﻮ ﺑﭽﮯ ﮐﻮ ﮔﮭﺮ ﭘﺮ رﮐﮭﯿﮟ. at home. • اﭘﻨﮯ ﺑﭽﮯ ﮐﻮ ﮨﺮ ﭼﮭ ﻣﺎه ﺑﻌﺪ داﻧﺘﻮں ﮐﮯ Take your child to the dentist every • ڈاﮐﮣﺮ ﮐﮯ ﭘﺎس ﻟﮯ ﮐﺮ ﺟﺎ ﺋﯿﮟ. Take your child to the dentistsix months. every • • ﮨﺮ ﺳﺎل اﭘﻨﮯ ﺑﭽﮯ ﮐﯽ آﻧﮑﮭﻮں ﮐﺎ ﻣﻌﺎ ﺋﻨہ six months. • Have your child’s eyes tested every ﮐﺮوا ﺋﯿﮟ. Have your child’s eyes testedyear. every • • ﮨﺮ ﺳﺎل اﭘﻨﮯ ﺑﭽﮯ ﮐﺎ ڈاﮐﮣﺮ ﺳﮯ ﻣﻌﺎ ﺋﻨہ year. • Take your child for a checkup with the doctor every year. ﮐﺮواﺋﯿﮟ . Take your child to the doctor for a • Family Responsibilities ﺧﺎﻧﺪان ﮐﯽ ذﻣہ دارﯾﺎں .checkup every year • ﺑﭽﻮں ﮐﻮ ﺧﺎﻧﺪان ﮐﮯ ﮔﮭﺮﯾﻠﻮ ﮐﺎﻣﻮں ﻣﯿﮟ Children are encouraged to share • اﺷﺘﺮاک ﮐﯽ ﺗﺮﻏﯿﺐ دی ﺟﺎﺗﯽ ﮨﮯ ﺟﯿﺴﺎ ﮐہ family chores such as cleaning up ﮐﻤﺮوں ﮐﯽ ﺻﻔﺎﺋﯽ ﺳﺘﮭﺮاﺋﯽ، ﮔﮭﺎس ﮐﺎﮢﻨﺎ اور rooms, lawn mowing and snow shovelling. ﺑﺮف ﮐﻮ ﮨﮣﺎﻧﺎ. • اﺳﮑﻮل ﮐﮯ دﻧﻮں ﻣﯿﮟ ﺑﭽﻮں ﺳﮯ ﭼﮭﻮﮢﮯ It’s illegal to keep children at home • ﺑﭽﻮں ﮐﯽ ﻧﮕﮩﺪاﺷﺖ ﮐﺮواﻧﺎ ﻏﯿﺮ ﻗﺎﻧﻮﻧﯽ ﮨﮯ. to babysit younger siblings on school days. ﻟﮍﮐﮯ اور ﻟﮍﮐﯿﻮں ﮐﯽ ﺗﻌﻠﯿﻤﯽ ﮐﺎﻣﯿﺎﺑﯽ Academic Success for Boys and Girls • ﻟﮍﮐﯿﻮں اور ﻟﮍﮐﻮں ﮐﯽ ﺣﻮﺻﻠہ اﻓﺰاﺋﯽ ﮐﯽ Girls and boys are encouraged to stay • ﺟﺎﺗﯽ ﮨﮯ ﮐہ وه اﺳﮑﻮل ﻣﯿﮟ رﮨﯿﮟ اور ٰاﻋﻠﯽ in school and to achieve the highest ﺳﮯ ٰاﻋﻠﯽ ﺳﻄﺢ ﮐﯽ ﺗﻌﻠﯿﻢ ﺣﺎﺻﻞ ﮐﺮﯾﮟ . .level of education possible • ﺗﻌﻠﯿﻤﯽ ﮐﺎﻣﯿﺎﺑﯽ ﮐﮯ ﺳﺎﺗﮭ ﺳﺎﺗﮭ ﮔﮭﺮ ﭼﻼﻧﮯ Academic success, as well as • homemaking and child-raising skills, ﮐﮯ 31 طﻮر طﺮﯾﻘﮯ SUCCESS اور ﺑﭽﻮں ﮐﯽ FOR STUDENT ﭘﺮورش TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES ﻣﯿﮟ ﻣﮩﺎرت ﺳﯿﮑﮭﻨﺎ، ﻟﮍﮐﯿﻮں اور ﻟﮍﮐﻮں .are important for both girls and boys دوﻧﻮں ﮐﮯ ﻟﺌﮯ اﮨﻢ ﮨﯿﮟ . ﮐﯿﺮﯾﺌﺮز Careers •ﮐﯿﻨﯿﮉا ﻣﯿﮟ ﺗﻤﺎم ﮐﯿﺮﯾﺌﺮز ﻗﺎﺑﻞ ﻗﺪر ﮨﯿﮟ. .In Canada, all careers are valued • ﺗﺠﺎرﺗﯽ اور ﭘﯿﺸہ وراﻧہ ﮐﻮرﺳﺰ ﮐﯽ ﺗﻌﻠﯿﻢ Trades courses and professional ﮐﺎﻟﺞ ﻣﯿﮟ ﺣﺎﺻﻞ ﮐﯽ ﺟﺎﺗﯽ ﮨﮯ . .courses are studied at college • ﺗﺠﺎرت ﮐﮯ ﺳﺮﮢﯿﻔﮑﯿﭧ ﻋﺎم طﻮر ﭘﺮ ﻧﻮﮐﺮی Trades certificates are often earned • ﻣﯿﮟ ﺣﺎﺻﻞ ﮐﯿﮯ ﺟﺎﺗﮯ ﮨﯿﮟ. .on the job • ﺗﺠﺎرﺗﯽ ﭘﯿﺸہ ور اﻓﺮاد ﺑﮩﺖ ﻗﺎﺑﻞ اﺣﺘﺮام Trade professionals are well • ﮨﻮﺗﮯ ﮨﯿﮟ اور ان ﮐﻮ اﭼﮭﯽ اﺟﺮت ادا ﮐﯽ .respected and well paid ﺟﺎﺗﯽ ﮨﮯ. • اﮔﺮ آپ ﮐﮯ ﺑﭽﮯ ﮐﻮ ﺑﺨﺎر ﯾﺎ ﮐﻮﺋﯽ ﺑﯿﻤﺎری If your child has a fever or a disease • ﮨﻮ ﺟﯿﺴﮯ ﮐہ ﺧﺴﺮه ﯾﺎ ﭼﮑﻦ ﭘﺎﮐﺲ، ﺟﺲ that