Arab students presentation texas wesleyan 20130205
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Helping Gulf Arab Students Succeed in College Mark Algren – [email protected] University of Kansas Applied English Center Texas Wesleyan University August 15, 2013 – Ft. Worth, Texas
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Transcript of Arab students presentation texas wesleyan 20130205
Helping Gulf Arab Students Succeed in College
Mark Algren – [email protected] University of Kansas
Applied English Center Texas Wesleyan University
August 15, 2013 – Ft. Worth, Texas
High Regard for Teachers and Learning
I am the slave of he who teaches me a single letter of the alphabet.
-Imam Ali (attributed) A book is like a garden in the pocket.
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A few Arabic proverbs will be scattered through the presentation. These proverbs demonstrate the high regard for learning and teaching in Arab culture. Review goals for today
Beloit List
Knowledge of the cultural milieu informs our approach to teaching.
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We know our own culture. We are reminded of the culture that our students grow up in via the annual Beloit (College) list describing things that the year’s incoming freshmen have always known (or in some cases, not known).
Goals Today • Learn about some of the cultural traits of Arab
students • Develop an understanding of how those traits play
out in real life • Develop strategies for working effectively with
Arab students
Write down your questions.
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MARY Review goals for today
Pertinent Timelines Mid-1800s First colleges 1925 General Education Management
Center established 1932 Free public education system 1940s First private schools 1950s Extensive public school system 1957 First modern university founded 1970s-80s Surge of enrollments in US
institutions 2006 First wave KASP students
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Saudi Arabia is a relative newcomer to public education and higher education. Opportunities have expanded significantly since the late 1950s. I under 2 generations, the country have moved from widespread illiteracy to nearly universal literacy, and a broad-based system of higher education including universities, technical colleges, 2 year institutions, teachers colleges, institutes, private colleges and universities, and the $18 billion endowed research university King Abdullah University for Science and Technology.
Growth of the Saudi Student Population
• President Bush and King Abdullah in Crawford agreed in April 2005 to ease the path for Saudi students to study in the USA
• First wave of the King Abdullah Scholarship Program: January 2006
• The 8th Batch of students have been awarded: almost 75% female awardees
• Trending toward graduate students
1 of 3
Many thanks for your response. I did what you asked me to do and made an appointment last Friday with a counselor and I waited for half an hour after the time set for the appointment until the counselor came. She asked me why I made the appointment and I asked her if she can move me to the next level of Grammar and Speaking. She right away said she cannot and she never listened to why I think I should move. She didn't give me a chance to explain anything. She asked me why I was sad and she told me that I was supposed to enjoy myself, meet friends and go shopping!! because it was Friday!!
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This is an actual eMail that I received from a female Saudi student. It exemplifies, although hidden now, several of the cultural traits you will learn about today.
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I really was going to cry in front of her. I'm not sponsored by my government as most people think. I'm here on my own and as you know this school is maybe one of the most expensive schools in the US. I came to this school because of its reputation and I never thought I would study things below my level.
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I really believe in myself and I believe that I'm supposed to be at a higher level. You can ask my old teachers that I mentioned in the last email and this semester teachers Barbra and Jennifer about my English comparing to my classmates. I want to be at the right level to get done with English as soon as I can to start my masters. Every one I talk to tells me he can not do anything about it. They tell me that Mr Mark is the only one who can move me. Could you help me get over my frustration please?
A Main Resource
Understanding Arabs: A Guide for Modern Times by Margaret Nydell, 2006 (originally published in 1988) Yarmouth, Maine: Intercultural Press NOT stereotypes – great variety among individuals
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This is the resource we used to identify a range of cultural traits in Arabic-speaking Middle Eastern countries, particularly the Gulf countries.
Nydell’s 38 Points
• Pulled out 38 cultural traits of Arabs • Created a survey based on those cultural
traits • Distributed to 42 ELS centers, and the
faculty of the Applied English Center at the University of Kansas
• Request information about how these traits are observed in Arab students
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The survey was created by Susan Matson of ELS, Bill Walker (now retired) from the University of Oregon, and myself. The survey was distributed to faculty in a variety of English teaching programs in the USA.
Selected Survey Items & Results Cultural Trait Observed Not Observed NEI*
Most things in life (including academic outcomes) are controlled by fate rather than human action or intention.
