PROMOTING SUCCESS WITH IMMIGRANT ARAB STUDENTS TEACHER RESOURCES

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES A AR-CMEF-4 2016 04 This resource has been prepared with funding assistance from Alberta Culture and Community Services Community Initiatives Program.

Please copy freely and provide acknowledgement. The materials will also be available at the Canadian Multicultural Education Foundation website: www.cmef.ca.

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

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

Published April 2016 Introduction

This document was developed by Alberta teachers to assist classroom teachers and school administrators throughout Alberta to better understand the culture and needs of Arab immigrant students in their schools. This is the fourth resource in a series developed by the Canadian Multicultural Education Foundation (CMEF) in partnership with the Alberta Teachers’ Association. It is intended to promote the success of students from Arab immigrant families and strengthen school–community connections within the Arab community. Committee Members Ad Hoc Committee Member Richard Awid Andrea Berg (ATA executive staff officer) (retired teacher, CMEF board member) Project Editor Fatima Dayoub Adrienne Coull (retired teacher/consultant) (Edmonton Public School Board teacher) Lynn Farrugia (EPSB consultant) Series Editor Soraya Z Hafez (retired teacher) Earl Choldin (consultant, CMEF president) Jennifer Kamal Copy Editors Fadwa Kharbatly (EPSB teacher) Sandra Bit and Kristina Lundberg Jayashree Ramaswami (EPSB consultant) Graphic Designer Leanne Soll (EPSB teacher) Yuet Chan

Other resources in this series:

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 1 Contents

Background Information 3

Myths and Misconceptions About Arabs and Muslims 11

Suggestions for Teachers 15

Suggestions for School and District-Level Support 24

Orientation Guide to Canadian Schools 25 PHOTO COURTESY OF JENNIFER KAMAL PHOTO Resources for Teachers 32

2 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Background Information

Welcome to the Arab World Arabs consider themselves to be members of the Arab Nation, which they call “Al-Umma Al-Araibiyya.” When There are 350 million Arabs living in the Middle East asked where they are from, Arabs may reply “I am a and Africa in the following countries: citizen of the Arab world” rather than identifying their country of origin. Algeria Libya Syria Although Arabs are united by language and history, each country’s culture is unique. Arabic is the universal Bahrain Mauritania Tunisia language, but dialects vary between regions. Comoros Islands Morocco United Arab Egypt Oman Emirates Did you know? Iraq Palestine Yemen Jordan Qatar It is estimated that there are about one million Arabs living in Canada, with about 20 per cent of Kuwait Saudi Arabia that population in Alberta (2014). Lebanon Sudan WIKIPEDIA

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 3 History of Arab and Muslim People Canadian Arabs are well represented in professions such as law, education, medicine and dentistry. in Canada Others are employed in the service industry. Arabs are commonly owners of businesses such as pizza shops, Canada has been home to Arab and Muslim people restaurants and bakeries specializing in pastries and pita since the 1800s. Initially, Arab immigrants (both bread. Many are also involved in hotel management. Muslim and Christian) came to Canada from the present-day countries of Lebanon and Syria. Christian Arabs tended to immigrate to central Canada (Ontario Islamic Beliefs and Quebec), where some of them opened clothing factories. The single most important belief in Islam is that Muslim Arabs moved westward into the areas of there is only one God—Allah. Followers believe that Winnipeg and Brandon in Manitoba. Because they the Qur’an (which is considered to be the authentic carried cases of supplies (such as needles, pins, beads collection of the word of Allah) was received by the and small clothing items) on their backs and travelled prophet Muhammed through the archangel Gabriel. on foot to sell their products, they became known as Although he is not considered to be divine, Muhammed foot peddlers. In reality, they were the original door-to- is revered as the last and greatest messenger of God. door salesmen! If successful in their business, many of Other prophets (which are shared with Jews and these early pioneers went on to establish general stores. Christians) are also important in Islam. From Manitoba, Arab immigrants travelled across Like Christianity, Islam teaches that there is an the areas of what would later become the provinces of afterlife and a transformed physical existence after death. Saskatchewan and Alberta. Those who settled in the Muslims consider their religion to be the one true Edmonton area got involved in the fur trade. They religion and invite people of all races, nationalities and established a very good relationship with the Indigenous religions to be part of it. They also believe that people people, and intermarriages became common. should have the right to embrace and practise any From Edmonton, these fur traders travelled north religion which they freely choose. to Lac La Biche, where several of them started mink ranches. Other Muslim fur traders continued further north into the Northwest Territories, where they opened Holidays and Religious Observances trading posts. Whenever possible, the fur traders would return Muslim observances, holidays and fasts are based on a to Edmonton to meet with fellow Arabs who had lunar 12-month Hijra calendar. This calendar is slightly established their homes and businesses in that centre. shorter than the solar, Gregorian calendar used in much By 1938, Muslim Arabs were very concerned that of the world today. Because of this variation, each year their culture and religion were being lost. After many Muslim holidays are observed about 10 days earlier than meetings, they decided to build Canada’s first mosque, the previous year. the Al Rashid, which is now located in Edmonton at Every Friday the weekly prayer is held in the mosque. Fort Edmonton Park. This gathering provides opportunities for community It is important to recognize that these early Arab building through social as well as spiritual interactions. pioneers had no formal schooling. They were self- Devout Muslims are expected to pray five times daily educated and became successful through their desire to remind them of God throughout the day. Each to achieve. When they married and had children, they prayer includes a series of supplications, movements and insisted that their children should receive the best recitations from the Qur’an. education any school system could offer. Today, thanks Once in their lifetime, every Muslim, if financially to the groundwork established by early Arab pioneers, and physically able, is expected to perform a pilgrimage second, third and fourth generation Arabs are generally or spiritual journey to Mecca in Saudi Arabia. This is highly educated. referred to as the Hajj.

4 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES AL JAZEERA ENGLISH AL JAZEERA Hajj at Al-Haram Mosque

Muslim Arabs observe Ramadan, Muslim New Year Christians and Other Minority and Ashura. They have two major celebrations, ’Eid al-Fitr (pronounced eed-ul-fit’-tar), which marks the Communities from Arab Countries end of the fast of Ramadan, and ’Eid al-Adha (which is the culmination of the Hajj, or holy pilgrimage to Collectively, people from the communities listed Mecca). The latter is commonly a three-day holiday below make up a significant (though still minor) portion that commemorates Abraham’s readiness to sacrifice his of immigrants from Arab countries. In some cases these son for Allah. During these two celebrations, Muslim communities suffer persecution in their homelands, and students do not attend school. they do not consider themselves Arab. During the month of fasting (Ramadan), Muslims • Kurds—Several million Kurds live in Iraq and Syria, who are physically able are required to fast from dawn to some of whom have come to Canada. They are sunset each day. They abstain from all food and drink, Muslim, but their mother tongue is Kurdish, not marital relations, smoking and bad conduct during Arabic. Kurdish is sometimes written in Arabic script, fasting hours. During this period, students need to be and sometimes in Roman letters. There are also provided with a place to pray. several million Kurds in Turkey and Iran, which are Christian Arabs celebrate Christmas and Easter non-Arab countries. (although the date of celebration may vary slightly). • Berbers—There are 25 million Berbers in North Africa—Morocco, Algeria, Libya and Tunisia. About 25,000 Berbers live in Canada.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 5 • Druze—The Druze live in Syria, Lebanon, Israel Music and Jordan. Most of the Druze in Alberta came from Lebanon and Syria. Arab Muslims are divided when it comes to music. • Christians—Several different Christian communities Some consider it an important part of Arab culture. came from Arab countries, including the Coptic Others discourage listening to music or playing any Christians, Maronites, Syriac Orthodox, Assyrian instrument. Despite this division, music is played and Christian and Melkites. They have many churches in songs are sung all over the Arab world by both Muslims Alberta. and Christians. • Arab minorities—Among Arab Muslims there are two Some Muslims, however, minority communities: the Shiites and the Alawites. consider music a forbidden Shiites live largely in Iraq, Bahrain, Lebanon, Yemen, entertainment. Parents may Kuwait and Saudi Arabia, and Alawites live mostly in ask to have their children Syria. excused from music class. The people of Iran, Afghanistan and Pakistan are not Arabic songs of Arabs; however, their languages are written in Arabic celebrations, songs in praise script. of God and the prophets, or songs about nature are generally considered to be Muslim Names acceptable. An instrument called the

Arabic is the religious language of Islam, and it plays oud was invented by Arabs ALASKA FRANK KOVALCHEK, a central role in the lives of Muslims. Many Muslims and was later modified to Oud throughout the world have Arabic first names or what we now call a guitar. See https://www.youtube surnames. These names often have positive or “sublime” .com/watch?v=JGQK1VYXaPg to view and hear some meanings honouring an important historical person, Arab instruments. relative or religious figure. Other names may imply a positive characteristic, such as patience. Although it is common, having an Arabic name is not required. Food Muslims may also have a non-Arabic name such as Jennifer (English), Shabnam (Persian) or Serpil Food is a significant part of Arab culture. Being (Turkish). able to serve large amounts and a variety of foods Many Muslim women retain their maiden names (particularly to guests) is a source of pride. after marriage, invoking a right established by Islamic Traditionally, Arabs relied on a diet of dates, wheat, law over 1,400 years ago. Consequently, teachers may barley, rice and meat (usually lamb) with an emphasis encounter situations in which a student’s last name on yogurt products. Arabic cuisine today has been differs from that of the mother. This does not reflect on influenced by other cultures such as India and Turkey. her marital status. Because of the wide geographical distribution of For various transliterations, different spellings for the countries, there are variations in both availability and same name are common. It is important for teachers to preferences in food. Since Iraq is close to India and Iran, ask students with non-Western names how their names for example, their food has been influenced by that are pronounced and to not take the liberty of labelling of their neighbours. Similarly, Egyptians enjoy dishes them with nicknames. Many Muslims are especially similar to those common in Lebanon, Syria or Jordan. sensitive about their names.

6 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES JOE FOODIE SOFIA, BULGARIA Shish kebab Fatayer STU SPIVACK MIANSARI66 Hummus and vegetables Tabouleh

Many Arab dishes have become common on Arabs who practise the Muslim faith are required to restaurant menus and are familiar to many Canadians. eat “halal” food. Halal is an Arabic word that means Popular foods include “permissible according to Islamic law.” The criteria • pita bread, specifies both what foods are allowed and how food must be prepared. For meat to be certified, it cannot • hummus (chickpea spread), be a forbidden cut (such as meat from hindquarters) or • tabouleh (bulgar wheat salad), from an animal killed unmercifully. Pork, pork products and alcoholic beverages are defined as “haram” and are • fatayer (triangle pies filled with meat or spinach) and forbidden at all times. • shish kebab (meat and vegetables on skewers).

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 7 of modesty, and a symbol of religious faith. As with many traditions, practices are changing as the world is becoming smaller and better connected.

Hijab (pronounced hee-jab) Traditionally, the term hijab was used to describe the act of covering up. Today, it commonly refers to the least restrictive form of covering, a square or PHOTO COURTESY OF JENNIFER KAMAL PHOTO rectangular piece of fabric, Gender Roles and Expectations which is folded and placed over the head as a scarf. YUET CHAN

In very traditional and religious families male children Chador are favoured, since a son is expected to care for the The chador is a cloak worn family and elders when they become unable to take as an outer garment, which care of themselves. A son is seen to bring honour to the is often left unfastened. It family since he carries on the family name, which is a is predominantly worn by source of pride and strength. Daughters become part women in Iran. It covers the of the son-in-law’s family. In a traditional Arab family, body from the top of the there are defined gender roles. The man is expected head to the ground and is to assume responsibility for financial matters, and the usually worn without a face woman is to be in charge of the children and home. veil. In more modern families, men and women are NORWAY MARIUS ARNESEN, considered to be equals to a much greater extent. Abaya Generally, the father is still considered to be the head of the household and is expected to assume financial This cloak is worn by women mainly in the Arab responsibility for the family. The home and children Gulf countries when they are in public. It may be worn are considered to be the mother’s responsibilities. If the to cover the head and body, or it may be worn over family is large, the mother may stay at home with the the shoulders as a cloak. It is usually fastened closed children. In families with fewer children, women are and may be combined with a head scarf or a face veil working outside the home in increasing numbers. (niqab). Although it is often black, it may be decorated with coloured embroidery or sequins. Throughout the Arab world, traditional gender roles are being challenged. Many more women are being Burka encouraged and supported in their efforts to obtain a good education and find success in a career. Increasingly, The burka is commonly Arab women are becoming politically involved and are worn by women in assuming leadership positions. Afghanistan. It conceals all of a woman’s body including the eyes, which Clothing are covered with a mesh screen. (See also Myths and Misconceptions) Since ancient times, women throughout the vast

Muslim world have worn a variety of coverings as a sign INDIA AND USA STEVE EVANS,

8 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Niqab (pronounced nee-kab) The niqab is a veil worn to cover the face. The eyes may or may not be covered. STEVE EVANS, INDIA AND USA STEVE EVANS,

Thobe (also Thawb) A thobe or jellabiya is a traditional tunic worn by Muslim men. It is usually white, but may be other colours as well. The top is usually tailored like a shirt, COURTESY OF JENNIFER KAMAL PHOTO but the robe is loose and extends to the ankles. Extended Family and the Community

The family is the key social unit for Arabs. Families are expected to have dinner together. Parents are expected

ZERIDA to spend time doing activities with their children. For Arabs, family honour is very important and is Ghutra and Egal to be defended at all costs. The conduct of each family (also Agal/Igal) member impacts the way the family views itself as well as how it is perceived by community members. This square or rectangular Social conduct, religious practice, dress, eating habits, head scarf (ghutra) may be education, occupation and marriage all reflect on family worn by men along with a honour. rope band (egal or agal) to Grandparents are to be honoured and respected. fasten it in place. The head RANVEIG There is an expectation that they will be cared for by the scarf is usually checkered red family until their last days. Placing them in a seniors’ and white or black and white. home is considered to be shameful. There is an Arab In some countries it is called a proverb that says, “If you do not have an elder in your shemagh or kuffiyeh. household, bring an aging tree trunk into your home.” This symbolizes that wisdom comes only with age. Arabs are also very involved in their communities. They are generous and are expected to extend kindness and charity toward everyone.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 9 PHOTOS COURTESY OF JENNIFER KAMAL PHOTOS

Hospitality Relationships Before Marriage

Arabs are very social. They like to visit each other’s In the Arab culture, dating or intimate relationships homes and make new friends and connections. The before marriage are not tolerated. Sisterly or brotherly welcoming phrase “our house is your house” is often kisses among relatives are allowed. Passionate kisses used. Visits are a pleasant time to enjoy each other’s among unmarried couples are not allowed. Sanctions or company and to display hospitality and generosity. punishments for disobeying vary among families When they meet you, they often invite you to join and groups. them for a cup of tea or coffee, served with a cookie (kaaek) or some dates. The offering of food is both a gesture of friendship and a source of pride. A refusal Right Hand Versus Left Hand of their offer is considered to be disrespectful, so arrive with a healthy appetite! For Muslims, an established principle in Shari’ah law (Islamic holy law) is the preference for the right hand over the left hand. Because the right hand is considered Greetings to be nobler, it is the hand to be used when entering a mosque, saying salaam at the end of the prayer, eating Women and men often greet one another by and drinking, and shaking hands. For other less noble exchanging kisses on both cheeks. In some countries, activities (entering a washroom, cleaning oneself after greetings involve touching nose to nose or exchanging using the toilet), it is preferable to use the left hand. kisses on the forehead. When greeting an elder, it is respectful to kiss their hand and bring it to your forehead. In some countries, it may be inappropriate for a woman to be the first to extend her hand. If a male offers his hand, it is then proper to accept. Most religious people will not extend their hand with the opposite gender. So if someone extends their hand and the religious person doesn’t respond it is not an insult; they just don’t want physical contact. The religious person would normally place their hand over their heart and smile instead.