other students could catch, like ﺳﮯ دوﺳﺮے طﺎﻟﺐ ﻋﻠﻢ ﻣﺘﺎﺛﺮ ﮨﻮ ﺳﮑﺘﮯ ﮨﻮں measles or chicken pox, keep the child at home. ﺗﻮ ﺑﭽﮯ ﮐﻮ ﮔﮭﺮ ﭘﺮ رﮐﮭﯿﮟ. • اﭘﻨﮯ ﺑﭽﮯ ﮐﻮ ﮨﺮ ﭼﮭ ﻣﺎه ﺑﻌﺪ داﻧﺘﻮں ﮐﮯ Take your child to the dentist every • six months. ڈاﮐﮣﺮ ﮐﮯ ﭘﺎس ﻟﮯ ﮐﺮ ﺟﺎ ﺋﯿﮟ. If your child has a fever or a disease • • اﮔﺮ آپ ﮐﮯ ﺑﭽﮯ ﮐﻮ ﺑﺨﺎر ﯾﺎ ﮐﻮﺋﯽ ﺑﯿﻤﺎری • • ﮨﺮ ﺳﺎل اﭘﻨﮯ ﺑﭽﮯ ﮐﯽ آﻧﮑﮭﻮں ﮐﺎ ﻣﻌﺎ ﺋﻨہ thatHave other your students child’s couldeyes tested catch, every like ﮨﻮ ﺟﯿﺴﮯ ﮐہ ﺧﺴﺮه ﯾﺎ ﭼﮑﻦ ﭘﺎﮐﺲ، ﺟﺲ .year ﺳﮯﮐﺮوا ﺋﯿﮟ.دوﺳﺮے طﺎﻟﺐ ﻋﻠﻢ ﻣﺘﺎﺛﺮ ﮨﻮ ﺳﮑﺘﮯ ﮨﻮں measles or chicken pox, keep the child at• Take home. your child for a checkup with •ﺗﻮ ﮨﺮ ﺑﭽﮯ ﺳﺎل ﮐﻮ اﭘﻨﮯ ﮔﮭﺮ ﭘﺮ ﺑﭽﮯ رﮐﮭﮐﺎ ﯿﮟ.ڈاﮐﮣﺮ ﺳﮯ ﻣﻌﺎ ﺋﻨہ ﮐﺮواﺋﯿﮟ . .the doctor every year • اﭘﻨﮯ ﺑﭽﮯ ﮐﻮ ﮨﺮ ﭼﮭ ﻣﺎه ﺑﻌﺪ داﻧﺘﻮں ﮐﮯ Take your child to the dentist every • Family ResponsibilitiesFamily Responsibilities • اﮔﺮڈاﮐﮣﺮ ﺧﺎﻧﺪان آپ ﮐﮯ ﮐﯽ ﮐﮯ ﭘﺎس ذﻣہ ﻟﮯﺑﭽﮯ ﮐﺮﮐﻮ دارﯾﺎںﺟﺎ ﺋﺑﺨﺎر ﯿﮟ.ﯾﺎ ﮐﻮﺋﯽ ﺑﯿﻤﺎری six• If months. your child has a fever or a disease • ﺑﭽﻮں ﮐﻮ ﺧﺎﻧﺪان ﮐﮯ ﮔﮭﺮﯾﻠﻮ ﮐﺎﻣﻮں ﻣﯿﮟ that Children other studentsare encouraged could catch, to share like• ﮨ•ﻮ ﮨﺮ ﺳﺎلﺟﯿﺴﮯ ﮐہ اﭘﻨﮯﺧﺴﺮهﺑﭽﮯ ﯾﺎﮐ ﯽﭼﮑﻦ آﻧﮑﮭﻮں ﮐﺎﭘﺎﮐﺲ، ﻣﻌﺎ ﺋﺟﺲﻨہ Children are encouraged• toHave share your child’s eyes tested every • ﺳﮯ اﺷﺘﺮاک ﮐﯽدوﺳﺮے طﺎﻟﺐﺗﺮﻏﯿﺐ ﻋﻠﻢدی ﻣﺘﺎﺛﺮ ﺟﺎﺗﯽ ﮨﻮ ﮨﮯﺳﮑﺘﮯ ﺟﯿﺴﺎ ﮨﻮںﮐہ year.familymeasles chores or chicken such aspox, cleaning keep the up child ﮐﺮوا ﺋﯿﮟ. family chores such as cleaningrooms,at home. lawnup mowing and snow ﺗﻮ ﮐﻤﺮوں ﺑﭽﮯ ﮐﯽﮐﻮ ﮔﮭﺮ ﺻﻔﺎﺋﯽﭘﺮ رﮐﮭﯿﮟ.ﺳﺘﮭﺮاﺋﯽ، ﮔﮭﺎس ﮐﺎﮢﻨﺎ اور • • ﮨﺮ ﺳﺎل اﭘﻨﮯ ﺑﭽﮯ ﮐﺎ ڈاﮐﮣﺮ ﺳﮯ ﻣﻌﺎ ﺋﻨہ rooms, lawn mowing andshovelling.Take snow your child for a checkup with •ﺑﺮفﮐﺮوا ﺋاﭘﻨﮯﯿﮟﮐﻮ .ﮨﮣﺎﻧﺎﺑﭽﮯ . ﮐﻮ ﮨﺮ ﭼﮭ ﻣﺎه ﺑﻌﺪ داﻧﺘﻮں ﮐﮯ the• Take doctor your every child year. to the dentist every shovelling. •six months. • ڈاﮐﮣﺮ ﺧﺎﻧﺪان اﺳﮑﻮل ﮐﮯ ﮐﯽ ﮐﮯﭘﺎس ذﻣہ ﻟﮯ دﻧﻮں ﮐﺮ دارﯾﺎںﻣﯿﮟﺟﺎ ﺋﯿﮟ.ﺑﭽﻮں ﺳﮯ ﭼﮭﻮﮢﮯ FamilyIt’s illegal Responsibilities to keep children at home • It’s illegal to keep childrento• babysit at home younger siblings on school •• ﮨﺮﺑﭽﻮں ﺑﭽﻮں ﮐﯽ ﺳﺎل ﮐ ﻮ اﭘﻨﮯﻧﮕﮩﺪاﺷﺖﺧﺎﻧﺪان ﺑﭽﮯ ﮐﮐﮯ ﯽﮐﺮواﻧﺎ ﻏﯿﺮ ﮔﮭﺮﯾﻠﻮ آﻧﮑﮭﻮں ﮐﺎﻗﺎﻧﻮﻧﯽ ﮐﺎﻣﻮں ﻣﻌﺎ ﮨﮯ.