13 62% 45%
8 8
55%
Honor and shame are collective, and pertain to a whole class or group.
11 58% 38%
8 10
62%
Friends have the duty to help friends
28 100% 97%
0 1
3% NEI=Not enough information to give an informed response.
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Column 1 shows on the first line of numbers the number of teachers who observed the trait in their students, the number of teachers who said they had not observed the trait, and then the number who said they don’t have enough information to make an informed response. The second line, a percentage, shows the % who observed this out of a combined total of the first two columns (those who observed, and those who have not observed the train). The third line shows two percentages. That compares the number of the first column with the total of columns 2 and 3 (non-observing). So in item 1, 13 observed compared to 8 who did not for 65% observation rate. In the second percentage line, 13 observed compared to 16 (8+8) who did not, or 45% and 55%. Second item: I have had students or groups of students talk with me about an “odd” student in the class and let me know that I should not judge them by the actions of that student. The third item is very strong: if a friend asks for help, you are honor bound to provide that help.
Selected Survey Items & Results Cultural Trait Observed Not Observed NEI* Self-praise and talk about influence networks (wasta) are useful communications.
15 79% 52%
4 10
48% People (and helping other people) are more important than rules and regulations.
26 100% 90%
0 3
10%
You should be able to modify any rule on the basis of compelling personal need.
29 100% 100%
0 0
0%
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Wasta is a strong force in the Middle East. It translates loosely into nepotism, clout, or who you know. A new student may need a favor from an instructor and may go to a fellow student who previously had that teacher in class – because that student knows the teacher and is perceived to have influence with the teacher. People – a dominant theme. Helping other people. From a desert culture: even an enemy would be shown three days’ hospitality in the desert. Without hospitality you could die. Rules are secondary to helping people. The dominant theme: people and helping other people.
Selected Survey Items & Results Cultural Trait Observed Not Observed NEI* A loud voice and what appears to be anger may in fact be a show of being engaged and involved in the topic.
15 71% 52%
6 8
48%
Stated times (i.e., class start time, etc.) are flexible: lateness should not be an issue.
25 96% 86%
1 3
14%
Family obligations (e.g., illness of a family member), then you shouldn’t hold me to the rules on attendance.
26 80% 41%
3 14
59%
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In addition to a loud voice, repeated asking or favor-seeking can be a sign of sincerity of belief or desire. Repeated requests for admission to a program may be seen as an attempt to show deep sincere desire to be in a program, and that repeated inquiries (which we might perceive as pressuring) help to differentiate the candidate from otehrs who gave up after one try and being told no. Time is not as strict (deadlines, etc.) in the Middle East as in the USA and the West. A party announced to start at 8 p.m. probably wont see any guests present for up to 2 hours after the stated starting time. Family obligations trump almost everything. If a parent or highly respected elder is coming to visit, you cannot arrange a taxi or limo to pick them up at the airport – you HAVE to be there, no matter what other cost (lower grade) is incurred.
5 Traits Observed to a high degree by >94% of respondents
1. Friends help friends 2. People are more important than rules 3. Personal influence is a useful way to get
things done 4. Compelling personal need should lead to
bending of rules 5. Family obligations trump (almost) all
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These traits were observed by a large majority of respondents.
5 Traits Observed to a moderate degree by >94% of respondents
6. Promises are important, but I can’t always be held responsible for follow-through
7. Public criticism is a personal insult to honor
8. The emotional impact of an event is just as important as the actual facts
9. Time is flexible
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These traits were observed to a moderate degree
General Overview of Values The Arabian culture is non-confrontational, one which seeks
the least conflict possible. Saving face is critical to maintaining this equilibrium and is often necessary to give the other party a way to exit the situation with minimal discomfort or harm to their dignity. It involves compromise, patience, and sometimes looking the other way. Saving face is regarded as a behavior of high ethics and good manners. The Arabian culture encourages people to act humbly and with sensitivity to a person’s dignity, especially when that person’s self-respect is endangered
Mohammad Al Sabt Arabian Business and Cultural Guide
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These are general values – all pf which have an effect on the entire cultural world view
Specific Values
Proverbs on self-respect, face-saving: Pass in front of your enemy when you are hungry, but not when you are naked. Better to die with honor than to live with humiliation.
