Abstract
In this inquiry, I examine the cross educational experiences of ten Arab undergraduate students in two English-language universities in Montreal. Participants were from Libya, Tunisia, Algeria, and Morocco and have been in Canada for three to seven years. Classic qualitative methodological tools of in-depth interviews, participant observation and document analysis were employed to record, analyze and interpret the experiences of these students. In order to give voice to these students’ insights and experiences, a narrative approach is used in presenting and interpreting the data. Three themes identified as educational issues emerged from the analysis: Student-Teacher Relationship; Teaching Methodology; Teaching and learning foreign languages and Examinations. The analysis revealed differences in culture, language, and social and educational systems between these students’ countries of origin and Canada as the major sources of these students' positive and negative experiences. The study concludes that Canadian educators can assist these students by becoming aware of their home culture, different learning styles, frustrations in adjusting to school life and in overcoming cultural shock; and by helping them adjust to Canadian educational system and learn about the Canadian culture.
Highlights
Many studies have been conducted to investigate the experience of immigrants in Western host societies, such as USA, Canada, Australia and Britain (e.g., Tran, 2013; Watkins, Razee, & Richters, 2012; Bista, 2012; Chuang, 2012)
This study examines some of the cultural-linguistic challenges facing ten Arab students from four different areas of the Middle East and North Africa (i.e., Libya, Tunisia, Algeria, Morocco) attending English-language universities in Canada
I expect that my findings will contribute positively to the discourse on cultural adaptation, as it pertains to the adaptation and integration of Arab Muslim students
Summary
Many studies have been conducted to investigate the experience of immigrants in Western host societies, such as USA, Canada, Australia and Britain (e.g., Tran, 2013; Watkins, Razee, & Richters, 2012; Bista, 2012; Chuang, 2012). To date, a search of the literature has yielded only few studies on Arab communities in North America Those that do exist have focused exclusively on Lebanese and Syrian communities (e.g., Haddad, Smith & Esposito, 2003; 1996; Fahlman, 1983; Haj-Yahia, 1997; Abu-Rabia, 1997) or other non-Arab Islamic populations such as Iranians, Pakistanis and Malaysians (e.g., Yousif, 1992; Hofman, 1990; Talbani, 1991; Qureshi & Qureshi, 1983). Despite the existence of a substantial Arab population in the USA and Canada (Haddad, Smith, & Esposito, 2003), there is a lack of research on their educational and linguistic experience in these societies in general. Scarcity of educational research on Arab Muslim immigrants have compelled and inspired me to conduct an in-depth examination of the issues of adaptation and integration identified by Arab Muslim students in Canada. I expect that my findings will contribute positively to the discourse on cultural adaptation, as it pertains to the adaptation and integration of Arab Muslim students
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