ﺋﻨہﻣﯿﮟ ChildrenHave your are child’s encouraged eyes tested to share every • to babysit younger siblingsdays.year. on school ﮐﺮوا ﺋاﺷﺘﺮاکﯿﮟ.ﮐﯽ ﺗﺮﻏﯿﺐ دی ﺟﺎﺗﯽ ﮨﮯ ﺟﯿﺴﺎ ﮐہ familyAcademic chores Success such as cleaningfor Boys up and Girls • ﮨﺮ ﻟﮍﮐﮯ ﺳﺎل اور اﭘﻨﮯ ﻟﮍﮐﯿﻮں ﺑﭽﮯ ﮐﯽﮐﺎ ڈاﮐﮣﺮ ﺗﻌﻠﯿﻤﯽ ﺳﮯ ﻣﻌﺎﮐﺎﻣﯿﺎﺑﯽﺋﻨہ days. rooms,• Take lawnyour mowingchild for anda checkup snow with ﮐﻤﺮوں ﮐﯽ ﺻﻔﺎﺋﯽ ﺳﺘﮭﺮاﺋﯽ، ﮔﮭﺎس ﮐﺎﮢﻨﺎ اور • • ﻟﮍﮐﺮواﺋﯿﮟﮐﯿﻮ .ں اور ﻟﮍﮐﻮں ﮐﯽ ﺣﻮﺻﻠہ اﻓﺰاﺋﯽ ﮐﯽ shovelling.theGirls doctor and everyboys areyear. encouraged to stay ﺑﺮف ﮐﻮ ﮨﮣﺎﻧﺎ. in school and to achieve the highest ﺟﺎﺗﯽ ﮨﮯ ﮐہ وه اﺳﮑﻮل ﻣﯿﮟ رﮨﯿﮟ اور ٰاﻋﻠﯽ Family Responsibilities ﺧﺎﻧﺪان ﮐﯽ ذﻣہ دارﯾﺎں It’s illegal to keep children at home • • ﺳﮯ اﺳﮑﻮلٰاﻋﻠﯽ ﮐﮯ ﺳﻄﺢ ﮐﯽدﻧﻮں ﺗﻌﻠﯿﻢﻣﯿﮟ ﺑﭽﻮںﺣﺎﺻﻞ ﺳﮯ ﮐﺮﯾﮟ .ﭼﮭﻮﮢﮯ .level of education possible • ﺑﭽﻮں ﮐﻮ ﺧﺎﻧﺪان ﮐﮯ ﮔﮭﺮﯾﻠﻮ ﮐﺎﻣﻮں ﻣﯿﮟ to• Childrenbabysit younger are encouraged siblings onto shareschool • ﺑﭽﻮں ﺗﻌﻠﯿﻤﯽﮐﯽ ﮐﺎﻣﯿﺎﺑﯽﻧﮕﮩﺪاﺷﺖ ﮐﮯ ﮐﺮواﻧﺎﺳﺎﺗﮭ ﻏﯿﺮ ﺳﺎﺗﮭ ﮔﮭﺮﻗﺎﻧﻮﻧﯽ ﮨﮯ.ﭼﻼﻧﮯ Academic success, as well as • اﺷﺘﺮاک ﮐﯽ ﺗﺮﻏﯿﺐ دی ﺟﺎﺗﯽ ﮨﮯ ﺟﯿﺴﺎ ﮐہ days.family chores such as cleaning up ﮐﮯ طﻮر طﺮﯾﻘﮯ اور ﺑﭽﻮں ﮐﯽ ﭘﺮورش ,homemaking and child-raising skills ﻟﮍﮐﮯﮐﻤﺮوں ﮐﯽاور ﻟﮍﮐﯿﺻﻔﺎﺋﯽ ﻮں ﮐﯽ ﺳﺘﮭﺮاﺋﯽ، ﺗﻌﻠﯿﻤﯽ ﮔﮭﺎس ﮐﺎﮢﻨﺎ ﮐﺎﻣﯿﺎﺑﯽاور Academic Success for Academicrooms,Boys lawn and Success mowing Girls forand Boyssnow and Girls ﻣﯿﮟ ﻣﮩﺎرت ﺳﯿﮑﮭﻨﺎ، ﻟﮍﮐﯿﻮں اور ﻟﮍﮐﻮں .areshovelling. important for both girls and boys • ﻟﮍﺑﺮف ﮐﯿﻮﮐﻮ ںﮨﮣﺎﻧﺎ.اور ﻟﮍﮐﻮں ﮐﯽ ﺣﻮﺻﻠہ اﻓﺰاﺋﯽ ﮐﯽ Girls and boys are encouraged to stay • دوﻧﻮں ﮐﮯ ﻟﺌﮯ اﮨﻢ ﮨﯿﮟ . Girls and boys are encouragedin• It’sschool illegal to and stayto to keep achieve children the highest at home • • ﺟﺎﺗﯽاﺳﮑﻮل ﮨﮯ ﮐہﮐﮯ وهدﻧﻮں اﺳﮑﻮلﻣﯿﮟ ﻣﯿﮟ ﺑﭽﻮںر ﮨﯿﮟﺳﮯ اور ٰﭼﮭﻮﮢﮯاﻋﻠﯽ Careers ﺳﮯ ﺑﭽﻮں ﮐﯿﺮﯾﺌﺮزﮐﯽٰاﻋﻠﯽ ﺳﻄﺢ ﻧﮕﮩﺪاﺷﺖ ﮐﯽ ﺗﻌﻠﯿﻢ ﮐﺮواﻧﺎ ﻏﯿﺮ ﺣﺎﺻﻞﻗﺎﻧﻮﻧﯽﮐﺮﯾﮟ .ﮨﮯ. in school and to achievelevel tothe babysit ofhighest education younger possible. siblings on school • • ﮐﯿﻨﯿﮉا ﺗﻌﻠﯿﻤﯽ ﻣﯿﮟ ﮐﺎﻣﯿﺎﺑﯽﺗﻤﺎم ﮐﮯ ﮐﯿﺮﯾﺌﺮﺳﺎﺗﮭز ﺳﺎﺗﮭ ﻗﺎﺑﻞ ﮔﮭﺮ ﻗﺪر ﮨﯿﮟ.ﭼﻼﻧﮯ level of education possible.•days. AcademicIn Canada, success, all careers as well are valued.as ﻟﮍﮐﮯﺗﺠﺎرﺗﯽ اور اور ﻟﮍﮐﯿﭘﯿﺸہ ﻮں ﮐﯽوراﻧہ ﮐﻮرﺳﺗﻌﻠﯿﻤﯽ ﺰ ﮐﯽ ﮐﺎﻣﯿﺎﺑﯽﺗﻌﻠﯿﻢ homemakingTradesAcademic courses Success and and child professional for-raising Boys skills, and Girls ﮐﮯ طﻮر طﺮﯾﻘﮯ اور ﺑﭽﻮں ﮐﯽ ﭘﺮورش .Academic success, as wellcourses as are studied at college • • ﻣﯿﮟ ﻟﮍﮐﺎﻟﺞ ﮐﯿﻮﻣﯿﮟں ﻣﮩﺎرت اور ﺣﺎﺻﻞﻟﮍﮐﮐﯽ ﻮں ﺳﯿﮑﮭﻨﺎ،ﮐﯽﺟﺎﺗﯽ ﮨﮯ .