Communicating with Immigrants: Palestinian Family and Arabic Language Interview

Communicating with Immigrants: Palestinian Family and Arabic Language Interview

Laura Ray

Introduction

What is your name and field/position?

First name, last name, doctor name, nickname….

By knowing your field I can better tailor this presentation for you.

Assignment for Communicating with Immigrants

Based on class given by Dr. Broady at Georgetown College

Assignment for Communicating with Immigrants

Identify one family (or more) that is originally from another country. Each student can take one language and country only once. The family must speak a language other than English at home. Please post “your” country on Moodle to establish that “your” country is taken.

Home Visit

• Palestinian Family and

• Arabic Language Interview

Video narrative of Palestinian Family

Describe education in your country life (Before the interview, study this question via the WWW).

Describe what your biggest dream is for the future of your child/children (Before the interview, study this question via the WWW).

Describe what you see as the biggest achievement in life (Before the interview, study this question via the WWW).

Describe what you see as the biggest taboos in your life (Before the interview, study this question via the WWW. Also, study the meaning of taboo online to probe if the family does not understand or does not want to address it).

Helpful suggestions forCultural Interviews

Meet with them at their home and describe carefully what it looks like.

• Smells

• Colors

• Decorations

• Etc.

Describe how the family communicates.

• body language

• gestures

• facial expressions

Take in as much detail as possible.

Do the same activity in your own home.

THINK PAIR SHARE

Home language and cultural interviews you have done in the past, or what you might look for in the future (add to the details list).

Stereotypes vanquished! What stereotypes have you discovered were not true for your students of different backgrounds.

http://www.online-stopwatch.com/

ReferencesRetrieved July 23, 2011 from http://arabiccomplete.com/modules_read_learn/read_learn_vowels_2.htmRetrieved July 23, 2011 fromhttp://www.google.com/imgres?q=arabic+quran&hl=en&tbm=isch&tbnid=tp4DuVxHGEXwJM:&imgrefurl=http://www.allahisone.com/index.php%253Fmain_page%253Dindex%2526cPath%253D3&docid=O2ct6nuoeuYWwM&w=2592&h=1944&ei=XlYrTsXGKsft0gHM693FCg&zoom=1&iact=rc&page=1&tbnh=77&tbnw=112&start=0&ndsp=11&ved=1t:429,r:2,s:0&tx=88&ty=52&biw=753&bih=419

Baker, R. F. & Baker, C. F. (2003). The Qur’an. Calliope, 14(4).Culturegrams™ World Edition. (2011). West Bank and Gaza.Helmer, S. & Eddy, C. (2003). Look at me when I talk to you: ESL learners in non-ESL classrooms. Don Mills, Ontario: Pippin.El-Haj, T. R. A. (2007). “I was born here, but my home, it’s not here”: Educating for democratic citizenship in an era of transnational migration and global conflict.

Harvard Educational Review, 77(3), pp. 285-316.Palmer, B. C., El-Ashry, F., Leclere, J. T., & Chang, S. (2007). Learning from Abdallah: A case study of an Arabic child in a U.S. school. The Reading Teacher, 61(1), pp. 8-17.Sousa, David. (2011). How the ELL brain learns. Thousand Oaks, CA: Corwin.

I would like to thank Dr. Broady for teaching me how to do a thorough language and cultural interview. Much of this PowerPoint was made using Dr. Broady’s 2011, EDU 587, Communicating with Immigrants syllabus.