10 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Myths and Misconceptions About Arabs and Muslims

“All Arabs are Muslims.” own ideas and by adapting and improving upon ideas from other civilizations (such as the Chinese, Greeks, Romans and East Indians). Unfortunately, Arabs are often Like the term American, Arab is a cultural and a not given the credit they deserve for these contributions. linguistic term, not a racial term. It refers to people who speak Arabic as their first language. Arabs share Some major contributions are summarized below. a common culture, but they do not all share the same Language religion. Arabs make up less than 18 per cent of the world’s Muslim population. The word admiral comes from the Arabic amir a ali Islam is a religion, and its followers are called (meaning “high leader”). Muslims. Nearly one-quarter of the world’s population Magazine is from the Arabic word makhzan (meaning (approximately 1.2 billion people) practise the Islamic “a storage place”). faith, making it the second largest religion in the world Gibraltar is made up of the Arabic words gebal after Christianity. (“mountain”) and Tariq (a famous military leader). Although the vast majority of Arabs in the world are When translated into English, Gibraltar means “Tariq’s Muslim, this is not the case among Canadian Arabs. mountain.” According to the 2011 Statistics Canada census data, Other words originating from Arabic include almanac, 55 per cent of Canadian Arabs reported belonging to a apricot, average, carat, cork, cotton, crimson, gauze, giraffe, Muslim faith and 34 per cent reported belonging to a guitar, henna, lilac, sherbet, talc, tambourine, typhoon, Christian faith. The remainder belonged to other faiths zenith and zero. or had no religious affiliation. Proverbs “The Arab world is backwards and Arabs have thousands of proverbs. They created their proverbs to provide advice on things that took place in uncivilized.” everyday life. Arabs say “a friend is known when needed.” The The Arab world is built upon a highly developed English translation is “a friend in need is a friend ancient civilization where modern cities continue to indeed.” mingle with old-world culture and traditions. Another Arab proverb tells us to never postpone Historically, Arabs have made a number of today’s work till tomorrow. The English translation is contributions to Western civilization both through their “never put off till tomorrow what you can do today.”

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 11 Medicine Did You Know? Ancient Arabs had a highly developed medical system. Much of it was based upon previous work done by the There are many Arabs who have become Greeks and medical practitioners from India. They also famous through their contributions to sport, had a very strong hospital system with well-trained entertainment, business and politics. doctors and nurses. Ralph Nader (consumer advocate) Smallpox was diagnosed and treated by Arab doctors Paul Anka (singer/songwriter) many years ago. Paula Abdul (singer/dancer) The main Arab medical textbook, the Canon of Shakira (pop star) Medicine by Avicenna (Ibn Sina), was used until 150 years ago. K. Maro (rapper) Nasi (reggae pop singer) Mathematics and Astronomy Joseph and Robert Ghiz (father and son, both Arabs introduced the world to algebra, trigonometry former premiers of PEI) and Arabic numerals. René Angélil (manager/husband of Céline Dion) Arabs invented the astrolabe, the quadrant and Carlos Slim (richest man in the world between other navigational devices that were important in the 2010 and 2013) European age of exploration. Salma Hayek (actress) Arabs named numerous stars and had highly Elie Saab (designer) developed navigational skills. Amal Alamuddin Clooney (lawyer, human rights Optics activist and author) Ibn al-Haytham, an Arab scholar, developed an original theory of light and optics. His theory led to the development of the telescope. He is also credited as one “All Arabs look alike.” of the first to use the scientific method.

Education Just as with Canadians, there is a lot of diversity in appearance among Arabic people. Skin colour may The oldest universities in the world are in Arab range from dark brown (in Somalia) and olive (in Saudi countries. Arabia and Egypt) to blond and blue-eyed (in Syria and Arab scholars studied and preserved knowledge from Lebanon). Although the common image may be dark the ancient civilizations of Greece, Rome, China and hair, skin and eyes, in reality this is not the case. (See India and translated the works of Aristotle, Ptolemy, photos under Different Arab Families.) Euclid and others into Arabic. An Arabic proverb states that “there is no difference between black and white except by good deeds.” Both Christianity and Islam caution that people should not be judged by their skin colour. Arabs have been portrayed stereotypically in television and films for many years. In old movies, they were often depicted as villains, oil-rich sheiks or belly dancers. The new stereotypical image is that of a terrorist with a desire to take over the world.

12 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Different Arab Families

“Muslims support violence and In the aftermath of the 9/11 tragedy, Arabs around the world were cast in a light of suspicion and negativity. terrorism.” Although emotional responses have lessened with time, a wave of prejudice against Arabs is still being felt in the Contrary to sensational stories in the news, terrorism West. is not encouraged or considered acceptable among either Prior to this tragic event, acts of terrorism were Arabs or Muslims. Islam rejects all forms of terrorism, generally considered to be isolated in both time and extremism, fanaticism and fundamentalism. The space. In reality, terrorist acts have been committed by sanctity of all life is considered to be sacred. The life of individuals and groups throughout history. The first a non-Muslim is considered to be as sacred as that of a recorded use of the term dates back to 1795, when Muslim. the French word terrorisme was introduced to describe The majority of Muslims are moderate, pious people the actions of citizens in revolt against the post- who suffer from terrorism and violence just as non- Revolutionary government of the day. Since that time, Muslims do. Extremist views are held by only a very many ethnic and religious groups (as well as fanatical small number of individuals who operate outside of individuals) have committed acts of violence in the societal norms. name of revenge, religion or hatred.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 13 “Islam oppresses women.” • As a religious requirement to display modesty • To be recognized as a Muslim One of Islam’s strongest teachings is a directive to care • To avoid being harassed or pressured by fanatics for widows, orphans and the poor. • As a response to peer pressure Islam teaches that women are to be considered as equal and capable partners of men. Without women, • As an act of protest there would be no families. • To display obedience to a male family member or Although in some societies women may be treated imam (Muslim leader) according to ancestral customs or tribal beliefs, the Qur’an instructs that they be treated with respect and • For convenience (to reduce expenditures on clothing, honour. Violence against women or forcing obedience hair styling) against their will is not sanctioned. Further information on female dress is available Today, the majority of Arab countries strongly support elsewhere in this resource. See Background Information and encourage the education of females. Throughout for more detail. history, Muslim women have served as presidents and prime ministers. “Arabs are all polygamists.” Further information on the contributions of Arab women is available at www.arabianbusiness.com/the- world-s-100-most-powerful-arab-women-541034.html. Arab Christians do not practise polygamy. Although a Muslim man may take more than one wife, the first wife has the right to divorce him if he does so. If a “All Muslim women are required polygamous immigrant wants to sponsor a wife other to cover themselves completely for than this first, he must legally divorce his other wives and remarry in a form of marriage that is valid in religious reasons.” Canada.

The situation for Muslim women varies greatly from country to country. Because people in the Arab world are generally conservative (by North American standards), modesty is considered to be a positive trait. However, dress codes and customs vary greatly from country to country. Strongly traditional countries (such as Saudi Arabia) continue to require women to cover their faces, hair and body. A few countries continue to require women to wear a burka. Although Arab women were traditionally required to cover themselves completely, many Middle Eastern countries (Lebanon, Syria and Egypt) have lifted these restrictions. In the Western world, fewer women today adhere to traditional dress, opting instead to cover their hair with a head scarf called the hijab. As with youth around the world, dress codes and customs are increasingly being questioned among younger women. It is important to note that women who choose to wear the hijab or head scarf may do so for many reasons:

14 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Suggestions for Teachers

This section is Since there may intended to provide be delays in sending you with practical information between assistance when a new countries or school Arabic student (often districts, you may wish with limited English to consider gathering language skills) arrives information about new at your door. The intent students by using a is not that you follow translated written form each suggestion, but that (see sample below). you select those that are The form could be sent practical for you. home, or you might The quotes which set up an appointment appear throughout this with the parents (either section reflect the voices at school or at their of teachers who have had home) to go through the many years of experience information together. Consider using an working with Arab COURTESY OF JENNIFER KAMAL PHOTO immigrant students and interpreter from the families. community if one is available. Try to find out about your new students’ circumstances prior to their arrival at your school. If Get to know your new student. they have come from a refugee camp or a war zone, they may need extra time and support to transition to a new Each student comes to you with a unique personal learning environment. history. The more information you have, the easier Look for “the story behind the story.” If a student it will be for you to develop a program to meet the is acting out or stealing from her peers, she may be academic and social needs of your students. Learning suffering from trauma and require counselling. about your students’ language, culture, values, family It is important to keep in mind that customs, foods, and home environment will help you to support both values, dialects and traditions may vary from one Arab the students and their families. country to another.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 15 STUDENT INFORMATION FORM SAMPLE STUDENT INFORMATION FORM

FORM استمارة INFORMATIONمعلومات عن STUDENTالطالب

.your child’s schoolاستمارة it to معلومات return عن form and الطالب Please complete this Has your child attended school before? If yes, where and for how long? Has your child attended school before? If yes, where and for how long? Has your child attended school before?STUDENT If yes, where INFORMATION and for how long? FORM هل تم هل تسجيل تم ولدكتسجيل في ولدك في المدرسة المدرسة مسبقا؟مسبقا؟ متى متى وكم وكم كانت الكانتمدة؟ المدة؟ استمارة معلومات عن الطالب Has your child had instruction in English? If yes, where and for how long? ?long هل تلقى how الولد?long أيhow for دراسةforand باللغة where FORM where and األنكليزية ,yes,yes مسبقاIfIf ؟ اين وكم before? INFORMATION كانت ?inschool English المدة؟ Has your childHas had your instruction child attendedSTUDENT هل تلقى الولد أي دراسة باللغة األنكليزية مسبقا؟ اين وكم كانت المدة؟ هل تم تسجيل ولدك في المدرسة ? مسبقا؟ استمارةCanada متى in وكم معلومات كانت عنarrivingال مدة؟ الطالب Where did your child live before

أين كان مكان سكن الولد قبل القدوم الى كندا؟?Have they had instruction in English? If yes, where and for how long Where did yourHas Has yourchild child live attendedhad before instruction school arriving in before? English? in If CanadaIfyes, yes, where where? and and for for how how long? long? STUDENT INFORMATION FORM أين كان هل مكان تلقى سكنالولد أي الولد دراسة قبل باللغة القدوم الىاألنكليزية ?where مسبقاكندا؟؟From اين وكم ?Alberta كانت in المدة؟ When did your child arrive

هلمتى تمو صل تسجيل الولد ولدك الى في ألبرتا؟ المدرسة من أي مسبقا؟ بلد متىأتى؟ وكم كانت المدة؟ استمارة معلومات عن الطالب Where did your child live before arriving in Canada?

أين كان ?long مكان or howسكن for الولد and قبل as allergies القدوم where الى If yes,where? suchكندا؟ When did yourHaDoess child your your child childarrive had have instructionin any Alberta? dietary in English?restrictions From Has your child attended school before? If yes, where and for how long? متى و صل هل تلقىالولد الولد الى أي ?haveدراسة ألبرتا؟ theyباللغة من do أي األنكليزيةبلد مسبقا؟أتى؟ restrictions اين whatوكم ,yesكانت If ?المدة؟ requirement to eat halal

هل يعاني الولد من اي حساسية من بعض?where أنواع From المأكوالت أو?in Alberta حاجة دينيةarrive للchildطعام your الحالل؟ did أذا كان When هل تم تسجيل ولدك في المدرسة مسبقا؟ متى وكم كانت المدة؟ متى و الجواب صلنعم الولد الرجاء الى تقدمة ألبرتا؟ من? التفاصيل؟أي بلد Canada أتى؟Where didWhere your child did liveyour before child arriving live in before Canada? arriving in

أين كان or مكان سكن الولد allergiesقبل as القدوم الى such كندا؟ Does your child have any dietary restrictions Has your child had instruction in English? If yes, where and for how long? WillDoes your your child child be have fasting any duringdietary Ramadan? restrictions Circle such YESas allergies NO or هل تلقى الولد أي?have دراسة they باللغة do األنكليزية مسبقا؟ اين restrictions وكم كانتwhat المدة؟ ,requirement to eat halal? If yes هل يصوم ولدك خالل ?have شهر do they رمضان؟ ?where الرجاء restrictionsFrom وضع what دائرة ?Albertaحول ,Ifin yes ?نعم halal arrive أو to child eat ال Whenrequirement did your

هل يعاني هل متى الولدو يعاني منصل الولد ايالولد من الى اي ألبرتا؟حساسية حساسيةمن منمن أيبعض بلد أنواعأتى؟ أنواع المأكوالت أو المأكوالت حاجة أو دينية للحاجة طعام دينية الحالل؟لل أذا طعام كان الحالل؟ أذا كان Where did your child live before arriving in Canada? الجواب نعم الجوابCircle نعمالرجاء الرجاء تقدمة ?activities تقدمة التفاصيل؟التفاصيل؟Would you be willing to volunteer/participate in classroom أين كان مكان سكن الولد قبل القدوم الى كندا؟ DoesYES NO your child have any dietary restrictions such as allergies or Will your child be fasting during Ramadan? Circle YES NO هل تريد التطوع ل?have مساعدة do they المعلمين ببعض الrestrictions نشاطات الwhat مدرسية,yes؟ where?? If الرجاء From halal وضع Alberta? to eatدائرة in حول When didrequirement they arrive هل هل نعم يصوم يعاني أوولدك الولد من خاللال اي NOشهر حساسية YESمن رمضان؟ بعض ?Circle whereالرجاء أنواع From وضع دائرة المأكوالت أو?Albertaحول Ramadan?in حاجة نعم دينيةarrive للأوduring طعامchild ال your الحالل؟ didfasting أذا beكان Will your childWhen هل يصوم ولدكمتى و الجواب صلنعم خالل الولد الرجاء الىشهر تقدمة ألبرتا؟ من رمضان؟التفاصيل؟أي بلد أتى؟الرجاء وضع دائرة حول نعم أو ال