ﻟﮍﮐﯿﻮںﺣﻮﺻﻠہ اور اﻓﺰاﺋﯽ ﮐﯽﻟﮍﮐﻮں are• Girls important and boys for are both encouraged girls and boys.to stay homemaking and child-raising• skills, • ﺟﺎﺗﯽدوﻧﻮں ﺗﺠﺎرتﮨﮯ ﮐﮯ ﮐہﮐﮯ ﻟﺌﮯوه اﮨﻢ ﮨﯿﮟ اﺳﮑﻮل.ﺳﺮﮢﯿﻔﮑﯿﭧ ﻣﯿﮟﻋﺎم رطﻮرﮨﯿﮟ ﭘﺮاور ٰاﻋﻠﯽ ﻧﻮﮐﺮی inTrades school certificates and to achieve are often the highest earned are important for both girlsonlevel the andof job. education boys. possible. ﻣﯿﮟﺳﮯ ٰﮐﯿﺮﯾﺌﺮزاﻋﻠﯽ ﺣﺎﺻﻞ ﮐﯿﺳﻄﺢ ﮯﮐﯽﺟﺎﺗﮯ ﺗﻌﻠﯿﻢ ﮨﯿﮟ.ﺣﺎﺻﻞ ﮐﺮﯾﮟ . Careers •• Trade professionals are well •• ﺗﺠﺎرﺗﺗﻌﻠﯿﻤﯽ ﯽ ﭘﯿﺸہ ﮐﺎﻣﯿﺎﺑﯽ ور ﮐﮯ اﻓﺮاد ﺳﺎﺗﮭ ﺑﮩﺖ ﺳﺎﺗﮭ ﮔﮭﺮﻗﺎﺑﻞ ﭼﻼﻧﮯاﺣﺘﺮام InAcademic Canada, success, all careers as wellare valued.as • •ﮐﯿﻨﯿﮉا ﻣﯿﮟ ﺗﻤﺎم ﮐﯿﺮﯾﺌﺮز ﻗﺎﺑﻞ ﻗﺪر ﮨﯿﮟ. .respected and well paid ﮐﮯ ﮨﻮﺗﮯ ﮨﯿﮟ طﻮر اور انطﺮﯾﻘﮯ ﮐﻮ اور اﭼﮭﯽ ﺑﭽﻮں ﮐﯽ اﺟﺮت ادا ﭘﺮورشﮐﯽ ,Tradeshomemaking courses and and child professional-raising skills ﺗﺠﺎرﺗﯽ اور ﭘﯿﺸہ وراﻧہ ﮐﻮرﺳﺰ ﮐﯽ ﺗﻌﻠﯿﻢ .are important for both girls and boys ﻣﯿﮟ ﮐﺎﻟﺞ ﺟﺎﺗﯽ ﻣﯿﮟﮨﮯ .ﻣﮩﺎرت ﺣﺎﺻﻞ ﮐﯽ ﺳﯿﮑﮭﻨﺎ،ﺟﺎﺗﯽ ﮨﮯ .ﻟﮍﮐﯿﻮں اور ﻟﮍﮐﻮں .courses are studied at college • دوﻧﻮں ﺗﺠﺎرت ﮐﮯ ﮐﮯ ﻟﺌﮯ اﮨﻢ ﮨﯿﮟ .ﺳﺮﮢﯿﻔﮑﯿﭧ ﻋﺎم طﻮر ﭘﺮ ﻧﻮﮐﺮی Trades certificates are often earned • Careers ﻣﯿﮟﮐﯿﺮﯾﺌﺮزﺣﺎﺻﻞ ﮐﯿﮯ ﺟﺎﺗﮯ ﮨﯿﮟ. .Careers on the job •• ﮐﯿﻨﯿﮉا ﺗﺠﺎرﺗﯽﻣﯿﮟ ﭘﯿﺸہ ﺗﻤﺎم ور ﮐﯿﺮﯾﺌﺮاﻓﺮاد ز ﺑﮩﺖ ﻗﺎﺑﻞ ﻗﺎﺑﻞ ﻗﺪر ﮨﯿﮟ.اﺣﺘﺮام .TradeIn Canada, professionals all careers are are well valued •• • In Canada, all careers areTrades valued. courses and professional ﮨﻮﺗﮯ ﺗﺠﺎرﺗﯽ ﮨﯿﮟ اور اور ﭘﯿﺸہ ان ﮐﻮ وراﻧہ اﭼﮭﯽ ﮐﻮرﺳ ﺰ اﺟﺮتﮐﯽ ادا ﺗﻌﻠﯿﻢﮐﯽ .respected and well paid courses are studied at college. ﮐﺎﻟﺞ ﺟﺎﺗﯽ ﻣﯿﮟﮨﮯ .ﺣﺎﺻﻞ ﮐﯽ ﺟﺎﺗﯽ ﮨﮯ . Trades courses and professional • ﺗﺠﺎرت ﮐﮯ ﺳﺮﮢﯿﻔﮑﯿﭧ ﻋﺎم طﻮر ﭘﺮ ﻧﻮﮐﺮی courses are studied at college.• Trades certificates are often earned ﻣﯿﮟ ﺣﺎﺻﻞ ﮐﯿﮯ ﺟﺎﺗﮯ ﮨﯿﮟ. .Trades certificates are oftenon the earned job • • ﺗﺠﺎرﺗﯽ ﭘﯿﺸہ ور اﻓﺮاد ﺑﮩﺖ ﻗﺎﺑﻞ اﺣﺘﺮام on the job. • Trade professionals are well respected and well paid. ﮨﻮﺗﮯ ﮨﯿﮟ اور ان ﮐﻮ اﭼﮭﯽ اﺟﺮت ادا ﮐﯽ Trade professionals are well • ﺟﺎﺗﯽ ﮨﮯ. respected and well paid.