Continued
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A strong value in Arab culture is saving face; one should never be embarrassed in front of others. That’s why allowing students to save face (and having private talks about transgressions) is important. Public humiliation or chastisement, or perceived chastisement, can fracture a relationship, sometimes permanently. Each of these specific values reflects collectivism vs. individualism These values and beliefs are a major force in world events and world perspective today Honor of the family name Importance of reputation Ostracizing and individual to save the group Individualist v collectivist societies
Specific Values
• behave at all times in a way that will create a good impression on others
• A person’s dignity, honor, and reputation are of paramount importance, and no effort should be spared to protect them. Honor (or shame) is often viewed as collective, pertaining to the entire family or group.
Continued
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Each of these specific values reflects collectivism vs. individualism These values and beliefs are a major force in world events and world perspective today Honor of the family name Importance of reputation Ostracizing and individual to save the group Individualist v collectivist societies
Specific Values
Proverbs on allegiance to family and group Your relatives have first claim on your favors. (Charity begins at home.) I and my brothers against my cousin; I and my cousins against the stranger.
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Some students here because other family members have made a decision about his/her life; more and more young people starting to make own choices Social class: tribal affiliations. Recent case of step-brothers suing for their happily-married sister’s divorce from a man whom they felt was from a lower class
Specific Values
• Loyalty to one’s family takes precedence over personal preferences.
• Social class and family background are the major determining factors of personal status, followed by individual character and achievement.
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Some students here because other family members have made a decision about his/her life; more and more young people starting to make own choices Social class: tribal affiliations. Recent case of step-brothers suing for their happily-married sister’s divorce from a man whom they felt was from a lower class
Establishing a Relationship
• Personal relationships are highly valued. • Getting down to business in the Middle East –
takes time investment – they want to KNOW YOU – family, who you are, likes, dislikes, etc.
• Doesn’t have to take very long actually – 5-10 minutes; for teachers, showing regular personal interest
• Can’t separate body and soul
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Getting down to business first requires knowing the person you are doing business with. Personal relationships are exceptionally important.
Establishing a Relationship (2)
• All this builds a platform for relationship
• We can never be experts in another culture – but we can ease our way
• Using active listening skills
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Knowing something about the culture helps a lot and you do not have to be an expert. The attempt and the knowledge (however limited) is always appreciated, as is knowledge of even a few words of Arabic.
Family, Friends and Strangers
• “Family loyalty and obligations take precedence over loyalty to friends or the demands of a job” (p. 71).
• “the duty of a friend to give help and do favors to the best of his or her ability” (p. 17)
So what happens when an Arab student thinks you are a friend?
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This is so tricky. Anyone going into any new culture is trying to figure out what the parameters are and where lines are drawn. Because teachers are often so friendly and approachable, it can be hard for a foreign culture person to know where the limits are. The limits may be overstepped. It’s a teachable moment. I have started by saying to students that as your English teacher, it is also part of my job to help you know about our culture. I am not angry with you, but something just happened that I can teach you something important about my culture. Many people don’t realize this was a cultural error, so I’m glad this happened with me. Please let me tell you about your request for me, and why it is not a good request to make in the first place. Students absent from class, irrational decisions (leave country with papers not in order) – family is first and immediate – worry about the rules later because they can accommodate my emergency Being asked for favors – how do you handle it? (see next slide)
How do you say “no”
“good manners require that one never openly refuse a request from a friend” (p. 17).
Do not bluntly refuse the request even if patently
impossible Express your good will, say you will do your best Later say it isn’t possible; students unlikely to
question
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On a few occasions, even though I knew an answer and I knew that there would be no exception, I told the student that I would consult with my Dean. When I reported back to the student that the Dean (whom I never talked to) said no (of course with the Dean’s prior acquiescence that I could do things like this), the student thanked me for trying and that was the end of it. At other times, I have explained to students how our system of rules and regulations work, and how exceptions can be made (petitions) and that typically they need strong reasons for a variance. Statements like, “Because I need this” or “Because I will lose my scholarship” or “Because I know I don’t need to do that” – those don’t cut it. So I explain my answer, and help students to understand the culture. However, if a student believes that I might not have the correct information, they may seek to ask the same question elsewhere from someone else who is deemed more knowledgeable than I am. Sometimes, too, students simply seek out someone else to get “the right answer” from. Explained in slide – Significant up-front investment of time – Significant reward in the end Always hear them out – want to know someone listened and heard me
Promises, Promises
Proverbs on the future In his heart a man may determine his course, but God determines his every step. He who speaks about the future lies, even when he tells the truth.