WhatWould type you ofbe support willing towould volunteer/participate be useful for your in family? classroom Check activities? all that applyCircle. Does your child have any dietary restrictions such as allergies or Will YES NOyour child be fasting during Ramadan? Circle YES NO Circle هل هل يصومتريد ولدك ?activitiesالتطوع لخالل ?have مساعدة شهر do theyالمعلمين classroom رمضان؟ in ببعض الالرجاء restrictions وضعنشاطات الwhatدائرة مدرسيةحول,yes؟ If ?نعم الرجاء halal أو وضع to volunteer/participateeat دائرةto ال حول Would you berequirement willing o English interpretation services هل نعم يعاني أو الولد من الاي حساسية من بعض أنواع المأكوالت أو حاجة support دينية للطعام Financial الحالل؟ أذا كان YES NO الجواب نعم الرجاء تقدمة التفاصيل؟ o Would youo beInformation willing to volunteer/participateon housing in classroom activities? Circle هل تريد .التطوعapply لall that مساعدة Check المعلمين ?family ببعض your الfor نشاطاتuseful الbe مدرسيةwould ؟ support الرجاءtype of وضع Whatدائرة حول YES NO o Information on health care Will your child be fasting during Ramadan? Circle YES NO نعم هلأو تريد الالتطوع لمساعدة المعلمين ببعض ال نشاطات المدرسية؟ الرجاء ______وضع Otherدائرة oحول هل نعم يصوم أوولدك خاللال شهر رمضان؟ الرجاء وضع services دائرة حول نعم interpretation أو English ال o Financial support 16 PROMOTINGo SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES What type ofWouldWhat support type youo ofbe wouldInformation support willing tobewould volunteer/participateon useful housing be useful for for your your in family? classroom Check Check activities? all that all applyCircle that. apply. YES NO o Information on health care هل تريد التطوع لمساعدة المعلمين ببعض ال نشاطات المدرسية؟ الرجاء ______وضع Otherدائرة حول o English interpretation services نعم أو ال o English interpretation services o Financial support Financial support o o Information on housing o InformationWhat typeo ofInformation support on housing would on health be useful care for your family? Check all that apply. Information o Other on ______health care o o English interpretation services Other ______o o Financial support o Information on housing o Information on health care o Other ______

STUDENT INFORMATION FORM

استمارة معلومات عن الطالب

Has your child attended school before? If yes, where and for how long? STUDENT INFORMATION FORM هل تم تسجيل ولدك في المدرسة مسبقا؟ متى وكم كانت المدة؟ استمارة معلومات عن الطالب

Has your child had instructionSTUDENT in INFORMATION English? If yes, FORM where and for how long? Has your child attended school before? If yes, where and for how long? هل تلقى الولد أي دراسة باللغة األنكليزية مسبقا؟ اين وكم كانت المدة؟

استمارة معلومات عن الطالب هل تم تسجيل ولدك في المدرسة مسبقا؟ متى وكم كانت المدة؟ Where did your child live before arriving in Canada?

أين كان ?long مكان سكنfor howالولد قبل and القدوم whereالى ,yesكندا؟ Has your child attended school before? If Has your child had instruction in English? If yes, where and for how long?

هل تلقى الولد أي دراسة باللغة األنكليزية?where مسبقا؟From اين وكم ?Alberta كانت in المدة؟ When did your child arrive هل تم تسجيل ولدك في المدرسة مسبقا؟ متى وكم كانت المدة؟ متى و صل الولد الى ألبرتا؟ من أي بلد أتى؟ Where did your child live before arriving in Canada? Has your child had instruction in English? If yes, where and for how long? أين كان مكان orسكن الولد قبل as allergies القدوم الى products)? such كندا؟ Does yourDoes child yourhave any child dietary have restrictions any dietary (such as restrictionspork or pork هل تلقى الولد أي دراسة باللغة األنكليزية مسبقا؟ اين وكم كانت المدة؟ ?If yes, what restrictions do they have requirement to eat halal? If yes, what restrictions do they have? When did your child arrive in Alberta? From where? هل يعاني الولد من اي حساسية من? بعض Canada أنواعarriving in المأكوالت أو before حاجة live دينية للchild طعام your الحالل؟ did أذا كان Where متى و الجواب صلنعم الولد الرجاء الى تقدمة ألبرتا؟ من التفاصيل؟أي بلد أتى؟ أين كان مكان سكن الولد قبل القدوم الى كندا؟

Does your child have any dietary restrictions such as allergies or WillWhen your did child your bechild fasting arrive during in Alberta? Ramadan? From Circle where? YES NO requirement to eat halal? If yes, what restrictions do they have? هل متى و يصوم صل ولدك الولد خاللالى شهر ألبرتا؟ من رمضان؟أي بلد الرجاءأتى؟ وضع دائرة حول نعم أو ال هل يعاني الولد من اي حساسية من بعض أنواع المأكوالت أو حاجة دينية للطعام الحالل؟ أذا كان الجواب نعم الرجاء تقدمة التفاصيل؟ WouldDoes your you child be willing have anyto volunteer/participate dietary restrictions such in classroom as allergies activities? or Circle YES NO Will yourrequirementWill child your be fasting child duringto be eat fasting Ramadan? halal? during IfCircle yes, Ramadan?Yes what No restrictions Circle YES do theyNO have? هل تريد يعاني الولد التطوع لمن اي مساعدة حساسية منالمعلمين بعض ببعض الأنواع نشاطات الالمأكوالت أومدرسية ؟ حاجة الرجاءدينية للوضع طعام دائرة الحالل؟ حول أذا كان هل نعم يصوم أوولدك خاللال شهر رمضان؟ الرجاء وضع دائرة حول نعم أو ال الجواب نعم الرجاء تقدمة التفاصيل؟

Would you be willing to volunteer/participate in classroom activities? Circle WhatWill your type child of support be fasting would during be usefulRamadan? for your Circle family? YES NO Check all that apply. YES NO هل يصوم ولدك خالل شهر رمضان؟ الرجاء وضع دائرة حول نعم أو ال هل تريد التطوع لمساعدة المعلمين ببعض النشاطات المدرسية؟ الرجاء وضع دائرة حول o English interpretation services نعم أو ال Would youo beFinancial willing supportto volunteer/participate in classroom activities? Circle Information on housing Would youYES be NO willing o to volunteer/participate in classroom activities? Circle Yes No What type ofInformation support would on health be useful care for your family? Check all that apply. هل تريد التطوع لمساعدة المعلمين ببعض النشاطات المدرسية؟ الرجاء وضع دائرة oحول Other ______نعم أو ال o o English interpretation services Financial support What typeo of support would be useful for your family? Check all that apply. o Information on housing

o Information on health care English interpretation services o Other ______o Financial support What type of supporto would Information be useful for on your housing family? Check all that apply. o Information on health care أي نوع من المساعدات تعتبر مفيدة للعائلة؟ ______o Other أي نوع من المساعدات تعتبر مفيدة للعائلة؟ أي نوع من خدمات المساعدات ترجمة تعتبر اللغة مفيدة للعائلة؟األنكليزية أي نوع❑ من خدمات ترجمةالمساعدات اللغة تعتبر مفيدة األنكليزية للعائلة؟ English translation services ❑ أي نوع من خدمات مساعدة ترجمةالمساعدات ماديةاللغة تعتبر مفيدة األنكليزية للعائلة؟ ❑ خدمات مساعدة ترجمةمادية اللغة األنكليزية ❑  خدمات مساعدة معلوماتترجمةمادية عن اللغة السكن األنكليزية واألجار Financial support  معلوماتمساعدة عنمادية السكن واألجار ❑ معلوماتمساعدة عنمادية معلومات عنالسكن الصحة واألجار والمؤسسات الصحية Information on housing ❑  معلومات معلومات عن عن السكن الصحة واألجار والمؤسسات الصحية   معلوماتأي معلوماتمعلومات عن عن خدمات السكن الصحة اخرى؟ واألجار والمؤسسات الصحية ______❑ أي معلومات خدمات عن اخرى؟ الصحة والمؤسسات الصحية ______Information on health ❑  أي معلومات خدمات عن اخرى؟ الصحة والمؤسسات الصحية ______ أي خدمات اخرى؟ ______❑ أي خدمات اخرى؟ ______Other ❑

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 17 Capitalize on parental/community support.

In Arab culture, teachers rank next to clergy in status. According to an Arab saying, “the parents own the bones of a child, but the teacher owns the flesh.” This means that although parents bring the child into the world, it is the teacher who shapes the child’s thinking and behaviour. Because teachers are held in such high regard, they are expected to model moral and exemplary lifestyles both publicly and privately. They are expected to instruct and support spirituality and morality, as well as teach academic subjects. It is not unusual for parents to contact teachers for guidance in their YUET CHAN child’s overall development, not just their academic education. Although this may appear to be an onerous responsibility, it also means that teachers can count “Because of instability in the Middle East, on the support of Arab parents and their community students from different Arab countries may in working collaboratively to achieve success for their become emotionally charged and anxious about children. events in their homeland. Political differences among groups of students may lead to conflict. Do not hesitate to involve a community or religious “Inviting speakers who are role models in leader to help calm nerves and remind students of the community to class enables all students the important values of the culture.” to get a very positive perspective and a better understanding of the community. It was a very positive and enlightening experience to have a Canadian-born teacher who wore a hijab to Establish lines of communication, work as a guest in the classroom. The students’ and keep them open. appreciation and respect for her and her culture was profound at the end of the visit.” Most Arab students continue to speak their first Be proactive in involving parents. Most parents will language in their homes. The more Arabic that you respond positively if they understand what actions they know as a teacher, the more you will be able to reach might take to support their children’s education and out to your students and their families. Knowing just social/emotional development. simple and basic vocabulary or greetings can make your student feel more comfortable. This demonstrates that Make an effort to support Arab businesses in the you respect and value their language. community (stores, bakeries, restaurants) and identify yourself as a teacher. Attend Arab community events such as Eid banquets “When students see the teacher making an effort and awards events. Invite parents to school events. to speak Arabic, they are more likely to take risks in trying out some English words.” Try to identify resource people within the local Arab community and ask for their assistance with advice and Wherever possible, make an effort to provide information for both parents and students. parents with translated documents or the services of an interpreter. A Student Code of Conduct or legal document may be difficult for even English-speaking