32 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS Resources for Teachers

Web Resources for http://eolf.univ-fcomte.fr/index.php?page= Classroom Teachers listening-video A French website that features videos, songs, audio and listening skills practice that students learning http://a4esl.org/ English can try on their own. Resources are organized Activities including quizzes, tests, crossword puzzles into grammar, pronunciation, academic reading and and exercises for students of English as an additional writing, and listening categories. language. Materials are divided into English-only www.hamariweb.com and bilingual sections, with a wide variety languages A website with a lot of information on Pakistan represented. Many of the quizzes and exercises are culture and customs. The Urdu/English dictionary is a submissions from ESL/EAL teachers around the world. paricularly helpful feature. www.colorincolorado.org https://therefugeecenter.org/how-to-teach- A bilingual site for educators and families of English pakistani-students-in-your-classroom/ language learners. These resources are age specific and Cultural information on Pakistan from the organized by grade. They can be adapted for younger or Refugee Centre Online website, including references older students. to additional online sites that offer more cultural www.esl-galaxy.com/index.htm background information. Fun and interactive grammar, vocabulary, http://learnenglishkids.britishcouncil.org/en/ pronunciation and listening exercises for teaching Learn English Kids offers games, songs, stories and students learning English as an additional language. activities for teaching children English. It includes Developed by a team of teachers of English as a second activities for young children as well as teens, and has language, the site offers resources for teaching math and a separate section for teachers with ideas for finding science as well as language skills. resources and skill development.

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 33 Pakistani Community Associations in Alberta Centre for Newcomers 1010, 999 36 Street NE Pakistan Canada Association Calgary (PCA) Calgary, AB T2A 7X6 507, 4656 Westwinds Drive NE T: 403 569 3325 Calgary, AB F: 403 248 5041 Pakistan Canada Association Edmonton (PCAE) Immigrant Services Calgary 9226 39 Avenue NW 12th floor, 910 7 Avenue SW Edmonton, AB Calgary, AB T2P 3N8 780 463 7233 T: 403 265 1120 PCAE offers the following classes: F: 403 266 2486 • Urdu Edmonton • Embroidery and knitting • Science and English grammar (Grades 1–12) ASSIST Community Services Centre • Cookery downtown location • Sewing (domestic and Industrial) 9649 105A Avenue • Basic computer skills Edmonton, AB T5H 0M3 T: 780 429 3111 Multicultural Women and Seniors Services Association F: 780 424 7837 329 Woodvale Rd W Edmonton, AB southwest location 780 465 2992 Unit #2, 810 Saddleback Road Edmonton, AB T6J 4W4 University of Alberta Pakistani Students’ Association 780 429 3119 Unit #01B 9012 112 Street NW Catholic Social Services Edmonton, AB 10709 105 Street 780 680 7051 Edmonton, AB T5H 2X3 T: 780 424 3545 Alberta Immigrant Service Organizations F: 780 425 6627 Changing Together, A Centre for Immigrant Women Brooks 3rd floor, 10010 105 Street Brooks and County Immigration Services Edmonton, AB T5J 1C4 Unit 2, 500 Cassils Road East 780 421 0175 Brooks, AB T1R 1M6 Edmonton Immigrant Services Association T: 403 362 0404 Suite 201, 10720 113 Street F: 403 362 0435 Edmonton, AB T5H 3H8 Calgary T: 780 474 8445 F: 780 477 0883 Alberta Association of Immigrant Serving Agencies Edmonton Mennonite Centre for Newcomers 915 33 Street NE 11713 82 Street Calgary, AB T2A 6T2 Edmonton, AB T5B 2V9 T: 403 273 2962 T: 780 424 7709 F: 403 273 2964 F: 780 424 7736 Calgary Catholic Immigration Society Welcome Centre for Immigrants 5th floor, 1111 11 Avenue SW Suite 200, Tower II, Millbourne Mall Calgary, AB T2R 0G5 3699 Millwoods Road NW T: 403 262 2006 Edmonton, AB T6K 3L6 F: 403 262 2033 F: 780 466 6594 Calgary Immigrant Women’s Association Centre d’accueil et d’établissement du Nord de l’Alberta #200, 138 4 Avenue SE (CAÉ) Calgary, AB T2G 4Z6 La Cité Francophone T: 403 263 4414 108, 8627 rue Marie-Anne Gaboury (91 Street) F: 403 264 3914 Edmonton, AB T6C 3N1 T: 780 669 6004 F: 780 628 5135

34 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS Islamic Family & Social Services Association (IFSSA) Resources Available at the ATA Library 85, 4003 98 Street The following excellent resources are available free of charge Edmonton, AB T6E 6M8 from your ATA library. The library catalogue can be accessed at Fort McMurray http://library.teachers.ab.ca/Presto/home/ATADefault.aspx. Centre d’accueil et d’établissement du Nord de l’Alberta Ahmed, M. 2008. The Muslims I Know.New York, NY: Films Bureau 100, 312 Abasand Drive Media Group. 55 min. (AV) Fort McMurray, AB T9J 1B2 A far cry from depictions of extremist militants, this T: 780 750 7779 documentary examines America’s small community of F: 780 791 9766 Muslims, which longs to be heard and understood. The film YMCA of Wood Buffalo – Immigrant Settlement attempts to bridge the cultural chasm between the mainstream Services US and Muslim Americans, whose hopes and dreams are not 106B, 9816 Hardin Street different than those of previous immigrant generations. Fort McMurray, AB T9H 4K3 T: 780 743 2970 Bahkt, N. 2008. Belonging and Banishment: Being Muslim in F: 780 743 2973 Canada. Toronto, ON: TSAR Publications (305.6 B169) This book contains a variety of Canadian Muslim voices Grande Prairie and addresses vital issues related to questions of how to live Grande Prairie Centre for Newcomers as a Muslim in Canadian social, legal and political spaces. Suite #201, 10014 99 Street For example, what issues of integration and identity face Grande Prairie, AB T8V 3N4 young Muslims growing up in this country? Is there, in fact, T: 780 538 4452 a single Muslim identity? Has the Canadian government, F: 780 532 8857 under pressure due to the “war on terror” failed to safeguard the rights of young Muslims? How does Canada’s tolerance Lethbridge of diverse cultures extend to the case of Muslims? What are Lethbridge Family Services – Immigrant Services the implications of the veiled voting legislation? Is worship in 703 2 Avenue South Islam compatible with the practice of science? Lethbridge, AB T1J 0C4 Berardo, K, and D K Deardorff. 2012.Building Cultural T: 403 320 1589 Competence: Innovative Activities and Models. Sterling, VA: F: 403 317 7654 Stylus (303.482 B483) Lloydminster Building Cultural Competence presents the latest work in the intercultural field and provides step-by-step instructions Catholic Social Services, Gateway for Newcomers for how to effectively work with the new models, frameworks 6612 35 Street and exercises for building learners’ cultural competence. Lloydminster, AB T9V 3H1 Featuring fresh activities and tools from experienced coaches, T: 780 875 9084 trainers and facilitators from around the globe, this collection F: 780 875 5007 of over 50 easy-to-use activities and models has been used Medicine Hat successfully worldwide in settings that range from Fortune 500 corporations to the World Bank, nonprofits and universities. Saamis Immigration Services Association 659 3 Street SE Brewer, C A, and M McCabe. 