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Depersonalize any lack of follow-through; doesn’t reflect a lack of respect for YOU, lack of value of relationship; later pick up where you left off regardless of what intervened I can’t tell my friend, respected leader, etc., no – even though I know I will not do it or it can’t be done Lack of action respectfully ignored (at times) But more usually among friends. My YES may mean maybe, or maybe no. How can you tell??? Trust building – when trusted, come to you for help; likewise expect that you will come to them for help Raytheon vs. Litton Industries – lack of trust of Litton
Promises, Promises
• Students promise to do something – but don’t follow through
Could be they couldn’t tell you no “Yes should not always be taken literally” (p. 19) “Inshallah.” A learning opportunity of the value of deadlines and
promises in an American university
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Depersonalize any lack of follow-through; doesn’t reflect a lack of respect for YOU, lack of value of relationship; later pick up where you left off regardless of what intervened I can’t tell my friend, respected leader, etc., no – even though I know I will not do it or it can’t be done Lack of action respectfully ignored (at times) But more usually among friends. My YES may mean maybe, or maybe no. How can you tell??? Trust building – when trusted, come to you for help; likewise expect that you will come to them for help Raytheon vs. Litton Industries – lack of trust of Litton
Criticizing a Student
• Very delicate matter – not offending pride or honor
• Easier if you have an established personal relationship
Avoid criticism in front of others Constructive criticism works: Express
appreciation for the good you see Suggest talking about ways to improve
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Personal relationship eases this – but can be done beyond a relationship if handled well Keep in mind that whenever a person presents anything to anyone, something of themselves is invested in what they are sharing With Americans – we understand a lot of the underlying issues, cultural values Expressed in slide Nydell’s example: You have a start on a really good paper, Amira. I like how you say x and y. There are some things we can do to make it even better. (notice there is no direct criticism – never said it is bad)
I’m here to talk about my friend . . .
• The use of intermediaries
• “Wasta” as a social lubricant
Two ways: for someone to influence you; use it with influential students to help achieve your own goals
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I’m open to this, but I can’t discuss your friend’s situation with you directly – but hear them out – usually just sharing information In Middle East – much easier to share information – talking to parents, relatives, etc., when they call on the phone – which is why parents don’t understand when they call that we can’t tell them anything An intermediary help diffuse delicate or painful situations Intermediaries common: Israeli-Palestinian conflict Wasta: influence – one who is trusted and believed by the other
Denial of Facts
• “If Arabs feel that something threatens their personal dignity, they may be obliged to deny it, even in the face of facts to the contrary. . . . To Arabs, honor is more important than facts” (p. 29).
• “People are more important than rules” (p. 31).
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Self-protection, self perception: an underlying system of justice that is understood if not spoken Example of maid stealing clothes from employer – no guess about how their clothes got in between her mattresses – the maid was punished enough by being discovered with irrefutable evidence which she patently denied in the face of all facts They do not accept predetermined standards if these standards are a personal inconvenience.” Predictably, then, some students will complain about being held back on the basis of low grades, and others may object to level placements based on testing. Did a survey of instructors in 43 institutions: the common thread of their observation: People are more important than rules.
Negotiation
• A highly-developed skill • Because people are more important than
rules, all rules are open to negotiation if I can find the right argument or reach the right person
“Emotion connotes deep and sincere concern for the substance of the discussion” (p. 31).
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Works for me when I can connect and acknowledge the emotion and validate, then offer all possible resolutions What’s the song from Annie Get Your Gun – doing what comes naturally! Negotiating – and remember – all rules are flexible depending on personal circumstances – and why does someone talk to you and then go to someone else in the office? Emotion = sincerity and concern
Getting Personal
• Asking personal questions is OK • Physical proximity • Overly-familiar interaction between sexes
can lead to a negative impression • Generosity is taken to a fault • Be prepared for overeating at an Arab house • Arabs are very forgiving of social blunders
by us
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Questions: are you married, what you earn, age, weight Physically closer – Arab could sit in chair next to you if you are the only one in a room; why is reading/writing so difficult: AHA moment: we see it as a solitary activity – they see it is a lonely activity – no other people involved. Proper interactions between sexes. Generosity: gifts, food at a dinner, hospitality (FAMOUS for hospitality)
Indirect Language
• Words have power: saying it can make it so • Euphemisms (“He has it.”) Man calls for ambulance for someone
critically ill and says breathlessly, “Send an ambulance – QUICK! My friend is . . . a little tired.”