18 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Common Arabic Words and Phrases Common Arabic Words and Phrases Common Arabic Words and Phrases CommonCommonEnglish ArabicArabic expression WordsWords andand PhrasesPhrasesArabic Equivalent Arabic pronunciation Arabic pronunciation CommonEnglish Arabic expression Words and PhrasesArabic Equivalent Arabic pronunciation Arabic pronunciation Common English Arabic expression Words and PhrasesArabic Equivalent Arabic pronunciation Arabic pronunciation EnglishEnglish expression expression ArabicArabic EquivalentEquivalent Arabic(Masculine)Arabic pronunciationpronunciation Arabic(Feminine)Arabic pronunciationpronunciation English expression Arabic Equivalent (Masculine)Arabic pronunciation (Feminine)Arabic pronunciation CommonCommon English ArabicArabic expression WordsWords andand PhrasesPhrasesArabic Equivalent (Masculine)Arabic pronunciation (Feminine)Arabic pronunciation (Masculine)(Masculine) (Feminine)(Feminine) Common Arabic Words and Phrases (Masculine) (Feminine) naa’m(Masculine)Arabic pronunciation naa’m(Feminine)Arabic pronunciation نعم CommonYesEnglish Arabic expression Words and PhrasesArabic Equivalent Arabicnaa’m pronunciation Arabicnaa’m pronunciation نعم CommonEnglishYes Arabic expression Words and PhrasesArabic Equivalent Arabicnaa’m pronunciation Arabicnaa’m pronunciation نعم CommonCommonEnglishYes Arabic expression Arabic Words and Words PhrasesArabic and Equivalent Phrases naa’mArabicnaa’m(Masculine) pronunciation naa’mArabicnaa’m(Feminine) pronunciation نعمنعم CommonYesEnglish Yes Arabic expression Words and PhrasesArabic Equivalent Arabic(Masculine)lanaa’m pronunciation Arabic(Feminine)lanaa’m pronunciation النعم English NoYes expression Arabic Equivalent Arabic(Masculine)la pronunciation Arabic(Feminine)la pronunciation النعم English No expression Arabic Equivalent Arabic(Masculine)la pronunciation Arabic(Feminine)la pronunciation ال EnglishNo expression Arabic Equivalent Masculine)lalanaa’m (Feminine)lalanaa’m) الال NoNoYes Masculine)naa’mla Arabic pronunciation (Feminine)Arabicnaa’mla pronunciation) النعمنعم YesNoEnglish expression Arabic equivalent Masculine)lawla samaht (Feminine)lawla samahtee) لَ الوْ َس َم ح َتْ -ْلَ وْ َس َم ح تْ PleaseNo naa’mlaw(Masculine) samaht naa’m(Feminine)law samahtee ََل وْ نعم ََس ََم ح ََتْ -ْ ََل وْ ََس ََم ح تْ YesPlease naa’mlawnaa’mlaw samahtsamaht naa’mlawnaa’mlaw samahteesamahtee َل وْ نعمنعم َس َم ح َتْ -ْ َل وْ َس َم ح تْ YesPleaseYesPlease naa’mlalawla samaht naa’mlalawla samahtee َلَل ال وْوْ ََسس َمَم حح ََتْتْ --َْْلَل وْوْ ََسس َمَم حح تْ تْ YesNoPleaseNo naa’mlaw samaht naa’mlaw samahtee َل الوْ نعم َس َم ح َتْ -ْ َل وْ َس َم ح تْ YesPlease lachoukranlaw naa’m samaht lachoukranlawnaa’m samahtee َل ُشوْ كنعم َسراْ َم ح َتْ -ْ َل وْ َس َم ح تْ NoThankPleaseYes you lachoukran lachoukran ُُشال ك راْ NoThank you lachoukranchoukran lachoukranchoukran ُشالال ك راْ NoThankThank youyou lalawchoukranlaw la samahtsamaht lalawchoukranlawla samahteesamahtee َلَ ُشوُْش كك َسرراْ َاْم ح َتْ -ْ َلَ ْو َس َم ح تْ NoPleaseThankPleaseNo you lachoukran lachoukran ل ُشوْال ك َسراْ َم ح َتْ -ْل وْ َس َم ح تْ NoThank you lawahlanchoukran samaht lawahlanchoukran samahtee أَ ُش هال ك لْ راْ َ .PleaseYou’reThank youwelcome lawahlan samaht lawahlan samahtee أَل هوْ لْ َس َم ح َتْ -ْ َل وْ َس َم ح تْ .PleaseYou’re welcome lawahlanahlan lawsamaht samaht lawahlanahlanlaw samahtee samahtee أَلَل هوْوْ لْ َ َسس َ َمم حح ََتْتْ --َْْلَل ْوْو ََسس ََمم حح تْ تْ .PleaseYou’reYou’rePlease welcome. welcome lawchoukranahlanchoukran samaht lawchoukranahlanchoukran samahtee أأَُشُ ه ه كلْ رلَْاْ َ َ َ َ .PleaseThankYou’reThank youyou welcome lawmarhabaahlan samaht -assalamu lawmarhabaahlan samahtee -assalamu alaykum ألَش هوْك لْ رَساْ َم ح َتْ -ْلَ ْو َس َمَ حُ تْ .PleaseHelloYou’re welcome choukranmarhaba- assalamu choukranmarhaba- assalamu alaykum أَلم ُه وْر لَْحَسب َامْ -حْ اتْل -َّسْل لْو ُمْ َسَعَمََل ي حُُكم تْ ThankHello you choukranmarhabachoukran- assalamu choukranmarhabachoukran- assalamu alaykum َم ُُش ر ك َحرب اْ اْ -ْ ال ََّّسل ُُمْ ََع َل ي ُكم ThankHelloThank you you choukranmarhabaalaykummarhaba - -assalamuassalamu choukranmarhabamarhaba- -assalamuassalamu alaykumalaykum َمشُش رك ك َحررباْاْ اْ -ْ ال َّسل ُمْ َعلََ ي ُكُم ThankHello Hello you choukranahlanmarhabaalaykumahlan -assalamu choukranahlanmarhabaahlan -assalamu alaykum أأَمَ م هُهش رر كلْلْ ََححرب باْ ااْْ --ْْ االل ََّّسسلل ُمُْمْ ََععلَل ي ي ُككمم .ThankYou’reHello You’re you welcome.welcome choukranalaykumalaykummarhaba -assalamu choukranmarhaba -assalamu alaykum َم ُش ر ك َحرباْ اْ -ْ ال َّسل ُمْ َع َل ي ُكم Thank Hello you ahlanalaykumahlan ahlanahlan أَم هر َلْ حب اْ ْ ال َّسل ُمْ َعليكم .You’re You’re welcomewelcome ’ahlaneelaalaykum likaa’ ahlaneela likaa أ ه لْ ِّ .You’reGood -bye welcome ahlaneelaalaykummarhaba likaa’ -assalamu ahlaneelamarhaba likaa’ -assalamu alaykum أأ ه هالى لْلْا للِِّّ قاء َ ُ .You’reGood Hello - byewelcome ahlanmarhabaeela likaa’ -assalamu ahlanmarhabaeela likaa’ -assalamu alaykum َمَأم رهرالى َ َحلْحا بلبالِّا ْقْا--ْءْ اا لل ََّّسسلل ُمُْمْ ََععلَل ي يكُكمم .You’reHelloGood - byewelcome ’ahlaneelaeelamarhaba-assalamu likaa’likaa’ ahlaneelaeelamarhaba-assalamu likaa’likaa أ هالىالى ْلا الللِّل ِّققااءء .You’reGoodGood--bye byewelcome marhabaalaykumeelaalaykum likaa’ -assalamu marhabaeela likaa’-assalamu alaykum َم رالى َاحلبلِّاقْا-ءْ ال َّسل ُمْ َع َل ي ُكم Hello Good Hello -bye marhabamarhabahaleela alaykumfahemta? likaa’--assalamuassalamu marhabamarhabahaleelaalaykum fahemtee? likaa’--assalamuassalamu alaykumalaykum ََهم لرالى َََافحلبلهِّاق مْا-ءَْتْ ال- ََّّهسلل َُفمْ ه ََ عم ََل ي تُُْكم ?HelloHelloDoGood you -bye understand ?alaykumhal fahemta? hal fahemtee َهَم لر ََفَح بها مْ- ََتْ ا-ل َهَّسل ل ََُفُمْ ه َمع َل ي تْ ُكم ?Do you understand marhabaalaykumhal fahemta? -assalamu marhabahal fahemtee?-assalamu alaykum ََهَم لر َفَح بها مْ- َتْ ا-ل ََهَّسل ل َفُمْ ه َمع َل ي تْ ُكم ?Hello Do you understand alaykummarhabahalhaleela fahemta?fahemta? likaa’ -assalamu marhabahalhaleela fahemtee?fahemtee? likaa’-assalamu alaykum َهََهم للر َفََفح ِّ بهها مْم - ََتْتْ ا-ل- َهََّهسلل ل َفَُفمْ هه َ معم َل ي تْتُْكم ?HelloDoDoGood youyou -bye understand?understand ’alaykumeelahal eelafahemta? likaa’ likaa’ eelahaleela fahemtee? likaa َهالىلالى اَافللل هل ِّقق ماا ءءَتْ - َهل َف ه م تْ ?GoodDoGoodbye you-bye understand ?alaykumhal fahemta? hal fahemtee َهل َف هِّ م َتْ - َهل َف ه م تْ ?Do you understand ’eela likaa’ eela likaa الى ال لِّقا ء Good-bye ?eelaeelakayfa likaa’likaa’ haluka? eelaeelakayfa likaa’likaa’ halukee الىالى االللِّلِّققاا ُءء ُ ?GoodGoodHow -are-byebye you ?eelahalkayfahal hal fahemta? fahemta?likaa’ haluka?fahemta? eelahalkayfahalhal fahemtee? fahemtee?fahemtee?likaa’ halukee ََهك يل ََفْ ه ِّ محا لَُتْ َكْ- -َهْ َلك ي َفهَفْ م ح تْالُ كْ ?GoodDoHowDoDo you youyou -arebye understand?understand? you ?eelakayfa likaa’ haluka? eelakayfa likaa’ halukee َََكه يلالى ََ َْفا لهلِّ حمقاالُُ َءتْ ََ كْ --َهْ ََكل ي َف ََهفْ مح اتْلُُ كْ ?GoodHow -arebye you ?kayfahalkayfa fahemta? haluka?haluka? kayfahalkayfa fahemtee? halukee?halukee َكَ يالىَ فَْا للحقاالُُ َء َكْ -ْ َكَ ي َ َفْ حالُُ كْ ?HowDoHow you areare understand? you?you ?halkayfa fahemta? haluka? halkayfa fahemtee? halukee َكَكه ي يل َ َفَْْف هح حما ا لُل َ تْ ََكْ كْ ---َهْْ َكلك ي ي َف َ َهفْفْ محح اتْالُل كْكْ ?DoHow you are understand? you ?halEjleskayfa kayfafahemta? haluka? haluka? halEjleseekayfakayfa fahemtee? halukee ََكَهَ هيلل َ َْفَف هه حم مالُ ََتْتَْ كْ --- َهَْه ََكل لي َفَف َ هفْه م مح اتْ تْلُ كْ ?DoSitHowHow youdown. areare understand? you?you ?halEjles fahemta? halEjlesee fahemtee إك هيجل لَ فْ َف س هح- ام ل إ َ َتْ كْ ج-ل -ْهسك ليي َف َ فْه محاتْل كْ ?DoSit youdown. understand ?halEjles fahemta? halEjlesee fahemtee إ َ هجل ل َفس ه- م إ َتْ ج- ل َهسلي َف ه م تْ ?DoSit youdown. understand ?EjlesEjleskayfa haluka? EjleseeEjleseekayfa halukee إ َ جل س - ُإ جل َسي ُ ?SitSitHow down.down. are you ?kayfaEjles haluka? kayfaEjlesee halukee إَإكَك ي ي ججل ل ََفْفْ سس حح-ا-ا ل لُإ إ َ َكْكْ جج-ل -ل ْْسَسكَك ي ييي ََ فْ فْ ححااللُ كْكْ ?HowSit down. are you estamea’EjlesEjles estamea’eeEjleseeEjlesee اإ سج َل ت مسع - –إ ا جس ل َت مسعيي ListenSitSit down.down ?kayfaestamea’ haluka? kayfaestamea’ee halukee ا َك يس ََت َمفْ ع حا–لُ ا َكْ س ََت- ْم َكع يي َفْ حالُ كْ ?HowListen are you ?kayfakayfaestamea’ haluka?haluka? kayfakayfaestamea’ee halukee?halukee ا َكَ ي س َت ََمفْ ع حا– ُل ُا ََكْ س َت-- ْم َكَع ي ي ََفْ حا ُلُ كْ ?HowHowListen areare you?you ?kayfaestamea’estamea’Ejles haluka? kayfaestamea’eeestamea’eeEjlesee halukee إاا ك ج سيسل َتَت م َمفْسع ع -ح –ا–إ لُ اا َ كْج سسل َتَت سم ْمعكعيييي َفْ حالُ كْ ?HowListenListenSit down. are you ?kayfaEjlesestamea’estamea’ haluka? kayfaEjleseeestamea’eeestamea’ee halukee اإ َك سجيَل ت مَفْس ع -ح –اإ لُ ا َ كْجس ل َت- مْس َعك يي َفْ حالُ كْ ?HowSitListenListen down. are you ?Ejleshalestamea’ anta bikhayr? Ejleseehalestamea’ee antee bikhayr ا َهك س ي َلْت ماَ فْنع َتْح– ا لبا ََخ كْس ي َت- رمْ عك- ي َهي َ لفْ ا نحال تْ كْ ?SitAreListen down. you okay ?Ejleshal anta bikhayr? Ejleseehal antee bikhayr إََه ج ْل ا نس ََتْ- إب ََخ جيل ر س-يََه لْ ا ن تْ ?SitAre down. you okay ?Ejleshalhal antaanta bikhayr?bikhayr? Ejleseehalhal anteeantee bikhayr?bikhayr إَإه َ ج جْل ل ا نسس َ-تْ- إ بإ َخ جيجل ل رس س-يَيه لْ ا ن تْ ?SitAreAre down. youyou okay?okay ?Ejlesestamea’halestamea’ anta bikhayr? Ejleseeestamea’eehalestamea’ee antee bikhayr ا بَإهَ هَس خَ جتَ لْ يْل ماار ن نعس َََتْتْ-– ب إاب ََ َخسخ ي َجتيَل رمر س ع-- ََييهَه لْ لْ اا ن ن تْ تْ ?SitListenAreListen down. you okay ?Ejleshal halanta anta bikhayr? bikhayr? Ejleseehalhal anteeantee bikhayr? bikhayr ا بَه ََ سخ لْتي امر نع َتْ-– با َخ سيت ر م ع- َهي لْ ا ن تْ ?SitAreAre down. you OK?okay estamea’ estamea’ee بَإه َََخ جلْ َيل ار نس َتْ ب إ َخ يج َل ر س- َيه لْ ا ن تْ Listen estamea’ estamea’ee با ب َ خسخ ََي تي مررع – ا س ََت معي Listen ?estamea’jayyedhal anta (jeddan) bikhayr? estamea’eejayyedhal antee (jeddan) bikhayr بااَجَ ِّ يخسس يتَدت م رمْع)ع ج––ّد ْا ا( سستَت م معع يي ?Listen(Very)Are you good okay ?estamea’haljayyed anta (jeddan) bikhayr? estamea’eehaljayyed antee (jeddan) bikhayr َاهَهج ِِّّ ي لْ سلَْ دت ا ا من ْن)ع ََ تْتْ ج –ّّ بدب اْ َاَخ(خ ي يس َترر م--ع َهه ي لْ لْ اا ن ن تْ تْ ?ListenAre(Very) you good okay (estamea’jayyed (jeddan) estamea’eejayyed (jeddan اَََج ِّ يس َدت مْ)ع ج–ّد اْ ا( س َت مع َ ي Listen(Very) good ?jayyedhaljayyed jayyedanta (jeddan)(jeddan) bikhayr? (jeddan) jayyedhaljayyedjayyed antee (jeddan)(jeddan) bikhayr ب َََجهَجخِّيِّي ي لْدد راْ ْن )) َتْ ج ج ّدّبداْ ْا َ(خ( ير - َه لْ ا ن تْ ?Very)Are(Very)(Very) you goodgood okay) ?halhaljayyed antaanta (jeddan) bikhayr?bikhayr? halhaljayyed anteeantee (jeddan) bikhayr?bikhayr ب َََجه َِّيخ لْيد ار ْ ن ) ََتْ ج ّد باْ ََ(خ ير - ََه لْ ا ن تْ ?AreAre(Very) youyou good okay?okay (Saheehjayyed (jeddan) Saheehjayyed (jeddan َجَهَِّيص دلْ حاْين)ح َ جتْ ّ د باْ (َخ ير - َه لْ ان تْ Correct(Very) good ?halSaheeh anta bikhayr? halSaheeh antee bikhayr ب َهَََصخ يلْ حاري ن ح َتْ ب َخ ير - َه لْ ا ن تْ ?AreCorrect you okay ?halSaheehSaheeh Saheehanta bikhayr? halSaheehSaheehSaheeh antee bikhayr ب بَهَََخصخ ي لْي حراير ن ح َتْ ب َخ ير - َه لْ ا ن تْ ?AreCorrectCorrectCorrect you okay (jayyedSaheehjayyed (jeddan)(jeddan) jayyedSaheehjayyed (jeddan)(jeddan َ ج ِّيََصصد ححْيي)حح ج ّ داْ ( Very)Correct(Very) goodgood) WajebSaheeh WajebSaheeh بَج َِّيَصخ دي حيْر)ح ج ّداْ ( HomeworkCorrect (jayyedWajeb (jeddan) jayyedWajeb (jeddan بواَصخ جيحيربح Very)Homework good) (jayyedWajebWajeb (jeddan) jayyedWajebWajeb (jeddan وَجا ِّي جد ْب) ج ّد اْ ( Very)HomeworkHomework good) (jayyedWajebWajeb (jeddan) jayyedWajebWajeb (jeddan وََجاجِّيِّي دجد ْْب)) ج جّدّداْاْ (( Very)HomeworkHomework good) (jayyedSaheehWajebSaheeh (jeddan) jayyedSaheehWajebSaheeh (jeddan وواَاصص ج جحح ييببحح ّ Very)CorrectHomeworkCorrect good) (jayyedMuallemWajeb (jeddan) jayyedMuallemaWajeb (jeddan ُمو َاجَعِّيلِّ جدم ْب–) ُجم ّدعاْ لِّ(مة Very)TeacherHomework good) SaheehMuallemMuallem SaheehMuallemaMuallema ُم ََعَصلِّ مح ي–ح ُم َع لِِّّ َمة CorrectTeacherTeacher SaheehMuallem SaheehMuallema ُم َعَصلِّمح ي–ح ُُ م ََع لِّ ََمة CorrectTeacher SaheehMuallemMuallemWajeb SaheehMuallemaMuallemaWajeb ُمُم ََعَعَلِّصلِّممح ي––ح ُمُ م ََعع لِّلِّ َمَمةة CorrectTeacherTeacherHomework SaheehWajebMuallem SaheehWajebMuallema ُوموااَعَلِّص ج جمح يبب– ح ُم َع لِّ َمة CorrectHomeworkTeacher Saheehaa’fwanMuallemaa’fwan Saheehaa’fwanMuallemaaa’fwan ُمَع َ عفَلِّصوماْ حي – ح ُم َع لِّ َمة .CorrectExcuseTeacherExcuse meme Wajebaa’fwan Wajebaa’fwan ََوعا ف وجاْ ب .HomeworkExcuse me WajebWajebaa’fwan WajebWajebaa’fwan َوعوا فا وججاْ بب .HomeworkHomeworkExcuse me Wajebaa’fwanMuallemaa’fwanMuallem Wajebaa’fwanMuallemaaa’fwanMuallema ُمََعَعع ف فلِِّّوم واْ اْ – ُم َعلِِّّ َمة .HomeworkExcuseTeacherExcuseTeacher me.me Wajebaa’fwan Wajebaa’fwan ُمَعوَ فعالو جماْ ب– ُم َعل َمة .HomeworkExcuse me Muallemanaaa’fwanana asef asef Muallemaanaaa’fwanana asefaasefa َعوانا فا ِّاو جاْ س بف - ِّانا ا سفة .TeacherI’mExcuseI’m sorry.sorry me Muallemana asef Muallemaana asefa ُماناَع ِّلِّام س– ف ُم-َع ِّلِّ َمانا ةا سفة .TeacherI’m sorry Muallemanaana asefasef Muallemaanaana asefaasefa ُمُماناََعَ علالِّمم س –– ف ُمُم-ََعَ عللِّ ََمَماناة ةا سفة .TeacherI’mI’m sorry.sorry Muallemaa’fwananaaa’fwan asef Muallemaaa’fwananaaa’fwan asefa َعُعم اناف انافَ ع اولِّاواْ اْ م س س –ف ف ُم--َ ع لِّ َماناانا ةاا سسففةة .TeacherExcuseI’mExcuse sorry. me. me Muallemmaanama esmukaasef esmuka Muallemamaanama esmukee?esmukee?asefa َُمانا َ عالِّم س –ف ُم- َ علِّ َمانا ةا سفة ?TeacherWhatI’mWhat sorry. is your name? name ?aa’fwanma esmuka aa’fwanma esmukee عماانا ف ااو اْ س ُم فك ؟- ماانا اا سسفُمة ك ؟ ?ExcuseWhat is me. your name ?aa’fwanma esmuka aa’fwanma esmukee َعما فاو اْ س ُُم ك؟ ما ا س ُُم ك؟ ?ExcuseWhat is me. your name aa’fwanmamaana esmukaesmuka asef aa’fwanmamaana esmukee?esmukee? asefa َعَماعف فاوو اْ ساْ ُم ك؟ ما ا س ُم ك؟ ?ExcuseWhatWhatI’m sorry. isis me. youryour name?name aa’fwananama esmukaasef aa’fwananama esmukee?asefa َانامااناعما فااو ساْ س ُمُم ففك ك -؟-؟ مااناماانا اا سسفُفمُمةة كك ؟؟ ?ExcuseI’mWhat sorry. is me. your name ?aa’fwanma esmuka aa’fwanma esmukee َماع فاو ساْ ُُم ك؟ ما ا س ُُم ك؟ ?ExcuseWhat is me. your name ana asef ana asefa انا ا سف - انا ا سفة .I’m sorry anaana asefasef anaana asefaasefa اناانا اا سسفف -- اناانا اا سسففةة .I’mI’m sorry.sorry ?anamama esmukaasefesmuka anamama esmukee?asefaesmukee ما ا س ُمك؟ ما ا س ُم ك؟ ?I’mWhatWhat sorry. isis youryour name?name ana STUDENTS asef —TEACHER RESOURCESana asefa 19 ماانا ا ا س س ُمكفIMMIGRANT ؟- ما اناا ا ARABس سُمف ةك؟ I’m sorry.PROMOTING SUCCESS WITH ?ma esmuka ma esmukee ما ا س ُمك؟ ما ا س ُم ك؟ ?What is your name ?mama esmukaesmuka mama esmukee?esmukee ماما اا سس ُُمُمكك؟؟ ماما اا سس ُُمُم كك؟؟ ?WhatWhat isis youryour name?name What is your name? ma esmuka ma esmukee? ?ma esmuka ma esmukee ما ا س ُمك؟ ما ا س ُم ك؟ ?What is your name PHOTO COURTESY OF JENNIFER KAMAL PHOTO parents to understand. Translating permission slips or Be aware of cultural expectations invitations to school events into Arabic will increase the possibility of their involvement. Making the school and roles. website available in Arabic will help parents make appropriate choices for their child. In general, Arabs are loving, humble people and they expect others to respond in kind. The circumstances of “I was frustrated when forms I sent home many the family’s arrival to your community may be a factor times were not signed and returned by one child’s in their receptivity or preparedness to engage with you. parents. When I discovered that the mother had Be aware of gender dynamics. If you are a female very limited English language skills, I realized that teacher meeting with a male parent for the first time, she was afraid to sign a piece of paper she didn’t you may wish to consider inviting a male colleague to fully understand!” join you for the interview.

