Teaching ESL to Arabic Speaking Students | Meeting the Challenges
What makes an Arab? Being born or brought up in one of the Arab countries:
Egypt
Algeria
Iraq
Sudan
Morocco
Saudi Arabia
Yemen
Syria
Tunisia
Somalia
UAE
Jordan
Libya
Palestine
Lebanon
Oman
Kuwait
Mauritania
Qatar
Bahrain
Djibouti
Comoros
Note: Each country (even each city) has its distinct cultural practices.
Ramadan: As important as Christmas and Easter are to the west.
Dawn
Daytime
Sunset
1 ½ hour
after
sunset
After
Taraweeh
An hour
before
dawn
People stop
eating and
drinking
- Work
- School
- Cook and
clean
- Read
Quran
- Attend
Islamic
lectures
Iftar time
Pray
Taraweeh at
a mosque
- Socialize
- Go
shopping
- Hang out
- Play sports
- Pray and
read Quran
- Take kids
out to play
Suhoor
time
Tips:
●
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●
Reduce class time if possible
Hold classes in the afternoon
Share the experience with them; have a late dinner with them and see what it’s like.
Eid Al Fitr: 3 - 10 day celebration after Ramadan
Dawn
An hour after
sunrise
Daytime
Nighttime
Pray dawn prayer
- Wear traditional
clothes
- Pray Eid prayer
- Visit family and
friends
- Eat sweets
- Relax
- Go to parties and
festivals
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- Take kids to
playgrounds
Tip: If possible, give the students a day or two off.
Eid Al Adha: Similar schedule to Eid Al Fitr
To find out about the start and end dates, check Islamicfinder.org
5 Cultural Taboos
1. Image is everything: Give students advice in private.
2. Touching in social interactions:
● Wait for female to draw out her hand.
● Give females and the option of not joining in activities that involve singing and
dancing.
● Avoid teasing them about giving hugs, kissing, giving high fives or shaking hands.
3. Sensitive but proud: Avoid using expressions like you’re acting childish or grow up.
4. Dress code: Males were used to seeing women covered from head to toe. Thus, seeing
them otherwise can be very distracting.
5. Music: Many practising Muslims refuse to listen to current music culture that describe
people's bodies, bed scenes and use insults.
Tip: Have extra worksheets or different songs ready. If facilities permit, have them work on
it in a separate class. Sami Yusuf and Maher Zain are the most popular singers in the Arab
world whose lyrics do not talk about the above mentioned topics.
Sami Yusuf channel on YouTube: https://www.youtube.com/user/ETMinternational/
Sami Yusuf | Anything for You: https://www.youtube.com/watch?v=MMHwxrWX7Jw
Maher Zain | Number One For Me: https://www.youtube.com/watch?v=f4J7WR1QOY&feature=kp
Ideas for song activities: https://www.youtube.com/watch?v=7z33cRAYD24
Taboo Topics
Religion: Joking or ridiculing religion, God, Quran, Virgin Mary, prophets (Moses, Solomon,
Joseph, John, Jacob, Abraham, Noah, Mohammed, so on).
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Politics and the different sects in Islam.
Offending topics: (especially to females) opposite gender relationships, same gender
relationships, nightclubs, alcohol, topless beaches and nudity, and talking about private
body parts.
Tip: Avoid assessing their skills when discussing taboo topics as it will not be reflecting their
true abilities.
For some, they don’t mind talking about taboo topics if …
● their linguistic abilities are high enough to discuss complex issues
● teachers give them enough time to explain (not half a minute)
● they know all the details about a particular topic (note: students are not religious
experts)
● the teacher and students are culturally sensitive and do not treat the topic with
ridicule
Tip: Discuss topics they can relate to: coffee shops, sheeshah / hookah, restaurants, brand
names, malls, shopping, smoking, food, cell phones, apps, so on.
5 Myths about Arabic Speaking Students
1. Polygyny
Muslim Men (not Arab) can marry up to 4 women if they want. He has to do it within
prescribed limits and has to treat them equally and fairly.
Tip: Treat the topic sensitively. Otherwise, it will sound like you’re insulting or offending
them.
For more information on the topic:
http://www.saudiinfocus.com/en/forum/showthread.php?p=806
http://www.whyislam.org/social-values-in-islam/family-in-islam/family-in-islam/
2. Arab students are Rude
In Arab culture, it’s disrespectful to call anyone older than you by their first name. When
asked to do so in Canada, students no longer know where to draw the line between
students and teachers.