• If someone avoiding a topic – best to just leave it
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Knock on wood – saying it aloud will bring the evil eye Gushing over a child is not done – bring the evil eye It=cancer Bismillah alrahman alraheem – in the Name of God the Merciful, the compassionate – care with such words from the Quran
Emotional Outbursts • Subjectivity is valued; objectivity is
sometimes suspect: “Arabs consciously reserve the right to look
at the world in a subjective way, particularly if a more objective assessment of a situation would bring to mind a more painful truth.” (p. 28)
• Speaking loudly often = sincerity, involvement, personal investment/interest
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The emotional and affective response is often stronger and generally more important than facts.
Implications (1)
• well-designed student orientations, with procedures explained both verbally and in writing
• at least a rudimentary understanding of key Arab-English differences (cf. Bernard Smith, “Arabic Speakers,” pp.195-213, in Swan & Smith)
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Help students learn about American culture: helps to hear it talked about. If you can draw contrasts between cultures, it’s helpful. Draw on students who are now familiar with US culture to talk about their discoveries about cultural differences.
Implications (2)
• the use of successfully adjusted Arab students to help broker thorny situations
• course descriptions with specific and non-negotiable guidelines for attendance and grades
• a willingness to keep an open door for discussions, but the ability to close discussions politely but firmly, after a decision has been made
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Be specific: lay out the rules clearly. Students won’t understand necessarily – they grew up with different rules and expectations. One student complained that we are so strict about lateness to class – that she was counted late after 5 minutes; at home in Saudi Arabia she could be up to 15 minutes late before being marked absent.
Implications (3)
• consistency at all times in how policies are applied
• a genuine and abiding interest in Arab students and their challenges
• take the time to enjoy Arab students, their perspectives, and their values
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Getting to know your students – being personable and a person – goes a long ways to having a good relationship and helping students learn what is important/valued in US culture – by valuing what is so important to them.
Attendance
• Make policy clear in written and oral forms
• “Free” absences often considered “personal discretionary days” in addition to any day negotiated as excused absence (e.g., doctor’s excuse, court appearance) for which a written paper can be produced
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Be clear about what absences mean. Repeat more than once. Students need it written and often need to hear it. A quiz about class policies can help. If students are told they have a certain # of absences that do not impact anything, many will want to take those as discretionary days and then request more for any day away for which they can produce some kind of a paper (doctor, emergency room, etc.). Help educate students about primary care vs emergency room: in Saudi Arabia, hospitals are everything: primary care and emergency. They often think nothing of going to the emergency room because they don’t feel very well.
ETS Survey on Language Skills
The Reading, Writing, Speaking, and Listening Tasks Important for Academic Success at the Undergraduate and Graduate Levels M. Rosenfeld, S. Leung, & P.K. Oltman (2001) TOEFL Report MS-21
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A comparison of the various response groups makes food for thought. What are the differences between grad and undergrad faculties, domestic students and international students – but most importantly – the dissonance between what faculty think and what international students think are important skills. Sometimes I think that skills that students find important are just a given for faculty (e.g, ability to understand spoken directions).
More Data
• Survey of GCC students in the USA • Compare and contrast findings: language skills
needed for academic success undergraduate and graduate professors
compare/contrast with: FT or PT IEP students (pre-undergrad/pre-grad) FT undergrad and grad students
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I worked with colleagues to conduct this survey in Arabic with permission of ETS using their survey of faculty and international students. We contrasted results of full-time and part-time intensive English program students with full and part-time grad and undergrad students – and contrasted responses with the faculty responses that ETS found. See the accompanying tables for our findings, and the article by Matson and Algren.