To check the pronunciation of a word, use an online “Arab parents who arrive in Canada often hear dictionary such as http://dictionary.cambridge.org/ stories of children being apprehended from their dictionary/english-arabic/. families by social services. If parents are hesitant to communicate with the school when there is an issue with their child, this is probably why. Keep an open mind and assure them that they have done nothing wrong and you are just offering help. With time, trust will be established.”

20 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Try to call home with congratulations from time to time to dispel the idea that the school calls only when there is bad news.

Respect the importance of “saving face.”

Because family life and harmony are crucial to Arabs, educators need to demonstrate respect for the nuclear and extended family. Since Arabs are very sensitive to public criticism, teachers should try to express concern about the student in a way that minimizes “loss of face” COURTESY OF JENNIFER KAMAL PHOTO for either the student or the family. The goal is to help Create opportunities for social students develop a positive identity while respecting their heritage. connections.

Reduce social isolation for your new students by using Make accommodations as required. cooperative learning strategies and allowing students to work in pairs or groups. Review school dress codes or change-room requirements to ensure that they do not violate Muslim traditions of modesty or fasting. Ensure that girls are not Open up learning channels. ridiculed for their head coverings or dress. Avoid scheduling tests on major Islamic holidays and Present new information in multiple forms (oral, respect fasting requirements. During Ramadan, teachers written and visual). Because Arabic is an aural culture, should be sensitive to the physical stress that may result try to read directions aloud. from fasting. Try to schedule prayer opportunities into regular Start with picture books. break periods. If students tell you that they need to leave school to participate in Friday prayers, ask that they provide you with parental consent. This will ensure When students (at any age level) have very limited that religious requirements are not used as an excuse for reading skills, they respond to pictures. Using picture missing class or assignments. books supports language acquisition by increasing both vocabulary and comprehension. When students are During the month of Ramadan, some parents may engaged and able to understand and follow the story, use the time to return to the Middle East for family they are motivated to share their feelings and reactions. vacations. If so, parents should assume responsibility for missed work. Because the serving of food in school may be an issue “Using picture books with older students is a for students who can only eat halal food, it is helpful to great way to engage new readers. Often teachers identify students with this requirement and to develop a will ask if students think the books are for ‘babies.’ schoolwide policy regarding food. If you use appropriate books and model reading and enjoying the books, the students will love it See background information on Holidays and as well. I have not ever had students say the books Religious Observances. are for ‘babies.’”

See Resources for Teachers for a list of picture books for Muslim kids.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 21 Invite students to share information • Music—Introduce students to Middle Eastern music about their culture. and instruments. • Art—Examine and experience the symbolic representation of Arabic script. If your new students are comfortable doing so, invite them to share information about their country, their • Language Arts—Look at and listen to Arabic stories culture (food, music) or customs. and poetry. If possible, arrange a field trip to a mosque or local • Math—Collect statistical data on Arab countries and bakery, or invite an Arab member of the community to create charts. speak to the class. During the holiday season in December, organize a See Community Resources (page 34) for suggestions. week-long Celebration of Celebrations activity in which all the students and the families can share their heritage, Look for opportunities to infuse the culture, customs and traditions. This can lead to an understanding of everyone’s culture and community in curriculum with information about an authentic manner. In the younger grades, students the Arab culture. are exposed to and develop an appreciation for the foods, clothing and special traditions amongst families. In the older grades, the students can write a report on To help your new students feel at home and to the similarities and differences and do research on the develop an appreciation for the contributions made by cultures and countries that interest them. This is a very Arabs, plan learning activities within various curricular inclusive activity that allows even the most shy and areas that achieve both ends: reluctant student to participate. • Social Studies—Conduct research on Arab contributions. YUET CHAN

22 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Make an effort to stay informed about major events in your students’ countries of origin.

Even though they are in a new country, students and their families continue to be impacted by events in their homeland, which may be affecting friends, relatives and former neighbours. For an excellent lesson that simulates a refugee experience, see http://choices.edu/resources/twtn/twtn- refugees.php.

Confront prejudice and Be aware of the language discrimination. differences between Arabic and English. Any use of derogatory language or name calling must be addressed immediately. Capitalize on This might be reflected in the pronunciation, teachable moments to deal with common myths and grammar and comprehension. For example, the use of misconceptions. the /b/ for the /p/ sound in the beginning of words such In response to negative news reporting (which sells as paper and pencil. papers!), teachers can use these opportunities to engage Here is a link that highlights the phonemic and students in informed debate about related current grammatical challenges that Arabic speaking students events. might face while learning English: http://esl.fis.edu/ grammar/langdiff/arabic.htm.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 23 Suggestions for School and District-Level Support

(1) Ensure that a safe and caring school environment (4) Assist teachers in gathering background information is provided for all students. Develop and enforce on new students. a school policy that clearly communicates (5) Support staff development and training in the area to all parents and students that disrespect or of diversity. discrimination will not be tolerated within the school. (6) Initiate and support multicultural events. (2) Identify community and district-level resource (7) Respect religious observances and holidays. Provide people and encourage teachers to invite them into time and a private space for prayers upon request. the school. (8) Develop a school policy that addresses halal food (3) Provide oral and written translation services in requirements, and communicate the policy to all Arabic for documents such as a Student Code of staff, students and parents. Conduct, permission slips and invitations to school events. KONI MACDONALD KONI

24 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Orientation Guide to Canadian Schools

This guide was originally developed for the second worker or interpreter when they visit that centre. booklet in this series: Working with South Sudanese The various points in the guide should be discussed Immigrant Students –Teacher Resources, written by collaboratively, and parents and their children should Athieng Riak, Abiel Kon, Maryanne MacDonald, Elaine have the opportunity to ask questions. Parents should Lou and Lynn Smarsh. receive a copy to take home for future reference. This is just one tool to assist schools and Arab families This guide could be adapted for use with immigrant in better understanding and communicating with each families of other cultural backgrounds. If you wish other. to create your own guide, please keep in mind the following points: • Remember to involve members of the cultural How to Use This Guide community in the guide’s creation. • Use plain language. This means avoiding educational Consider having this guide available when the student jargon, explaining abbreviations and using short initially comes to register at the school. It may be sentences and the active voice. housed in the general office or in the student services area. District intake centres should also have copies since • Use appropriate illustrations to further explain each parents will usually be accompanied by a settlement point.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 25 Homework

الواجبات المدرسية: Homework Homework ِ  يستخدم التالميذ دفاتر ُم َذ َّكرات لتدوين الواجبات Students use an agenda to write • الواجبات المدرسية: ِ ِالمدرسية. الرجاء مراجعة ال ُم َذ ّكرة لمعرفة الواجبات down their homework. Please  يستخدم والفروض التالميذ المطلوبة دفاتر ُم َذ َّكرات وتواريخها. لتدوين الوا ِجبات check the agenda to see their  Homework أذا تعذر المدرسية. عليكم الرجاء مساعدة ال ّتلمراجعةم يالذ ُم َذ ّكرةاكمال لمعرفة الواجبات الواجبات .assignments المدرسية، يمكنكم سؤال المدرسة اذا كان لديها ناد والفروض المطلوبة وتواريخها. If you can’t help your child with •  الوالهذا ِجبات الغرض. المدرسية: ّ أذا تعذر عليكم مساعدة التلميذ اكمال الواجبات homework, check to see if the  بعض المدرسية، الجاليات يمكنكم سؤالالسودانية لديها المدرسة نواد اذا كان للمساعدة لديها ناد  يستخدم التالميذ دفاتر ُم َذ َّكرات لتدوين الوا ِجبات بالواجبات المدرسية. .school has a homework club لهذا ِالمدرسية. الغرض. الرجاء مراجعة ال ُم َذ ّكرة لمعرفة الواجبات • Some communities provide  بعض والفروض الجاليات المطلوبة السودانية لديها وتواريخها. نواد للمساعدة homework clubs as well.  بالأذا وا ِجباتعذر ت عليكم المدرسية. مساعدة ال ّتلميذ اكمال الواجبات Prepare for class المدرسية، يمكنكم سؤال المدرسة اذا كان لديها ناد لهذا التحضير الغرض. للصف  Prepare for class بعض الجاليات السودانية لديها نواد للمساعدة  بمنال واجباواجباتت الطالبالمدرسية . الوصول الى صفوفهم في الوقت ِالتحضير للصف Prepare for Class المحدد.