In everyday Arabic, people use the imperative form to give advice and make requests. In
English, we tend to use should, would like to and question forms. As a result, Arabic
speaking students sound bossy when giving advice and seem heedless when receiving it.
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When making requests or ordering at restaurants, people don’t use the three magic words
and use “I want” or “I need” ( abghee - abi - bidi - ureed).
3. Arab Students are Always Not Punctual
They don’t come on time and use their 5 daily prayers as an excuse for coming late and
missing part of class.
Not necessarily. Prayers have to be performed at a certain time in the day. Since they
cannot be postponed, students are punctual in performing them. Once they start praying,
they can’t stop.
Check IslamicFinder.org to know prayer times for your city.
Prayers last usually about 10 - 15 minutes.
Sometimes, students come late when they don’t understand why attending the warmer
activity benefits them.
4. Females are Weak and Dependent
The Arab females are more motivated and more capable of dealing with frustrations and
rising above it. The males won't try again fearing that they may fail.
5. Arabs Hate Pigs and Dogs
If a person (or his / her belongings) comes into contact with any part of a pig or dog
(except for owners that come into contact with their hunt dogs, guard dogs, and guide
dogs), most Islamic scholars agree that they need to rinse the spot 6 times with clear water
and a 7th with soil. In our modern age, people don’t wish to touch soil. That is why they
avoid coming in contact with them. So, a lot of students don’t have much to say about an
animal they can’t eat or touch without washing up afterwards.
Tip: When talking about pets, try to include animals / pets that they are familiar with:
camel, snake, turtle, gazelle, scorpion, lizard, dog, bird, fish, lion, tiger, cheetah, falcon and
baboon.
For more information:
http://www.hziegler.com/articles/wildlife-in-saudi-arabia.html
http://www.walworth.k12.wi.us/encore/computer/Saudi%20Arabian%20Animals/Animals.ht
ml
http://www.britannica.com/EBchecked/topic/525348/Saudi-Arabia/45200/Climate
http://www.northwestwildlifeonline.com/Saudi%20Arabian%20Birds.htm
http://saudiarabia.angloinfo.com/family/pets/
http://www.birdsofsaudiarabia.com/
http://www.kwintessential.co.uk/guide/relocating-to-saudiarabia.html
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Background on the Educational System in Arab Countries
1. Students had to memorize information in order to pass tests and grades / school years.
2. Students were spoon fed information. Unlike students in Canada, they weren’t trained to
do pair work, group work, presentations, or projects before. They need to be told how it
works.
When having a conversation, they might interrupt their partner, talk over him / her, not
always ask follow up questions, or be the sole speaker in a pair or group activity.
Tip: Teach them communication skills (maintain eye contact, give turns, initiate making
conversation, body language, body posture and effective listening skills). Be patient. It
takes time.
Resource: http://www.wikihow.com/Develop-Good-Communication-Skills
3. Were mistakes ok? No.
Some students were: punished (deducted grades), ridiculed or called stupid or silly for
making mistakes. When asking questions, some students made fun of them and some
teachers gave them wrong answers.
4. Did they always raise hands in order to participate?
Be clear on how you want them to participate in class; point out what is or is not accepted
for participation.
5. Did they just have to pass the test? Usually yes.
Assessment in Saudi and Emirati classes: participation: 10% - homework: 10-15 % and
final test 75 - 80 %. Provide clear details on how they will be assessed.
5 Tips for Teachers:
1. Set classroom rules early on.
2. Study skills: teach them how to be successful learners.
Suggested material: learner styles questionnaire, and study tips.
3. Be clear on how they can improve their skills.
Watch a movie: note down new vocabulary, use subtitles to pick up new vocabulary.
Prepare a set of activities for a movie or video and ask them to do it as homework.
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Listen to a podcast: the first time to get the main idea. Listen a second time to grasp some
details. Listen a third time to pick up some vocabulary (words or phrases).
Podcasts: BBC 6 minute podcast and http://www.cbc.ca/radio/podcasts/
Suggested material: Notting Hill worksheets
Online Notting Hill exercise:
http://www.englishexercises.org/makeagame/viewgame.asp?id=7399
4. Contextualize: Read about Arab countries from different sources to become more
familiar with the culture.
When
●
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teaching related topics, include the following in your lesson plans
Arab nationalities: Omani, Lebanese, Moroccan, so on.