2014. Immigrant and Refugee Medicine Hat, AB T1A 0H4 Students in Canada. Edmonton, AB: Brush Education Inc T: 403 504 1188 (371.826 B847) F: 403 504 1211 This book provides a thorough and wide-ranging analysis Red Deer of challenges and successes at the preschool, elementary, secondary and postsecondary levels faced by parents, students Catholic Social Services – Immigration and Settlement and teachers alike. What can we learn from the narratives 202, 5000 Gaetz Avenue of researchers, educators, social workers and other frontline Red Deer, AB T4N 6C2 workers who work with immigrant and refugee families? T: 403 346 8818 F: 403 347 5220 Campano, G. 2007. Immigrant Students and Literacy: Reading, Central Alberta Refugee Effort Committee (C.A.R.E) Writing and Remembering. New York, NY: Teachers College 202, 5000 Gaetz Avenue Press (371.826 C186) Red Deer, AB T4N 6C2 This powerful book demonstrates how culturally responsive T: 403 346 8818 teaching can make learning come alive. Drawing on his F: 403 347 5220 experience as a fifth grade teacher in a multiethnic school where children spoke over 14 different home languages, the author

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 35 reveals how he created a language arts curriculum from the Sadowski, M, and C Suárez-Orozco. 2013. Portraits of students’ own rich cultural resources, narratives and identities. Promise: Voices of Successful Immigrant Students. Cambridge, MA: Harvard Education Press (371.96 S124) Cooper, J E, B B Levin and Y He. 2011. Developing Critical Drawing on the students’ own stories, the book highlights Cultural Competence: A Guide for 21st Century Educators. the kinds of support and resources that help students engage Thousand Oaks, CA: Corwin Press (370.117 C777) positively with school culture, establish supportive peer The increasingly diverse nature of today’s schools and the networks, form strong bonds with teachers, manage competing need to increase the achievement of all students, no matter expectations from home and school, and navigate the challenges their background, requires 21st century teachers to develop of high-stakes testing and the college application process. critical cultural competence. Looking at data is not enough. We have to know who our students are! This book shows Vasquez, A, P C Smith and A Hansen. 2013. Teaching you how to provide professional development that deepens Language Arts to English Language Learners. New York, NY: teachers’ cultural understanding. Developing critical cultural Routledge (428.0071 V328) competence helps educators translate new knowledge into This abstract provides readers with a comprehensive action with activities that focus on the three inseparable insights understanding of the challenges ESL students face. It also required for developing teachers’ critical cultural competency: highlights teachers’ challenge to plan for effective instruction for all. understanding themselves; understanding their students; and understanding their students’ families and communities. Literature for teachers and junior and senior In addition to the activities are reflection questions, group high students discussion questions, online extensions for facilitators, and a sample professional development plan. A companion website This is a list of novels about cultural change as experienced by provides reproducible resource lists and handouts as well as South Asians—Pakistanis, Indians and Bangladeshis—in South examples that can serve as models for some of the activities. Asia as well as in America, Canada and the UK. These books will be valuable to teachers who want to better understand Flaitz, J. 2006. Understanding Your Refugee and Immigrant the world of their Pakistani immigrant students. They might Students: An Educational, Cultural and Linguistic Guide. Ann also be appreciated by students who want to read about how Arbor, MI: University of Michigan Press (401.93 F576) others have handled the challenges they are experiencing in the This is an excellent resource for educators who work with meeting of two cultures. Please note that we have not vetted the refugees and immigrants. This well-researched volume, list for controversial issues. which includes interviews with students from the profiled Beyond the Cayenne Wall: A Collection of countries, provides a wealth of information about the specific Abdullah, S M. 2005. Short Stories. Bloomington, IN: iUniverse Publishing schooling traditions, practices, circumstances and expectations Abdullah takes us into the hearts and minds, realities and that follow these individuals to their new homes in North yearnings, and daily existence of women young and old in and America and influence their learning experience. Also from South Asia. Her stunningly beautiful prose and elegant included is information about teacher–student relationships, iridescent descriptions of the land that these women love is discipline and class management, and appropriate nonverbal juxtaposed with the brutality and coarseness of their everyday communication. This volume provides invaluable insight into existence. refugee and immigrant students’ cultural and educational backgrounds and gives instructors the tools to translate this Ali, A. 2006. Baby Khaki’s Wings. Toronto, ON: Penguin Group information into effective classroom strategies. These richly imagined tales, by turns playful and dark, and shot through with magic, depict the lives of East African Revell, L. 2012. Islam and Education: The Manipulation and Ismailis, a Muslim community with origins in India and a Misrepresentation of a Religion. Sterling, VA: Trentham history of upheaval and dislocation. Set variously in Canada Books (379.280941 R451) and East Africa, these stories portray characters caught This book examines how policies designed to integrate between home and exile, between what is real and what is Muslim communities, along with fears of extremism, are imagined, what is lost and what is found. A baby with wings, shaping the way schools and teachers approach the teaching a disappeared life savings, a pearl diver’s magical secrets—in of Islam. It shows how Islam is represented in textbooks each story, what is cursed is also blessed, and redemption, and in relation to other religions and engages with complex when it comes, will take your breath away. Reminiscent of the themes that link the role of education to identity and values. stories of Isaac Bashevis Singer and O. Henry, Baby Khaki’s The book challenges the way current approaches locate Islam Wings is an unforgettable reading experience and the mark of within education and offers a new perspective for teachers a singularly new and luminous literary talent. and schools who are committed to developing an open and critical environment for learning. This will be a provocative Ali, M. 2003. Brick Lane. New York, NY: Scribner and challenging read for education professionals and those A captivating read from a debut novelist, Brick Lane interested in the links between religion, education and social brings the immigrant milieu of East London to vibrant life. policy. For religious education teachers it is essential reading. With great poignancy, Ali illuminates a foreign world; her

