Arab students presentation texas wesleyan 20130205

Helping Gulf Arab Students
Succeed in College
Mark Algren – malgren@ku.edu
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.

Beloit List
Knowledge of the cultural milieu informs our
approach to teaching.

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.

Pertinent Timelines
Mid-1800sFirst 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

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!!

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.

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
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

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

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.

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%

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%

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

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

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

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 

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 

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.

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.

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 

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

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?

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

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.

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

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

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

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).

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).

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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?

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

Arab Students in the IEP
Classroom:
Tips for Instructors
• Lack of academic preparation
• Cultural “hot button” issues that
impact the classroom
• Some teaching strategies

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.

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)

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

Classroom Strategies
• Areas:
– Attendance
– Tardiness
– Talking in class
– Not mixing well with other students
– Teacher/Student relationship
– Cheating/Plagiarism
– Getting homework done

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

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

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

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

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

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

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

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

Thank you!
Mark Algren
malgren@ku.edu

Arab students presentation texas wesleyan 20130205

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