Major Findings • #1 item for all survey students: Item 33:
Listening: Understanding instructor’s spoken directions regarding assignments and due dates
• UG Professors: Item 32: Listening: understanding factual information and details
• Grad profs: Item 16: Writing: Organize writing in order to convey major and supporting ideas
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This is a bit tricky to understand. ALL students (all Gulf Arab students) that we surveyed responded that item 33 in the ETS survey about listening was the most important thing for being a good student in your grad or undergrad program. Contrast that to the #1 item for UG professors (as above) and the #1 item for grad professors – which is about writing. It appears that there is a disconnect between what students think and professors expect. This is a great teachable moment – helping students refocus their learning energy onto the language elements that are going to be really important. However, if you can’t understand what the professor says about instructions and due dates, you’re really sunk. I think the professors take that as a given. For students, it may be that it is seen as a fundamental skill. But there is a difference between a fundamental language skill and the language skills that are necessary for being successful in university work as seen by a professor.
Major Findings–Undergrad Students
• ETS Survey: International undergrad students Top 10 items correspond with professors: 7/10
• Our survey: – IEP-pre-undergrad: 2/10 – Current undergrad students: 2/10
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Within the results of the ETS survey, there was correspondence on 7 out of 10 items between international undergrads and UG professors. However, in our survey the correspondence between our respondents and the results of UG professors on the ETS survey was only 2 out of 10 items. For the current undergrad students we surveyed, it was the same – 2 out of 10. (The 10 are those items identified as the top 10 by professors).
Major Findings – Grad Students
• ETS Survey: International grad students Top 10 items correspond with professors: 4/10
• Our survey: – IEP-pre-grad: 0/10 – Current grad students: 2/10
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Same as the previous slide only about grad students.
Sponsored Student Advisor • A relationship builder
– On campus – especially the Bursar – Off campus – especially the mosque/Islamic
center – With individuals
• Willing intermediary – Advocate/ally for both sides
• Listen • Support needs of sponsoring agency
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This is an important position – a single point-person for the sponsoring agency to contact. For us at KU, that person helps consolidate information and gets the sponsor pointed to the right office. There is some meeting time with students, but mainly this is a support to the sponsoring agency to help facilitate admissions, billing, issuance of transcripts, etc. Most institutions charge a sponsored student fee which funds this position. I think our fee is $250 per student per term. We are at the low end of the scale.
Next Year
• More Saudi students coming • Ongoing King Abdullah Scholarship
Program (est. >80,000 here now) • Institutional cap: 0.5% of enrollment
(Ministry of Higher Education) but overflowing
• Placement decisions mainly Ministry • Focus on graduate students & females
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More students will come – but if an institution is over the allotment as a percentage of total institutional enrollment, the institution will be “black-listed” until there is space for more.
1 of 3
Many thanks for your response. I did what you asked me to do and made an appointment last Friday with a counselor and I waited for half an hour after the time set for the appointment until the counselor came. She asked me why I made the appointment and I asked her if she can move me to the next level of Grammar and Speaking. She right away said she cannot and she never listened to why I think I should move. She didn't give me a chance to explain anything. She asked me why I was sad and she told me that I was supposed to enjoy myself, meet friends and go shopping!! because it was Friday!!
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Presentation Notes
The yellow here harkens back to the idea that how I feel about things is really important. It also speaks to self-identity and self-importance – and how you have to listen to me. I find that listening to students (even though I have heard the same thing many times before) is really important.
2 of 3
I really was going to cry in front of her. I'm not sponsored by my government as most people think. I'm here on my own and as you know this school is maybe one of the most expensive schools in the US. I came to this school because of its reputation and I never thought I would study things below my level.
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I was going to cry – the emotional response. It’s how I feel about things that is most important. The Second and third sentences get at how I am difference and my circumstances are special and I need special consideration.
3 of 3
I really believe in myself and I believe that I'm supposed to be at a higher level. You can ask my old teachers that I mentioned in the last email and this semester teachers Barbra [snip] and Jennifer [snip] about my English comparing to my classmates. I want to be at the right level to get done with English as soon as I can to start my masters. Every one I talk to tells me he can not do anything about it. They tell me that Mr Mark is the only one who can move me. Could you help me get over my frustration please?
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Presentation Notes
You can ask my old teacher. This is a pass at “wasta” – ask people that you already trust and believe and they will speak on my behalf. They tell me Mr. Mark is the only one who can move me. This is a direct appeal to the one whom I think can make something happen. At home, you find the person at the top and appeal to that person directly.