36 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS well-developed characters pull readers along on a deeply plan in motion. There’s only one problem: the line of would- psychological, almost spiritual, journey. Through the eyes of be Zia assassins is longer than he could have possibly known. two Bangladeshi sisters—the plain Nazneen and the prettier Hasina—we see the divergent paths of the contemporary Hashmi, A. 2010. The Ramazan Libation.Todmorden, UK: Arc descendants of an ancient culture. Hasina elopes to a “love Publications marriage,” and young Nazneen, in an arranged marriage, is Lyrical, compassionate and personal on the one hand; ironic, pledged to a much older man living in London. political and wryly humorous on the other, these poems take us to America and Europe as well as through the rich, vibrant Aslam, N. 2004. Maps for Lost Lovers. London, UK: Vintage countryside and cities of Pakistan. Love poems and poems Books about family and domestic life are juxtaposed with acerbic Ostensibly about the murder of a pair of lovers, the book commentary on oppressive regimes, in Pakistan and elsewhere, is in fact a minute dissection of working-class Pakistani and shining through everything is an understated wisdom and immigrant communities that have evolved in the north of erudition, and a vivid evocation of the natural world. England over the last 40 years. The novel received widespread The late Ted Hughes described Hashmi’s poems as “a acclaim on publication, with critics repeatedly referring to the delight — sinuous and assured, serious with a light touch, full quality of its prose, its remarkable characters, and its exposé of of character, surprise, authenticity.” This is poetry which looks the tortured immigrant experience. both to the East and the West and in so doing, establishes its unique position in English-language poetry—unusual, Gilmore, N. 2001. A Group of One. Markham, ON: Fitzhenry beautiful and enduring. & Whiteside Ideal reading for Grades 6 to 9, this novel asks a number Hendry M F. 1995. Chandra. Oxford, UK: Oxford University of important questions within the framework of a good story. Press (teen fiction) Tara, 15, considers herself Canadian and has never given Chandra is looking forward to her arranged marriage—her much thought to her racial or cultural identity. Neither she new husband is open-minded and modern-thinking. But nor her sisters know much about their parents’ heritage. when he dies shortly after their wedding, Chandra realizes When their paternal grandmother arrives from India for a that she is now the property of her husband’s family, who lengthy visit, the tensions in the family run high. The sisters blame her for their son’s death. She escapes into the desert and learn that Naniji has never approved of their mother or her eventually finds her way home—but her husband’s family are family because they were not active in India’s independence hot on her heels. movement. Naniji and her relatives, on the other hand, were leaders in the nonviolent protests initiated by Gandhi Lahiri, J. 2003. The Namesake. New York, NY: Houghton Mifflin. and suffered terribly as a result. At first angry and sullen in An outstanding novel by a Pulitzer Prize winning author, her grandmother’s presence, Tara does an about-face as she The Namesake chronicles the struggles and hardships of a learns the woman’s story. She interviews Naniji for a history Bengali couple who migrate to the US to make a life away assignment that, when presented to the class, causes her from everything they are accustomed to. The story begins as classmates to think in new and unfamiliar ways. In addition Ashoke and Ashima leave Calcutta and settle in the Central to family difficulties, Tara’s budding romance with a new boy Square area of Cambridge, Massachusetts. Throughout the in her class is complicated by multiple misunderstandings story, the main character fights an internal battle to find and thoughtless actions. The climax and resolution of these himself and to establish a balance between American and problems are dramatic and satisfying. As Tara seeks to define Indian cultures. Lahiri presents competing aspects of family her own identity, she begs to be thought of as a “group of and culture to create an engaging and emotional story. A film one,” not stereotyped as a member of a larger group because by the same name is also available. of the colour of her skin or the national origin of her parents. She changes a bit too quickly from being angry to serving Lalwani, N. 2008. Gifted. Toronto, ON: Random House of as her grandmother’s ally and champion, but she is a strong Canada protagonist. An excellent vehicle for discussion. Rumi Vasi is 10 years, 4 months, 13 days, 2 hours, 42 minutes and 6 seconds old. She’s figured out that the Hanif, M. 2008. A Case of Exploding Mangoes. London, UK: likelihood of her walking home from school with the boy she Vintage Books likes, John Kemble, is 0.2142, a probability severely reduced Intrigue and subterfuge combine with bad luck and good by the lacy dress and thick wool tights her father, an Indian in this darkly comic debut about love, betrayal, tyranny, émigré, forces her to wear. Rumi is a gifted child, and her family and a conspiracy trying its damnedest to happen. Ali father believes that strict discipline is the key to nurturing Shigri, a Pakistan air force pilot and silent drill commander her genius if the family has any hope of making a mark on its of the Fury Squadron, is on a mission to avenge his father’s adopted country. suspicious death, which the government calls a suicide. Ali’s Four years later, a teenage Rumi is at the center of an target is none other than General Zia ul-Haq, dictator of intense campaign by her parents to make her one of the Pakistan. Enlisting a rag-tag group of conspirators, including youngest students ever to attend Oxford University. Yet Rumi his cologne-bathed roommate, a hash-smoking American is growing up like any normal teen, and her mind often drifts lieutenant and a mango-besotted crow, Ali sets his elaborate to potent distractions.