Arab currencies: riyal, dirham, dinar, pound, so on.
Arab traditional clothes: abaya, jilabiyah, thawb, shmakh, ghutra, so on.
Arab traditional food: kabsa, biryani, jereesh, hummus, tabooleh, baba ghanooj,
thereed, makboos, herees, so on.
Suggested book: English, Please! for the Arab World
http://books.google.ca/books/about/English_Please.html
5. Encourage them
Praise them and acknowledge their good work no matter how small and minimal.
Use positive reinforcement: praise them for their stronger skills. Avoid punishment.
Suggested reading:
http://www.tesall.com/tesol-teaching/adult-classroom-management-techniques/
http://www.learnalberta.ca/content/inspb1/html/6_positivereinforcement.html
http://www.cehd.umn.edu/ceed/publications/tipsheets/preschoolbehavior/posrein.pdf
Common Linguistic Difficulties:
Grammar
Verb be is deleted in Arabic in the present tense.
Suggested activity: grammar worksheet
No subject: sentences in Arabic start with verbs.
Useful resource: http://www.slideshare.net/anbray723/understanding-the-errors-of-arabicspeaking-ells
Pronunciation
B/P Pronunciation
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Tips:
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Demonstrate how to pronounce a particular sound
Put your finger in your ear when sounding out voiced b and voiceless p
Use a tissue paper or a paper to feel p’s aspiration
Use tongue twisters: Peter batted better than Pat poured butter, so Peter told Pat he
batted poorly and better pour the butter better before he batted.
Hover over the words and you can hear the pronunciation
Online practise: http://www.shiporsheep.com/page25.html
F / V Pronunciation
Tips:
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Demonstrate how to pronounce a particular sound (f: constant air flow and v:
restricted or blocked air flow)
Put your finger in your ear when sounding out voiced v and voiceless f
Use tongue twisters: Vincent vowed vengeance very vehemently.
Suggested resources:
f / v worksheet http://englishgenie.com/wpcontent/uploads/2013/01/minimal_pairs_f_vs_v_worksheet.pdf
f / v listening exercise: http://www.esl-lab.com/pron3.htm
listening quiz: http://www.manythings.org/mp/m09.html
http://www.howcast.com/videos/487784-How-to-Pronounce-F-vs-V-Sounds-EnglishLessons
Writing
Phonics and Spelling
Arabic is written phonetically. There are 8 vowel sounds: 3 short, 3 long, and 2 diphthongs.
The rest are consonants.
Tip to school: Teach beginners: phonics, capital and small letters, capitalization rules, and
basic sentence formation.
Self-study phonics website: http://www.stickyball.net/phonics.html
Suggested material: Phonics bingo and phonics snap game
Spelling exercises:
http://www.englishforeveryone.org/Topics/Letter-Building.htm
http://www.englishforeveryone.org/Topics/Word-Searches.htm
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Spelling practise website:
http://www.amblesideprimary.com/ambleweb/lookcover/lookcover.html
Punctuation:
There is no punctuation in Arabic. Readers understand the meaning from context.
Suggested material: unpunctuated paragraph
http://www.englishforeveryone.org/Topics/Run-On-Sentences.htm
Suggested activity: What makes these funny? Where should the punctuation marks go?
http://www.pleated-jeans.com/2012/08/16/20-images-that-prove-grammar-andpunctuation-are-important/
Suggestions for intermediate levels: Why is punctuation important?
Woman without her man is nothing
Woman! Without her, man is nothing.
Woman, without her man, is nothing.
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Useful resources: http://www.slideshare.net/anbray723/understanding-the-errors-of-arabicspeaking-ells
Resource for punctuation worksheets
http://www.englishforeveryone.org/Topics/Punctuation.htm
http://www.englishforeveryone.org/Topics/Run-On-Sentences.htm
http://www.englishforeveryone.org/Topics/Paragraph-Correction.htm
http://www.englishforeveryone.org/Topics/Word-Searches.htm
http://www.englishforeveryone.org/Topics/Word-Construction.htm
Writing organization
They don't know how to organize ideas into paragraphs and essay like by starting with
general ideas then going into specifics and how to divide paragraphs.
Common concepts like “ thesis,” “ Topic sentence,” and “ no new ideas in the conclusion,”
are all very foreign to Arabic essay. The circular structure in the English essay is contrasted
with a very linear one in Arabic where the conclusion has to bring something new!