Final Note
• Not stereotyping • Not all individuals act in these ways • Behaviors modify the longer students are
here • Arab students LOVE Americans, America,
our inventiveness, industriousness, warmth • Don’t look at them as a challenge, but as an
opportunity to learn about another culture
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Most of our most intense encounters with them take place early on when they haven’t assimilated well Also, we are generally seeing them at their most taxed, most vulnerable selves Least resourceful at that time All the we see – representative of people under duress, and none of us are on our best behavior We need to separate behavior, or the request, from the underlying request. The real question for us: Can I help or can I not help? Call others if necessary for help, support or just to vent!
Arab Students in the IEP Classroom:
Tips for Instructors
• Lack of academic preparation • Cultural “hot button” issues that
impact the classroom • Some teaching strategies
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Presentation Notes
Introduction to the next section. Although the Saudi government spends enormous sums on education, they acknowledge that the return on the investment is not stellar. Many students lack academic preparation for the rigors of university life both inside and outside of the country. There are cultural hot button issues (male and female Saudi students working/not working with each other), loss of face in ways that we cannot anticipate, etc., that can cause difficulties. A few teaching strategies follow mainly aimed at ESL program instructors.
Handwriting
• Arabic: cursive (only) writing system • Left to right
– Mirror images: p/q d/b form/from town/twon
• No upper/lower case in my country, there are many tall buildings.
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This is a contrast with the English writing system. Both are alphabet systems, but in Arabic the consonants are written and diacritical marks around the word (see Arabic calligraphy for examples) indicate how the word should be pronounced. In general writing, diacritical marks are not written and the reader knows the pronunciation of the word from context. This gives students huge challenges with English spelling. Handwriting often looks childish in form.
Weaknesses in Academic Preparation
General Information • Public v. private education graduates • City v. rural graduates Solutions • Reading lab for Levels 1 and 2 • Integrated skills with study skills, study
hall, high contact hours (Judy Bonifield; Kellie Smith Herrod)
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Academic preparation is often better in urban areas, and is typically stronger in private schools than in public schools. Students are not strong readers in general. I’ve asked several Saudi friends, who tend to concur with my observation, and they think I may be on to something: because the culture is so collectivist, and because reading is a solo activity, the culture by its very structure mitigates against much reading, because those who read are outside the group, and may be seen as anti-social or odd, and individuals feel pressure to spend time with others. Reading, other than the Quran, is not common. Magazines and newspapers, yes, but reading books is not so common. Providing a way for students to learn to enjoy reading, and see it as a valued activity, is helpful. Reading labs and helping students choose books at appropriate reading/vocabulary levels helps.
Cultural Hot Buttons
• Saving face • Affronts to religion, Arabic culture, Arabic
language • Not being heard out; being slighted or cut
off • Discussion of home country politics • Gender issues • Intrinsic v extrinsic motivation
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These have all been mentioned previously. One can never be an expert in a culture that one didn’t grow up in, but a recognition of some of these will be helpful. We also have to remember that the students are here to experience American culture, so if something goes amiss, it’s helpful to talk about what might have been appropriate in their culture, point out that not both (or all) parties are operating in the Saudi milieu, and point out how the American response is what the student needs to learn about. Even when operating on Saudi “terms” , I will often point out that I am doing so, and that they should not necessarily expect the same reaction from other Americans – and what an appropriate or expected response might be.
Classroom Strategies
• Areas: – Attendance – Tardiness – Talking in class – Not mixing well with other students – Teacher/Student relationship – Cheating/Plagiarism – Getting homework done
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Make clear rules, explain them orally, give them in writing. Enforce them. It’s like the “don’t smile until Christmas” adage given to new K-12 teachers. Be firm and reasonable and fair.
Attendance • Be detailed and specific in policies and
review orally • Give examples of how attendance impacts
grades • Warn repeatedly – but kindly, in private • Use written notes, e-mail to communicate
seriousness • Don’t wait: jump on it at first signs • Don’t assume responsibility for student
absences • Don’t take absences personally
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As the previous slide said – have clear guidelines. Students have had the rug pulled out from under them socially. Life in the USA is so totally different. However, at home, rules can be harsh and punishments severe (certainly not in all cases) and there is often leniency later. But for the USA, students are trying to figure out what the limits and guidelines are. Early in their US academic career, being clear about the boundaries and consequences, whether social or imposed consequences (social: losing a friend, offending people, etc., vs madated punishments like lower grades), helps students learn the limitations.