 منيجب واجباتوصول الطالب الطالب الوالى صول الى المدرسة قبل صفوفهم بداية في الوالفصل قت Students are responsible for getting to • Prepare for class األول.المحدد. .each class on time  يجبيجب على وصولال ّت الميذ الطالب الىاحضار كتبهم المدرسة قبل والواجباتبداية الفصل المدرسية Children come to school before • التحضير للصف كاملة.األول. .school starts  ّ  مناذا يجب تعسرواجبات على ال ّتعلى الالمتيلذم يالطالبذ الوفهم احضار المصول وادال كتبهمى أو اكمال صفوفهم والواجبات في الوالواجبات، قتالمدرسية Students must come to class with • يجب كاملة.المحدد. عليه سؤال األستاذ المسؤول. .their books and homework ready  ّ ( English language learning (ELL اذايجب تعسر وصول على التلميذالطالب فهمالى المواد أوالمدرسة قبل اكمال بداية الفصلالواجبات، If students don’t understand • يجب األول. عليه سؤال األستاذ المسؤول. something, they should ask the تعلم اللغة األنكليزية: ( English language learning (ELL يجب على ال ّتالميذ احضار كتبهم والواجبات المدرسية teacher for help. Teachers want them  يحتاجكاملة. كل طالب لحوال سبعة سنوات ليتمكن أكاديميا .to ask questions  تعلم اللغة ّاألنكليزية: اذامن اللغة تعسر على التلاالنكليزيةم.يذ فهم المواد أو اكمال الواجبات، يجب عليه سؤال األستاذ المسؤول.  يمكن يحتاج كل للطالب طالب الحصوللحوال علىسبعة دروس سنوات ليلغة تمكن اضافية أكاديفي ميا (English language learning (ELL من اللغةالمكاتب العامة أو االنكليزية. بعض الجمعيات الدينية والثقافية.  Parent Teacher Interview يمكن للطالب الحصول على دروس لغة اضافية في (English Language Learning (ELL تعلم المكاتباللغة العامة أو األنكليزية: بعض الجمعيات الدينية والثقافية. مقابلة المعلم واألهل ELL students need up to seven years •  Parent Teacher Interview يحتاج كل طالب لحوال سبعة سنوات ليتمكن أكاديميا to ­become academically successful in  من المعلموناللغة واألهل االنكليزية. شركاء في نجاح ثقافة ال ّتالميذ.  مقابلة المعلم واألهل .English  يمكن المقابلة هي للطالب وسيلة الحصول للحصول على على دروس لغة معلومات عن اضافية في تطور المكاتب العامة أو بعض الجمعيات الدينية والثقافية. Students may access additional, free •  ولدك المعلمون األكاديمي واألهل في شركاء في المدرسة. نجاح ثقافة ال ّتالميذ. ELL help outside school in a public  Parent Teacher Interview عند المقابلة هيالحاجة، وسيلةيمكن للمدرسةللحصول أن علىتؤ من معلومات مترجم أوعن تطور ولدك يمكنكم األكاديمي اصطحاب في احد تتفقونالمدرسة. معه ليترجم لكم خالل .library or ­community church  المقعندامقابلة بلة. المعلم الحاجة، يمكن واألهل للمدرسة أن تؤمن مترجم أو   تدوم يمكنكمالمعلمون المقابلة واألهلاصطحاب حوال احد شركاءالربع في تتفقون ساعة. معهنجاح ثقافة اليترجمل ّتاللكمم يذ. خالل المقابلة.  المقابلة هي وسيلة للحصول على معلومات عن تطور  ولدكتدوم المقابلة األكاديمي حوالفي الربع المدرسة. ساعة.

 عند الحاجة، يمكن للمدرسة أن تؤمن مترجم أو يمكنكم اصطحاب احد تتفقون معه ليترجم لكم خالل المقابلة.  تدوم المقابلة حوال الربع ساعة.

26 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Homework

الوا ِجبات المدرسية:

 يستخدم التالميذ دفاتر ُم َذ َّكرات لتدوين الوا ِجبات المدرسية. الرجاء مراجعة ال ُم َذ ّكرة لمعرفة الواجبات والفروض المطلوبة وتواريخها.  أذا تعذر عليكم مساعدة ال ّتلميذ اكمال الواجبات المدرسية، يمكنكم سؤال المدرسة اذا كان لديها ناد لهذا الغرض.  بعض الجاليات السودانية لديها نواد للمساعدة بالوا ِجبات المدرسية.

Prepare for class

التحضير للصف

 من واجبات الطالب الوصول الى صفوفهم في الوقت المحدد.  يجب وصول الطالب الى المدرسة قبل بداية الفصل األول.  يجب على ال ّتالميذ احضار كتبهم والواجبات المدرسية كاملة.  اذا تعسر على ال ّتلميذ فهم المواد أو اكمال الواجبات، يجب عليه سؤال األستاذ المسؤول. English language learning (ELL)

تعلم اللغة األنكليزية:

 يحتاج كل طالب لحوال سبعة سنوات ليتمكن أكاديميا من اللغة االنكليزية.  يمكن للطالب الحصول على دروس لغة اضافية في المكاتب العامة أو بعض الجمعيات الدينية والثقافية. Parent Teacher Interview

مقابلة المعلم واألهل Parent–Teacher Interviews  المعلمون واألهل شركاء في نجاح ثقافة ال ّتالميذ. Parents and teachers are partners in •  المقابلة هي وسيلة للحصول على معلومات عن تطور .the child’s education ولدك األكاديمي في المدرسة. An interview is a chance to discuss •  عند الحاجة، يمكن للمدرسة أن تؤمن مترجم أو .your child’s progress in school يمكنكم اصطحاب احد تتفقون معه ليترجم لكم خالل • المقابلة. The school can provide a translator or  تدوم المقابلة حوال الربع ساعة. you can bring someone you trust to interpret for you.

• An interview is usually 15 minutes long.

Letter / Phone call from school

رسالة / مكالمة من المدرسة Letters/Phone Calls from School

 احيانا ترسل المدرسة استمارات تحتاج لتوقيع األهل. You might hear from the school when  Letter / Phone call from school أو عندما يكون لديهم مخاوف أو معلومات لألهل. there are important forms for you •  أو اذا غاب الطالب عن الصف واألهل لم يعلموا ,to sign رسالة /المدرسة بذلك.مكالمة من المدرسة • they have concerns about  احيانا ترسل المدرسة استمارات تحتاج لتوقيع األهل. your child or  أو عندما يكون لديهم مخاوف أو معلومات لألهل. •  School Fees أو اذا غاب الطالب عن الصف واألهل لم يعلموا your child is absent at school, and the office hasn’t heard from you. رسوم المدرسة بذلكمدرسية.

 من واجب األهل تسديد رسوم النقل، والكتب، School Fees واألدوات القرطاسية المطلوبة.  في حال عدم القدرة على تسديد هذه الدفعات، يمكنكم شرحرسوم الوضع مدرسية الدارة المدرسة لكي يتابع ال ّتلميذ الذهاب School Fees للمدرسة.  من واجب األهل تسديد رسوم النقل، والكتب، • Parents need to pay for bus fees,  يمكن عدمواألدوات دفع القرطاسية المستحقات المطلوبة. المدرسية باالتفاق مع االدارة. .textbooks and other learning supplies  في حال عدم القدرة على تسديد هذه الدفعات، يمكنكم • If you can’t afford to pay these fees, Attendance شرح الوضع الدارة المدرسة لكي يتابع ال ّتلميذ الذهاب للمدرسة. you can talk to the school, and your  يمكن الحضورعدم دفع المستحقات المدرسية باالتفاق مع .child can still go to school • You may not have to pay all the fees if  االدارةحضور. المدرسة للفتيان والفتيات هو فرض حتى سن you have money problems. Attendance السابعة عشر.  من واجب ادارة المدرسة اخبار مشاكل حضور ال ّتالميذ الحضور لمجلس خاص.   من حضور الواجب على المدرسة األهلللفتيان اعالم والفتيات هو المدرسة في فرض حال حتى عدم سن ّ قدرة الالسابعةت لميذ عشر. على الحضور.  Serious Offences من واجب ادارة المدرسة اخبار مشاكل حضور ال ّتالميذ لمجلس خاص.  من مخالفاتالواجب كبيرةعلى األهل اعالم المدرسة في حال عدم ّ  قدرة االقتال،ل تلميذ على والترهيب، الحضور.والتدخين، وعدم الحضور يعتبرون Serious Offences مخالفات كبيرة.  تكرر المخالفات الكبيرة قد يسبب بطرد ال ّتلميذ من المدرسةمخالفات. كبيرة  القتال، والترهيب، والتدخين، وعدم الحضور يعتبرون 27 مخالفات كبيرة. PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES  تكرر المخالفات الكبيرة قد يسبب بطرد ال ّتلميذ من المدرسة.

Letter / Phone call from school

رسالة / مكالمة من المدرسة

 احيانا ترسل المدرسة استمارات تحتاج لتوقيع األهل.  Letter / Phone call from school أو عندما يكون لديهم مخاوف أو معلومات لألهل.  أو اذا غاب الطالب عن الصف واألهل لم يعلموا رسالة / مكالمة من المدرسة المدرسة بذلك.  احيانا ترسل المدرسة استمارات تحتاج لتوقيع األهل.

 أو عندما يكون لديهم مخاوف أو معلومات لألهل.  School Fees أو اذا غاب الطالب عن الصف واألهل لم يعلموا المدرسة بذلك. Letter / Phone call from school رسوم مدرسية

 من واجب رسالة / األهل مكالمة تسديد من رسوم المدرسة النقل، والكتب، School Fees واألدوات القرطاسية المطلوبة.  احيانا ترسل المدرسة استمارات تحتاج لتوقيع األهل.  في حال عدم القدرة على تسديد هذه الدفعات، يمكنكم رسوم أو مدرسيةعندما يكون لديهم مخاوف أو معلومات لألهل. ّ شرح أو اذاالوضع غاب الدارة االطالب عن لمدرسة الصفلكي يتابع اواألهلل تللمم يذ يعلموا الذهاب  من واجبللمدرسة. المدرسة األهل بذلك. تسديد رسوم النقل، والكتب،  يمكن عدمواألدوات دفع القرطاسية المستحقات المطلوبة. المدرسية باالتفاق مع

 في االدارة.حال عدم القدرة على تسديد هذه الدفعات، يمكنكم School Fees شرح الوضع الدارة المدرسة لكي يتابع ال ّتلميذ الذهاب Attendance للمدرسة. رسوم مدرسية  يمكن عدمالحضور دفع المستحقات المدرسية باالتفاق مع Attendance  من واجب األهل تسديد رسوم النقل، والكتب، االدارة.  حضور واألدواتالمدرسة للفتيان القرطاسية والفتيات المطلوبة. هو فرض حتى سن Girls and boys must attend school daily •  Attendance السابعة في عشر.حال عدم القدرة على تسديد هذه الدفعات، يمكنكم شرح الوضع الدارة المدرسة لكي يتابع ال ّتلميذ الذهاب .until they are 17 years old  من واجب ادارة المدرسة اخبار مشاكل حضور الحضور للمدرسة. School administration must report • ال ّتالميذ لمجلس خاص.  يمكن عدم دفع المستحقات المدرسية باالتفاق مع problems with attendance to a special  من حضور الواجب االدارة.على المدرسة األهلللفتيان اعالم والفتيات هو المدرسة في فرض حال حتى عدم سن ّ .board Attendance قدرة الالسابعةت لميذ عشر. على الحضور.  من واجب ادارة المدرسة اخبار مشاكل حضور If your child can’t go to school, phone • Serious Offences ال ّتالميذ لمجلسالحضور خاص. .the school  من  مخالفاتالواجب حضوركبيرةعلى المدرسةاألهل للفتيان اعالم والفتيات المدرسة هو في فرض حال حتى عدم سن قدرة ال ّتلميذ السابعة على عشر. الحضور.  القتال، من واجب والترهيب، ادارة والتدخين،المدرسة واخبارعدم مشاكل الحضور حضور يعتبرون Serious Offences مخالفاتال ّتالميذ كبيرة. لمجلس خاص.  تكرر من الواجبالمخالفات على الكبيرة قد األهل يسبباعالم بطرد االمدرسةل ّتلمفيي ذ حال من عدم مخالفات ّكبيرة Serious Offences المدرسة. قدرة التلميذ على الحضور.  Serious Offences القتال، والترهيب، والتدخين، وعدم الحضور يعتبرون • Fighting, bullying, smoking and مخالفات مخالفاتكبيرة. كبيرة skipping school are considered  تكرر المخالفات الكبيرة قد يسبب بطرد ال ّتلميذ من serious.  المدرسة. القتال، والترهيب، والتدخين، وعدم الحضور يعتبرون مخالفات كبيرة. Repeated or serious problems may •  تكرر المخالفات الكبيرة قد يسبب بطرد ال ّتلميذ من result in the student being suspended

المدرسة. .from school

Illegal Activity Illegal Activities أعمال غير قانونية  حيازة وتعاطي المخدرات كما استهالك المشروبات Drugs are illegal in Canada. Use of • الكحولية في المدرسة غير قانوني. ادارة المدرسة alcohol at school is illegal. If your child تبلغ الشرطة عن جميع أعمال التعامل، والتعاطي، is using, selling or keeping drugs, the اوالتخزين للمخدرات. كما يستدعى أولياء أمور police will be called. Parents will be ال ّتلميذ للتعامل مع الشرطة في المدرسة. .called to meet with police at school  أي عالقة للطالب غير قانونية مع عصابات يتم Illegal involvement with gangs (groups • التعامل معها من قبل ضابط الشرطة في المدرسة. (of people who move drugs or steal  يستدعى أولياء أمور الطالب للمدرسة فور وقوع will be dealt with at the school by a المخالفة. police officer. Parents will be called  في حال تغريم الطالب، من واجب األهل دفع الغرامة. immediately. • If a student is breaking the law, they will What is Taught البرنامج الدراسي be suspended and possibly removed from the school.  البرنامج الدراسي في كامل مقاطعة ألبرتا موحد ومدته If a student is fined, the parent is • 12 سنة مدرسية. responsible to pay.  يجب على جميع الطالب دراسة اللغة االنكليزية، واالجتماعيات، العلوم، الرياضيات، والرياضة، ومواد اختيارية أخرى.  يجب على الطالب الحوز على المعرفة الالزمة لكل صف. Reporting التقارير PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 28  سوف تتلقى بطاقة تقرير عالمات من المدرسة عدة مرات في السنة. يتضمن التقرير عالمات ومالحظات المعلمين واالدارة عن ال ّتلمي .ذ يمكنكم االتصال بالمدرسة اذا كان لديكم أي أسئلة.  على األهل مراجعة بطاقة التقرير مع الطالب وتوقيعها.  في نهاية السنة الدراسية، سوف تحصلون على تقرير العالمات النهائي.