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 37 Rana, I. 1993. The Roller Birds of Rampur. New York, NY: home in Pakistan make this book sing.”—Daniel Wolfe, New Ballantine Books (Grades 9–12) York Times Book Review In this introspective coming-of-age novel, Sheila Mehta, 17, leaves England for her native India, seeking safety and Vassanji, M. 2004. The In-between World of Vikram Lall. security in age-old traditions after her British boyfriend drops Toronto, ON: Random House of Canada her. Feeling betrayed and hurt, she finds consolation in India’s Double Giller Prize winner M.G. Vassanji has written a dull brown roller birds, which reveal brilliant ultramarine and haunting novel of corruption and regret that brings to life the turquoise colors when they fly. Her grandfather calls this show complexity and turbulence of Kenyan society in the last five the colour of adolescence, “between the brown security of decades. Rich in sensuous detail and historical insight, this is childhood and the brown routines of adult life.” She attempts a powerful story of passionate betrayals and political violence, to reconcile the two influences in her life: she is Indian by racial tension and the strictures of tradition, told in elegant, birth and upbringing, but British in her thinking. Those assured prose. wishing to understand Indian ways will be well rewarded here. As a novel, the book is less successful. It lacks a compelling Yousafzai, M, and C Lamb. 2013. I Am Malala. Boston, MA: plot, and the characters are merely mouthpieces for particular Little, Brown and Company points of view. The memoir of Malala Yousafzai, the schoolgirl from Pakistan’s Swat region who stood up to the Taliban. When Rushdie, S. 1981. Midnight’s Children. Toronto, ON: the Taliban took control of the Swat Valley, one girl spoke Random House of Canada out. Malala Yousafzai refused to be silenced and fought for Saleem Sinai is born at the stroke of midnight on August 15, her right to an education. On Tuesday October 9, 2012, she 1947, the very moment of India’s independence. Greeted by almost paid the ultimate price. Shot in the head at point- fireworks displays, cheering crowds, and Prime Minister Nehru blank range while riding the bus home from school, few himself, Saleem grows up to learn the ominous consequences expected her to survive. Instead, Malala’s miraculous recovery of this coincidence. His every act is mirrored and magnified by has taken her on an extraordinary journey from a remote events that sway the course of national affairs; his health and valley in northern Pakistan to the halls of the United Nations well-being are inextricably bound to those of his nation; his life in New York. At 16, she has become a global symbol of is inseparable, at times indistinguishable, from the history of peaceful protest and the youngest ever nominee for the Nobel his country. Perhaps most remarkable are the telepathic powers Peace Prize. I Am Malala is the remarkable tale of a family linking him with India’s 1,000 other “midnight’s children,” all uprooted by global terrorism, of the fight for girls’ education, born in that initial hour and endowed with magical gifts. This and of Malala’s parents’ fierce love for their daughter in a novel is at once a fascinating family saga and an astonishing society that prizes sons. It will make you believe in the power evocation of a vast land and its people—a brilliant incarnation of one person’s voice to inspire change in the world. of the universal human comedy. Midnight’s Children stands apart as both an epochal work of fiction and a brilliant performance by one of the great literary voices of our time. Shamsie M. 2002. Leaving Home: Towards a New Millennium: A Collection of English Prose by Pakistani Writers. Oxford, UK: Oxford University Press In this volume, Muneeza Shamsie has collected a unique selection of Pakistani English fiction and nonfiction, about migration—at partition into the diaspora, and from the rural areas into the cities. The contributors include some of Pakistan’s most eminent writers and some new voices, to generate a meaningful discussion with a wide perspective, on this century’s burning issues: borders, barriers and identity. Suleri, S. 1991. Meatless Days. Chicago, IL: University of Chicago Press In this finely wrought memoir of life in postcolonial Pakistan, Suleri intertwines the violent history of Pakistan’s independence with her own most intimate memories—of her Welsh mother; of her Pakistani father, prominent political journalist Z A Suleri; of her tenacious grandmother Dadi and five siblings; and of her own passage to the West. “Nine autobiographical tales that move easily back and forth among Pakistan, Britain and the United States. . . . [Suleri] forays lightly into Pakistani history, and deeply into the history of her family and friends. . . . The Suleri women at

38 TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS YUET CHAN

TEACHING PAKISTANI IMMIGRANT STUDENTS—RESOURCES FOR STUDENT SUCCESS 39

TEACHING IMMIGRANT PAKISTANISTUDENTS RESOURCES FOR SUCCESS

Author: Zera Hameed

Editors: Earl Choldin and Andrea Berg

AR-CMEF-5 2017