Obviously, the teachers in this case have to create new patterns in the students’ minds and
pinpoint the difference between Arabic writing and English ones.
http://teaching.monster.com/benefits/articles/10068-5-writing-trouble-spots-for-eslstudents-of-arabic
Useful resources:
http://www.slideshare.net/spacke/teaching-arabic-speakers-linguistic-and-culturalconsiderations-shira-packer
http://teaching.monster.com/benefits/articles/10068-5-writing-trouble-spots-for-eslstudents-of-arabic
http://www.ritell.org/Resources/Documents/language%20project/Arabic%201.pdf
http://faculty.ksu.edu.sa/saad/Documents/The%20progress%20of%20%20a%20Saudi%20
student.pdf
Teach them the basic writing steps: how to brainstorm, outline, provide examples to
support ideas, editing, and proofreading.
How can teachers help?
1.
2.
3.
4.
Give more homework to make sure we review at home.
Incorporate more quizzes and tests into your lesson planning.
Teach them synonyms and paraphrasing to become more competent users of English.
Be dynamic, engaging and use some humour.
Incorporating IELTS in Lower Levels
Saudi Arabian Cultural Bureau encourages its students to take IELTS regularly in order to
track their students’ progress and to open up more choices when applying to universities.
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Why even use IELTS as motivation? Why incorporate it into lessons?
Tests and grades motivate them; it makes them study more frequently and harder.
It shows them what areas they need to work on.
Tip: Link what you do back to IELTS. When you are teaching something and they don’t see
the point behind it, clarify that this is what you need to get a high IELTS band score .
1. When teaching advanced vocabulary, explain how advanced vocabulary gets you
higher scores. Sometimes they don’t see why do they need to learn the words convertible,
sedan, vehicle, or hybrid when they could easily say car.
Reference: Cambridge Online Dictionary, that shows the level of words according to the
CEFR.The higher the level, the higher the score.
A1
A2
B1
B2
C1
C2
Beginner
Elementary
Intermediate
Upper Intermediate
Advanced
Mastery
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For idioms: http://www.vocabulary.co.il/idioms/
http://busyteacher.org/18969-idioms-with-the-verb-start.html
http://busyteacher.org/11225-food-idioms.html
2. Start teaching synonyms early on.
http://thesaurus.com/
For online synonym matching games:
http://dynamo.dictionary.com/207942/synonyms#&slider1=4
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3. When dealing with topics they don’t like or are not interested in, inform them that
these topics are common topics in IELTS speaking and writing tests.
culture and language are intertwined
they need to practise speaking about things you don’t like and need to be able to
talk about topics that are not interested in or don’t know much about. That is a good
time to start teaching them how to deal with topics they don’t know much about or
are not familiar with.
Challenging topics: traffic, transportation, history, education,
Ask them to read first about these topics or listen to a TED TALK about them so that they
can give output and give their opinion about it. Help them expand their horizons.
Music:
https://www.ted.com/talks/ryan_holladay_to_hear_this_music_you_have_to_be_there_liter
ally
Traffic: https://www.ted.com/talks/jonas_eliasson_how_to_solve_traffic_jams
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Transportation:
https://www.ted.com/talks/janette_sadik_khan_new_york_s_streets_not_so_mean_any_m
ore#t-634604
4. Include cohesive devices in lesson plans because part of IELTS scoring rubrics for
the vocabulary section in both writing and speaking is based on that. Start with the easy
ones for beginners: but, and, so, because. Then gradually increase the complexity as they
move up towards intermediate and advanced levels: however, nevertheless, as a result of.
It is important that they can use them in both writing and speaking.
Resource: http://library.bcu.ac.uk/learner/writingguides/1.33.htm
Online linkers exercise: http://www.eltbase.com/quiz/155_01.htm
Extra reading: http://eujournal.org/index.php/esj/article/viewFile/2694/2546
5. IELTS is Australian:
Tips:
● Familiarize them with British and Australian culture.
● Have them listen to different dialects like Australian, British, non native
speakers, and not just Canadian and American.
● Point out a few major differences in pronunciation like the “r”
http://www.espressoenglish.net/british-english-vs-american-englishpronunciation/
● Teach American vs British vocabulary (truck, lorry, couch sofa so that they
know word when they see it or hear it in IELTS reading and listening
sections).
● Point out that both forms of spelling are accpeted in IELTS.
http://www.oxforddictionaries.com/words/british-and-american-spelling
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