Illegal Activity

أعمال غير قانونية

 حيازة وتعاطي المخدرات كما استهالك المشروبات الكحولية في المدرسة غير قانوني. ادارة المدرسة Illegal Activity تبلغ الشرطة عن جميع أعمال التعامل، والتعاطي، اوالتخزين للمخدرات. كما يستدعى أولياء أمور أعمال غير قانونية ال ّتلميذ للتعامل مع الشرطة في المدرسة.  أي حيازة عالقة وتعاطي للطالب غيرالمخدرات كما قانونية مع استهالك عصابات يتم المشروبات التعامل الكحولية فيمعها من قبلالمدرسة غير ضابط القانوني. شرطة في ادارة المدرسة.المدرسة  تبلغ يستدعى الشرطة أولياء عن أمور جميع الطالب أعمال للمدرسةالتعامل ، فور وقوع والتعاطي، المخالفة.اوالتخزين للمخدرات. كما يستدعى أولياء أمور  ال ّتلفي ميذ حال للتعاملتغريم مع الطالب، الشرطةمن في واجب المدرسة.األهل دفع الغرامة.  أي عالقة للطالب غير قانونية مع عصابات يتم What is Taught التعامل معها من قبل ضابط الشرطة في المدرسة.  يستدعىالبرنامج أولياء الدراسي أمور الطالب للمدرسة فور وقوع What Is Taught المخالفة.  في حالالبرنامج تغريم الدراسي في الطالب، كاملمن واجب مقاطعة ألبراألهلتا دفع موحد الغرامة.ومدته All of Alberta has a standard • 12 سنة مدرسية. curriculum. It is completed in  What is Taught يجب على جميع الطالب دراسة اللغة االنكليزية، .years of school 12 البرنامج واالجتماعيات، الدراسي العلوم، الرياضيات، والرياضة، ومواد All children are expected to take • اختيارية أخرى. English, social studies, sciences,  يجب البرنامج على الدراسي الطالب الفي حوز كامل على مقاطعة المعرفة ألبرتا الالزمةموحد لكل ومدته mathematics, physical education and 12 صف.سنة مدرسية. optional courses.  يجب على جميع الطالب دراسة اللغة االنكليزية، Reporting واالجتماعيات، العلوم، الرياضيات، والرياضة، ومواد Children are expected to be • التقاريراختيارية أخرى. competent in that level of the  يجب على الطالب الحوز على المعرفة الالزمة لكل .curriculum for each year  سوفصف. تتلقى بطاقة تقرير عالمات من المدرسة عدة مرات في السنة. يتضمن التقرير عالمات ومالحظات Reporting المعلمين واالدارة عن ال ّتلمي .ذ يمكنكم االتصال بالمدرسة اذا كان لديكم أي أسئلة. التقارير Reporting  على األهل مراجعة بطاقة التقرير مع الطالب  سوف وتوقيعها. تتلقى بطاقة تقرير عالمات من المدرسة عدة You will receive report cards several •  فيمرات نهافي ية السنة.السنة يتضمن الدراسية، التقرير سوف عالمات تحصلون على تقريرومالحظات times each year. They have marks and المعلمين العالمات واالدارةالنهائي. عن ال ّتلمي .ذ يمكنكم االتصال comments from the teacher about بالمدرسة اذا كان لديكم أي أسئلة. your child. If you have questions,  على األهل مراجعة بطاقة التقرير مع الطالب .contact the school وتوقيعها. • Talk to your child about the report  في نهاية السنة الدراسية، سوف تحصلون على تقرير العالمات النهائي. card. Then sign it and send it back to the school if your school requires this.

• At the end of June, you will receive a copy of the final report card.

برامج خاصة Special Programming

 في حالة عدم نجاح الطالب في احد مراحل الدراسة، If a student does not achieve well in •

يمكن تسجيل الطالب في احد البرامج الخاصة Grades 1 to 5, special programming لمساعدته على النجاح. is available to assist the student in  في حال طلبت المدرسة تحويل الطالب الى أحد .catching up and succeeding البرامج الخاصة، من حق األهل االستفهام عن السبب. • If the school asks for special  في بعض الحاالت يطلب من األهل االمضاء على programming for your child, you استمارة موافقة لغرض اتمام فحوصات خاصة. should ask why. The purpose is to الهدف من هذه الفحوصات اجراء تقييم صحيح لمقدرة الطالب األكاديمية واالجتماعية. .help your child catch up • If special testing is required, you will be asked to sign consent forms. The testing is necessary and will assist أسئلة للطالب في نهاية اليوم الدراسي the school in correctly assessing your child.  ماذا حصل في المدرسة اليوم؟  هل أعطاك المعلم رسالة الي؟  ما الذي اعجبك كثيرا من نشاطات اليوم المدرسية؟  هل استمتعت بالمدرسة؟  ماذا لديك من واجبات منزلية؟ PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 29

الذهاب للنوم واالستيقاظ صباحا

 من المستحن على الطالب ان يستعمل الساعة بدال من الشمس لتحديد مواعيد النوم.  من المستحسن متابعة نشرة الطقس الصباحية للتأكد ان حافالت المدارس شغالة وعلى الوقت.

الصحة

 من الواجب ابقاء الطالب في البيت اذا كان مريض بمرض معد كالحصبة والجديري.  من المستحسن زيارة طبيب األسنان مر ة كل ستة أشهر.  من المستحسن زيارة طبيب العيون مرة كل سنة.  من المستحسن زيارة طبيب صحة عام مرة كل سنة

برامج خاصة

 في حالة عدم نجاح الطالب في احد مراحل الدراسة، يمكن تسجيل الطالب في احد البرامج الخاصة لمساعدته على النجاح.  في حال طلبت المدرسة تحويل الطالب الى أحد برامج خاصة البرامج الخاصة، من حق األهل االستفهام عن السبب.  في في بعض حالة عدم الحاالت نجاح يطلب منالطالب في األهلاحد مراحل االمضاء علىالدراس ة، يمكن استمارة تسجيل موافقة الطالب لغرض في احداتمام البرامج فحوصات الخاصة خاصة. الهدف لمساعدته من علىهذه النجاح. الفحوصات اجراء تقييم صحيح لمقدرة  في الطالب حال طلبت األكاديمية المدرسة تحويلواالجتماعية. الطالب الى أحد البرامج برامج خاصةالخاصة، من حق األهل االستفهام عن السبب.  في بعض الحاالت يطلب من األهل االمضاء على  في حالة عدم نجاح الطالب في احد مراحل الدراسة، استمارة موافقة لغرض اتمام فحوصات خاصة. يمكن تسجيل الطالب في احد البرامج الخاصة الهدف من هذه الفحوصات اجراء تقييم صحيح لمقدرة Questions to Ask Your Child at أسئلة لمساعدته للطالب على في نهايةالنجاح. اليوم الدراسي

 الطالب األكاديمية واالجتماعية. the End of a School Day  مافيذا حال حصل فيطلبت المدرسة اليوم؟تحويل الطالب الى أحد

 هل البرامج أعطاك الخاصة، المعلممن حق رسالة الي؟األهل االستفهام عن السبب. ?What happened at school today •  في بعض الحاالت يطلب من األهل االمضاء على  ما الذي اعجبك كثيرا من نشاطات اليوم المدرسية؟ • استمارة موافقة لغرض اتمام فحوصات خاصة. Did your teacher give you a paper  هل استمتعت بالمدرسة؟ أسئلة الهدف من للطالب هذه في نهاية الفحوصاتاليوم اجراء الدراسي تقييم صحيح لمقدرة ?for me  ماذا لديك من واجبات منزلية؟ •  ماذاالطالب حصل في األكاديمية المدرسة اليوم؟واالجتماعية. ?What did you like best today  هل أعطاك المعلم رسالة الي؟ ?Did you have fun •  ما الذهاب الذي للنوم اعجبك كثيرا واالستيقاظمن صباحا نشاطات اليوم المدرسية؟ ?What do you have for homework •  هل استمتعت بالمدرسة؟  من ماذا أسئلة لديك المستحن منللطالب علىفي نهاواجبات يةالطالب اناليوم منزلية؟ يستعمل الدراسي الساعة بدال من الشمس لتحديد مواعيد النوم.  ماذا حصل في المدرسة اليوم؟  من المستحسن متابعة نشرة الطقس الصباحية للتأكد  هل أعطاك المعلم رسالة الي؟ ان حافالت المدارس شغالة وعلى الوقت.  ما الذهاب الذي للنوم اعجبك كثيرا واالستيقاظ من صباحا نشاطات اليوم المدرسية؟ Going to Bed and Waking Up  هل استمتعت بالمدرسة؟  من المستحن على الطالب ان يستعمل الساعة بدال من Your child should use a clock, not the •  ماذا لديك من واجبات منزلية؟ الشمسالصحة لتحديد مواعيد النوم. sun, to know when to go to bed and  من المستحسن متابعة نشرة الطقس الصباحية للتأكد .get up  من الواجب ابقاء الطالب في البيت اذا كان مريض ان حافالت المدارس شغالة وعلى الوقت. • الذهاببمرض للنوممعد كالحصبة واالستيقاظ صباحاوالجديري. Sometimes, schools might be closed  من المستحسن زيارة طبيب األسنان مر ة كل ستة or school buses might not run if the  من أشهر. المستحن على الطالب ان يستعمل الساعة بدال من weather is bad. Listen for the morning الصحة  من الشمس المستحسنلتحديد مواعزيارةي د طبيب النوم. العيون مرة كل سنة. .weather report on the radio or TV   منمن الواجب المستحسنالمستحسن ابقاء زيارةمتابعة الطالب نشرةطبيبفي صحةالبيتالطقس اذا عام كان مرة الصباحية كل مريض للتأكدسنة ان بمرض حافالتمعد المدارس كالحصبة شغالة والجديري.وعلى الوقت.

 من المستحسن زيارة طبيب األسنان مر ة كل ستة أشهر. Health  من الصحة المستحسن زيارة طبيب العيون مرة كل سنة.   منمن الواجب المستحسن ابقاء زيارة الطالب طبيب في صحةالبيت اذاعام كانمرة كل مريضسنة If your child has a fever or a disease • بمرض معد كالحصبة والجديري. that other students could catch, like  من المستحسن زيارة طبيب األسنان مر ة كل ستة measles or chicken pox, keep the child أشهر. .at home  من المستحسن زيارة طبيب العيون مرة كل سنة. Take your child to the dentist every •  من المستحسن زيارة طبيب صحة عام مرة كل سنة six months. • Have your child’s eyes tested every year. • Take your child for a checkup with the doctor every year.

30 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES

الواجبات العائلية Family Responsibilities  من المستحسن تشجيع الطالب بمساعدة األهل في Children are encouraged to share • اعمال المنزل كتنظيف غرفهم، قص الحشيش، وازالة family chores such as cleaning up الثلوج. rooms, lawn mowing and snow  ابقاء الطالب في البيت للعناية باخوتهم أيام المدرسة الواجبات العائلية .shovelling عمل غير قانوني. • It’s illegal to keep children at home  من المستحسن تشجيع الطالب بمساعدة األهل في to babysit younger siblings on school اعمال المنزل كتنظيف غرفهم، قص الحشيش، وازالة .days ألنجاح الثلوج. األكاديمي للفتيان والفتيات  ابقاء الطالب في البيت للعناية باخوتهم أيام المدرسة  يعمل شجع الواجباتغير الفتيان العائليةقانوني. والفتيات على البقاء في المدرسة والحصول على اعلى الشهادات الممكنة.   من النجاح المستحسن أألكاديمي، تشجيع ادارة الطالب البيوت، بمساعدةوتربية األهل األطفالفي اعمال مهارات المنزلمهمة للفتيان كتنظيف والفتياتغرفهم، على قص حد سواء.الحشيش، وازالة ألنجاح الثلوج. األكاديمي للفتيان والفتيات Academic Success for Boys and Girls  ابقاء الطالب في البيت للعناية باخوتهم أيام المدرسة  يشجع الفتيان والفتيات على البقاء في المدرسة Girls and boys are encouraged to stay • عمل غير قانوني. والحصولاختصاص على اعلى الشهادات الممكنة. in school and to achieve the highest  النجاح أألكاديمي، ادارة البيوت، وتربية األطفال level of education possible.  في مهارات كندا، يتم مهمة تقييم للفتيان جميع والفتياتالمهن . يتمعلى حد دراسة سواء. االألنجاح ختصاصات األكاديمي المهنية للفتيان في الكلية.والفتيات Academic success, as well as •  من الممكن الحصول على بعض األختصاصات التقنية ,homemaking and child-raising skills  يمن شجع خالل الفتيان العمل والفتيات والخبرة.على البقاء في المدرسة .are important for both girls and boys اختصاص  يحظى والحصول أصحابعلى اعلى االختصاصاتالشهادات المهنية الممكنة. باالحترام  النجاح أألكاديمي، ادارة البيوت، وتربية األطفال  وفيال كندا، رواتب اليتم جيدةتقييم. جميع المهن. يتم دراسة مهارات مهمة للفتيان والفتيات على حد سواء. االختصاصات المهنية في الكلية.  من الممكن الحصول على بعض األختصاصات التقنية من خالل العمل والخبرة. Careers  يحظى اختصاص أصحاب االختصاصات المهنية باالحترام  والفي كندا،رواتب اليتم جيدة.تقييم جميع المهن. يتم دراسة .In Canada, all careers are valued • االختصاصات المهنية في الكلية. Trades courses and professional  من الممكن الحصول على بعض األختصاصات التقنية .courses are studied at college من خالل العمل والخبرة. Trades certificates are often earned •  يحظى أصحاب االختصاصات المهنية باالحترام .on the job والرواتب الجيدة. • Trade professionals are well respected and well paid.