Tardiness • Repeatedly, kindly explain cultural
differences towards time • Make class policy clear (oral/written) • Close class door at appropriate time making
sneaking in impossible • Begin class with small talk to allow for
latecomers so you don’t have to teach twice • Write homework on board; remind at end of
class
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Again – clear guidelines. At home, tardiness doesn’t kick in until about 15 minutes after start time. Here it’s about 5 minutes. Try reading Edward T. Hall’s writings about time in different cultures.
Talking in Class • Oral/sociable tradition of Arab society – multiple
conversations not disrespectful • Arrange seating thoughtfully and assign seating • Pair with other-language partners • Ask (good naturedly) students to share comments
with everyone • Switch to whisper to get attention • Use timer when students read – no talking until
alarm sounds • Talk privately about disruptive behavior
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Assigned seating can help separate friends who want to chatter in class. Chatter sometimes can be beneficial to weaker students – they are getting translations of what the teacher is saying before they can understand what’s going on. Keep students focused on the class activity and help students break out of small group conversations. Sometimes whispering (teacher) gets attention – it makes students stop talking so they can hear you. Sometimes I have simply asked for attention one or two times and then waited silently. We eventually get there, but it is effective, especially when you just watch the last two students talking together who do not realize everyone else is now silent.
Not Mixing Well with Others
• Begin term with extensive mixer activities to acquaint students with one another
• Be sensitive to gender issues and intra-cultural issues
• Take students to peek in on university courses to observe pair/group work
• Group students creatively, thoughtfully
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We’ve mentioned most of these before. Especially for newly arrived students, mixed-gender work can be shocking. Some instructors will pair opposite genders but not Saudi/Saudi.
Student/Teacher Relationships
• Quran affirms high regard for education and teachers
• Arab culture values warm and personal relationship with teachers
• Expectation teachers are authoritative • Teachers expected to dress, speak, behave
with modesty and dignity
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Caution on becoming too friendly with students. It can be a pathway to the student expecting favors not given to others. The feeling that this individual has a special relationship and therefore wasta. It’s possible to be friendly but also be professional and maintain distance.
Teacher/Student Relations cont’d.
• Relationships (people) more important than rules – Acceptable to negotiate grade, absences, etc. – Solution: explain gently cultural difference:
rules are rules, relationship ≠ exception • Appeal to higher authority in home culture
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As with the previous slide.
Cheating/Plagiarism • Develop an understanding/appreciation of
Arab collectivist society and how it can cause problems in an individualistic society
• Explain as often as it takes: “helping my friend” is not seen as helping but cheating
• Early introduction to citation (not style, but when, where, why)
• Speak privately (and authoritatively) to repeat offenders; explain consequences; refer to program administration; invite professor to speak to class
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Learn a little bit about Arab writing style. What we think of as plagiarism is almost expected. You are expected to write the words of famous writers, and since most have learned the same things in a national curriculum, everyone knows that you didn’t write it but that you took it from the famous writer. If everyone knows it, why do you need to say it? Plagiarism is a tough concept to understand and tougher still to avoid. We have been learning about it since mid-elementary years. Saudi students may not have encountered the concept until arriving here. There is a general awareness of plagiarism as cheating (as in copying from someone to pass a test) but plagiarism in research and academic writing is much harder to grasp. Remember that helping someone cheat – goes back to a key cultural trait – helping others when they ask for it. Even if you think it is wrong, it’s hard to say no to someone who asks for your help on academic work and assignments.
Getting Homework Done • Group correction activity: more conscientious if
they know they have to help the group (give leader answers)
• Rotate leadership in groups (everyone gets to have the key)
• Grade homework on overhead, at board (embarrassment avoidance)
• Exchange papers to grade fill-in-the-blank • Deduct letter grade for lateness • Extrinsic motivation works; intrinsic comes with
time
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There are some ideas about how to get homework done, and how to make sure people share the load. I often assigned in-class tasks to groups – and would appoint someone in each group as the “boss” and gave clear instructions about my expectations – the boss is responsible for getting everyone to contribute and participate. It worked well.
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Added after the presentation, this graphic helps show the variation in cultures. It won’t account for everything, but it is a nice representation and helps us understand how they differ on scales relative to one another. See the next slide for a prose explanation.
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For this slide and the previous one. http://www.businessinsider.com/the-lewis-model-2013-9
Questions?