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 31 Resources for Teachers

Note: All the websites and addresses cited were active and and consultants working with English language learners. This current as of the time of publication. site allows users to • access student writing samples with benchmark analysis, • view videos of students engaging in content learning with Books teacher commentary on proficiency levels and benchmark analysis, Fifty Strategies for Teaching English Language Learners, 4th • access programming information on organizing for edition, Adrienne Herrell and Michael Jordan instruction, Oxford Picture Dictionary, Jayme Adelson-Goldstein and • select assessment tools and strategies for English language Norma Shapiro learners and The ESL/ELL Teacher’s Book of Lists, 2nd edition, Jacqueline • access research and resources on a variety of topics related E. Kress to ESL. The ESL/ELL Teacher’s Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners Teaching Students with Limited Formal of All Levels, Larry Ferlazzo and Katie Hull Sypnieski Schooling Word by Word Picture Dictionary, Steven J. Molinsky and http://teachingrefugees.com Bill Bliss This resource is for educators of English language learners who face additional challenges as a result of the circumstances of their migration and their lack of opportunity for prior Websites schooling. It provides access to information, publications, educational materials and exemplars from the field that promote effective programming for students with this profile. Information on Arab society and culture Teaching Reading to English Language Learners http://arabicalmasdar.org/arab-society-and-culture- resources/ Bow Valley College, www.esl-literacy.com/readers English, Math, Science, and Social resources for English The Westcoast Reader, www.bestofthereader.ca language learners Arlington Education and Employment Program, www.pearsonelt.com www.reepworld.org/englishpractice/family/index.htm A range of English language teaching materials for K–12 as Unite for Literacy, www.uniteforliteracy.com well as general and business English. Houghton Mifflin Harcourt, www.eduplace.com Goodwill Community Foundation, www.gcflearnfree.org/ English Language Learning Benchmarks everydaylife www.learnalberta.ca/content/eslapb/ This website is intended for use by teachers, administrators

32 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Teaching Writing to English Language Learners create flashcard decks based on your own list of words. Futaba Five Card Flickr, http://5card.cogdogblog.com/play.php is a great word game for one to four players. Futaba presents players with pictures of everyday items and asks Tell a story in five frames. them to name each object. Simple and fun, this is a game Woodlands Resources, www.woodlands-junior.kent.sch.uk/ that encourages player competition to see who can choose the interactive/literacy2.htm correct name for an item from a list of four choices. Whoever Woodlands School has a nice list of punctuation activities. gets the most correct answers in one minute wins the round.

Teaching Speaking Skills to English Language Learners Other Resources The sites below can be used independently or with the ATESL Resource Database: www.atesl.ca/Resources/ entire class. The Alberta Teachers of English as a Second Language Spoken Skills, www.spokenskills.com/index.cfm?type=15&co (ATESL) is a professional organization that promotes the ntent=studentactivities highest standards of teaching and English language program Blabberize, http://blabberize.com/ provision for all learners in Alberta whose first language is LiveMocha, http://livemocha.com/ other than English. VoiceThread, http://voicethread.com/ Learning English with CBC: www.breakthewall.alberta.ca Chuala, www.chuala.com/ Break the wall—use these supportive lessons to help you Voxopop, www.voxopop.com/ and your family adjust to life in Alberta and practice English at the same time. These lessons were developed around Vocaroo , http://vocaroo.com/ Government of Alberta resources. Chirbit, https://www.chirbit.com/ Google Voice, https://www.google.com/voice Picture Books Audio Pal, www.audiopal.com/index.html www.dawcl.com English Central , www.englishcentral.com/videos A database that allows you to search for both picture and Fotobabble, www.fotobabble.com/ chapter books by variables such as genre, historical period or WinkBall, www.winkball.com/ grade level. Little Bird Tales, https://littlebirdtales.com/ http://childrenslibrary.org Free access to high-quality digital books from around the Supporting Students Who Have Experienced world. Trauma http://readytoread.com The Ready to Read books from Simon & Schuster are http://childtraumaacademy.com children’s books at four different reading levels: recognizing http://teachingrefugees.com words, starting to read, reading independently and reading proficiently. Also look for the I Can Read book series by Harper & Row, at www.icanread.com. Apps for English Language Learners Common Words Poster Kids’ Vocab by MindSnacks introduces students to tier 3, www.teacherspayteachers.com/FreeDownload/First-words- low-frequency, context-specific vocabulary words. Each set of and-numbers-in-Arabic-Great-classroom-posters words is organized around a theme and built on games that keep children excited about learning. Games to Learn about Arab Countries EF High Flyers is an easy-to-use game that helps students www.purposegames.com/game/map-of-flags-arab-world- learn new vocabulary words starting with numbers and game everyday objects. After studying a set of words (with audio and picture support), they test their knowledge through www.purposegames.com/game/arab-league-countries-quiz spelling, vocabulary listening and reading quizzes. www.purposegames.com/game/4cca19e4ac If you’re looking for a way to load your students’ iPads www.purposegames.com/game/capitals-of-the-league-of- with custom vocabulary, check out Flashcardlet by Quizlet. It arab-nations-game allows students to access decks of flashcards you’ve made right from their iPads. Quizlet is a free website that allows you to

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 33 Let’s Explore Arabic Alphabet Portraits of promise: Voices of successful immigrant students. Cambridge, MA: Harvard Education Press. (371.96 S124) A free interactive alphabet eBook that teaches the Arabic alphabet in an engaging way through videos, audio, and Schneider, Jenifer Jasinski, Theresa Rogers and Thomas P interactive games and puzzles. In addition, the textbook Crumpler. 2006. Process drama and multiple literacies: features sections on Arabic culture, history and the history of Addressing social, cultural, and ethical issues. Portsmouth, the Arabic script. NH: Heinemann. (371.399 S359) http://qfi.org/programs/qfi-platforms/lets-explore-arabic- Webb, Allen. 2012. Teaching the literature of today’s Middle alphabet/ East. New York: Routledge. (809.8956071 W365)

Resources Available at the ATA Library Community Resources http://library.teachers.ab.ca/Presto/home/ATADefault.aspx Bahkt, Natasha. 2008. Belonging and banishment: Being Muslim in Canada. Toronto: TSAR Publications. (305.6 Websites and Publications B169) Berardo, Kate, and Darla K Deardorff. 2012. Building cultural AramcoWorld.com is a rich website of information and competence: Innovative activities and models. Sterling, VA: resources about Arab and Islamic culture. Most of the Stylus Pub. (303.482 B483) material is at the high school level, but there is a large section called “Young Reader’s World” designed for 8 to 15-year-old Brewer, Courtney Anne, and Michael McCabe. 2014. students. Articles in both this section and the main section Immigrant and refugee students in Canada. Edmonton, Alta: have accompanying classroom activities. Brush Education Inc. (371.826 B847) You can also subscribe to the free AramcoWorld magazine, Campano, Gerald. 2007. Immigrant students and literacy: published six times a year. Back issues and classroom sets are Reading, writing, and remembering. New York: Teachers also available. The site and the magazine are owned by the College Press. (371.826 C186) Saudi Arabian Oil Company. Cooper, Jewell E, Barbara B Levin and Dr Ye He. 2011. Alberta Arab Directory Developing critical cultural competence: A guide for 21st- Suite 1177, 9308 137 Avenue, Edmonton AB T5E 6J8 century educators. Thousand Oaks, Calif: Corwin Press. 780-454-3444, 780-701-3717 (370.117 C777) info@albertaarab Faltis, Christian, and Guadalupe Valdés. 2010. Education, [email protected] immigrant students, refugee students, and English learners. An Edmonton directory of the Arab community in Alberta Chicago: NSSE. (401.93 E24) that includes a wealth of information about the Arab world, Flaitz, Jeffra. 2006. Understanding your refugee and immigrant Arab culture, Arab food, etc. students: An educational, cultural, and linguistic guide. Ann Arabic Literature in English Arbor: University of Michigan Press. (401.93 F576) Literature is an effective entry into a culture. At http:// Hogan-Garcia, Mikel. 2013. Four skills of cultural diversity arablit.org/for-readers/top-105/ you will find 105 modern competence: A process for understanding and practice. Arabic books selected by the Arab Writers Union. Belmont, Calif: Cengage Learning. (658.3 H714) Websites of Embassies of Arab Countries Husaini, Zohra, Richard Asmet Awid and Khalid Tarrabain. https://en.wikipedia.org/wiki/List_of_diplomatic_ 1999. Muslims in Canada: A century of achievement. missions_in_Ottawa#cite_note-2 Edmonton, Alta: Arabian Muslim Association. (971.004927 H968) Organizations Kurylo, Anastacia. 2013. Inter/cultural communication: Representation and construction of culture. Los Angeles: Canadian Arab Friendship Association Sage. (303.482 K95) www.cafaedmonton.ca/ Ngo, Bic. 2010. Unresolved identities: Discourse, ambivalence, The website has a wealth of information about Arab and urban immigrant students. Albany, NY: SUNY Press. culture, Arab history and the Arab community in Alberta, (371.826 N576) everything from a guide to 25 local and national Arab community organizations to a list of Arab accomplishments Pollock, David C, and Ruth E Van Reken. 2009. Third culture in history. kids: growing up among worlds. Boston: Nicholas Brealey Pub. (303.3 P776) Calgary Arab Art & Culture Society www.calgaryarabartssociety.ca/ (contact through website or Revell, Lynn. 2012. Islam and education: The manipulation at [email protected]) and misrepresentation of a religion. Sterling, VA: Trentham Books. (379.280941 R451) A not-for-profit society made up of progressive Arab professionals and friends; manages the annual Arab Film Sadowski, Michael, and Carola Suárez-Orozco. 2013.

34 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES Nights as well as other cultural events, including comedy Islamic Association of Grande Prairie and District shows and musical nights; seeks to provide a cultural bridge 10117 101 Avenue, Grande Prairie AB T8V 0Y4 between Alberta and the Arab world. 780-513-6486 Islamic Education Society of Alberta [email protected] 1004 28 Street SE, Calgary AB T2A 0Y5 www.gpislamicassociation.com 403-272-2499 Islamic Association of Medicine Hat Canada-Palestine Cultural Association 16 Sage Place SE, Medicine Hat AB T1B 4H3 10720 134 Avenue, Edmonton AB T5E 1J8 403-526-4666

780-455-6216 Lethbridge Islamic Centre Calgary Arab Students’ Association 501 13 Street South, Lethbridge AB T1J 2W2 University of Calgary 403-328-8499 www.calgaryarabfest.com/ Northern Lights Islamic Centre [email protected] 5003 50 Avenue, Cold Lake AB T9M 1X6 780-639-2212 Resource Persons Peace Country Islamic Centre Richard Awid, [email protected], 780-807-1116 9714 90 Avenue, Peace River AB T8S 1G8 Richard is a retired teacher and a leader in the Arab- 780-219-4398 Canadian community. He will assist you in finding resource Red Deer Islamic Centre— persons for the classroom and in planning field trips to Arab Salahuddeen Mosque of Red Deer institutions in greater Edmonton. 195 Douglas Avenue, Red Deer AB T4R 2G2 403-342-5383 Mosques and Islamic Centres Slave Lake Mosque 417 6 Street NE, Slave Lake AB T0G 2A2 Calgary 780-849-2334 Muslim Council of Calgary Wetaskiwin and Leduc Mosque 5615 14 Avenue SW, Calgary AB T3H 2E8 5401 47 Avenue, Wetaskiwin AB T9A 0K9 403-242-1615 780-352-4578 https://www.facebook.com/muslimsofcalgary.ca/ 15 other Calgary and area mosques are listed at Christian Churches www.salatomatic.com/sub/kYp6nnWCY2 Our Lady of Good Help Maronite Church Edmonton 9809 76 Avenue, Edmonton AB T6E 1K6 Canadian Islamic Centre/Al Rashid Mosque 780-433-8571 13070 113 Street, Edmonton AB T5E 5A8 Our Lady of Peace Maronite Catholic Church 780-451 6694 504 30 Ave NW, Calgary AB T2M 2N6 www.alrashidmosque.ca 403-289-8954 This is one of the oldest Islamic congregations in North St Mary and St George Coptic Orthodox Church America. The original building is now in Fort Edmonton 4346 39 Street, Red Deer AB T4N 0Z5 Park. Contact Ms Salwa Kadri at 780-451-6694 for a tour of 403-848-0884 the new building. Contact Fort Edmonton Park or Richard St. Basil’s Melkite Greek Catholic Church Awid, 780-807-1116, for a tour of the original building. 4903 45 Street SW, Calgary AB T3E 3W5 26 other Edmonton and area mosques are listed at St. Mary’s Jacobite Syriac Orthodox Church www.salatomatic.com/sub/w3NnWVwH2C 5803 11A Avenue NW, Edmonton AB T6L 6A8 Brooks Masjid 780-851-4462 or 780-851-4458 City Centre, Brooks AB T1R 1C1 St Mary & St Mark Coptic Orthodox Church 403-362-3960 5803 11A Avenue NW, Edmonton AB T6L 6A8 Canadian Muslim Association of Lac La Biche 780-490-5885 10223 94 Avenue, Lac La Biche AB T0A 2C0 St. Mina Coptic Orthodox Church Fort McMurray Islamic Centre—Markaz ul Islam 292120 Wagon Wheel Boulevard, Balzac AB T4A 0E2 9904 Gordon Avenue, Fort McMurray AB T9H 2E2 403-265-2085 780-791-1602 [email protected] http://markazulislam.com/ https://www.facebook.com/ FortMcMurrayIslamicCenterMarkazulIslam

PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES 35 Druze Centres Canadian Druze Centre 14304 134 Avenue NW, Edmonton AB T5L 4X1 780-451-6585 Calgary Druze Community Association 1023 78 Avenue NW, Calgary AB T2K 0S6 403-978-2281

Bakeries and Groceries The list below is only a sampling, and should not be considered as a list of recommendations. There are too many Arab groceries and bakeries throughout Alberta to list them all. Mediterranean Pita Bakery 9046 132 Avenue, Edmonton AB 780-476-6666 Sunbake Pita Bakery 10728 134 Avenue, Edmonton AB 780-472-8405 Elsafadi Supermarket 209, 10807 Castle Downs Road, Edmonton AB 780-475-4909 Paradiso Pastries 11318 134 Avenue NW, Edmonton AB 780-448-7292 Alberta Halal Meat & Grocery 3745 Memorial Drive SE, Calgary AB 403-272-6328 Hage’s Mideast Foods & Halal Meats 1440 52 Street NE, Calgary AB 403-235-5269 Village Pita Bakery 255 28 Street SE, Calgary AB 403-273-0330 Byblos Bakery 2479 23 Street NE, Calgary AB 403-250-3711

36 PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES

PROMOTING SUCCESS WITH IMMIGRANT ARAB STUDENTS TEACHER RESOURCES

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