Q. Why did you decide not to provide an Arabic language bilingual
program?
The CBE has determined that it could not offer the program because of the
significant challenges in securing and sustaining the necessary teaching and
curricular resources to support student success. As an example, the CBE would
require sufficient numbers of teachers who have all of the following: Alberta
teaching certificates, Modern Standard Arabic language proficiency, English
proficiency and the ability to deliver the Alberta Mandate Program of Studies.
Q. You are proposing to offer an Arabic Language and Culture Program for
high school students. How does that differ from a bilingual program?
In CBE bilingual programs, up to half of the Alberta Education program of
studies is taught in the second language. Part of what makes a bilingual
program unique is the need to have teachers who can not only teach the
language but who can teach other subjects in the language. We are eager to
work with the community to explore other opportunities to teach Arabic in CBE
schools. That is why we are prepared to offer an Arabic Language and Culture
Program for high school students.
Q. How do you get teachers for other bilingual programs and why can’t the
CBE do the same thing for Arabic?
The University of Calgary and University of Alberta support the development of
French language teachers. The federal government does as well because
French is one of our two official languages. In addition, the Alberta government
has partnerships with a number of international organizations and countries
which facilitates visiting teacher programs. This is a source of recruitment for us
when there are no local teachers to fill language positions. These programs also
offer support and training for the professional development of our teachers. No
such partnerships or agreements exist to support this proposed program.
Arabic language has many different dialects, which poses an additional
challenge for us. The resources required to provide quality instruction in Arabic
is limited which will require teachers to create their own materials. This is
extremely time intensive and requires curriculum support from specialists and
school administrators who are fluent in the language.
Q. What does this mean for language learning at the CBE?
The CBE leads Alberta in language programs for students. More than 7,000
CBE students are in French immersion. More than 2,500 are in Spanish
bilingual. And more than 500 study German or Mandarin bilingual. We also
teach students in Blackfoot, Cree and Korean. Moreover, CBE French
immersion students lead the province in their academic performance. The CBE
is an exceptional place for students to learn languages if languages are what
students want to learn. We are keen to add an Arabic Language and Culture
Program to further enhance our language offerings.
Q. What process did you follow to arrive at your decision?
We learn from every experience. Our process to assess alternative programs
surveys the community for interest and the feasibility of offering a sustainable
program. In this case, we might have been better off if the feasibility assessment
was done first. In another case, we may waste time doing a feasibility study if
we don’t already know there is sufficient demand in the community. It is a bit of
a chicken-and-egg dilemma. In spite of this challenge, we have reached a
decision that reflects the integrity of our process and values.
Q. What are the objectives for an alternative program?
All alternative programs teach the Alberta Education program of studies. With
that in mind—and the CBE goal of personalized learning—alternative programs
must:
 be based on a particular language, culture, subject matter or teaching
philosophy;
 not be a Francophone program;
 not be a special needs program;
 not be a program of religious education;
 have a consistent set of unique features intended to be long-term and
sustainable; and
 involve the entire elementary, junior high or senior high grades or a
combination of these grades.
When the answer is yes to ALL of the above, then the proposed program qualifies as an
alternative program submitted to the CBE for consideration.
Q. What consultations were undertaken to arrive at your decision?
As the leading provider of second languages learning in Alberta, our CBE languages
specialists—who are themselves experts—are in continual contact with experts in the
field as part of their work on an ongoing basis. Consultations include specialists who
work in government, academia and education.
Q. Edmonton Public Schools has an Arabic program. Could you use its
resources?
Edmonton Public School Board’s bilingual program differs from the CBE’s program. At
the CBE, up to 50 per cent of the curriculum in bilingual programs is taught in the
language other than English. In Edmonton, neither is not the case. This means other
subjects are taught in the second language. Therefore, the resources required differ
significantly.
Also, Edmonton has a locally developed Program of Studies for Grade 1 to 6 Language
Arts. However, this framework only identifies outcomes by grade. This would mean that
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the CBE would be required to develop multiple curriculum assessment materials and
resources. The CBE does not have staff who would be qualified to do this development.
Q. How did you determine that there would be significant challenges in securing
the necessary teaching resources? Did you canvas your internal staffing to
determine who might be qualified to teach Arabic?
In terms of staffing, a bilingual program obviously requires teachers. However, it also
requires school administration skilled in the oversight of the language program and the
ability to effectively supervise and evaluate staff as well as develop curriculum. Our
Human Resources professionals determined it would be challenging to find an adequate
number of teachers who speak Modern Standard Arabic, have Alberta Teaching
Certificates and have the other qualifications necessary to implement and sustain a
bilingual program. These teachers would have to be qualified to not only teach in an
Arabic bilingual program, but to teach across the CBE system in the event a program
closes or downsizes, just as other bilingual teachers are required to do.
In addition, as we’ve said elsewhere, current CBE bilingual programs have international
partners who facilitate sourcing and hiring of teachers. For example, Spanish teachers
are sourced through the Minister of Spain. No such partnerships exist with Arabic. Even
with partnerships, hiring skilled bilingual teachers, including French bilingual teachers, in
adequate numbers is a challenge.
Q. Why did you advertise for three Arabic to teach in the high school Language
and Culture Course in February?
The posting was for the proposed high school Language and Culture Course. As we
value the addition of Arabic language and culture to our vibrant second language
programs, we are committed to seeking qualified teachers who will be able to assist us
to develop and deliver a high quality Arabic program to our students. This is a highly
specific skill set that requires not only proficiency in Modern Standard Arabic and
English; it also requires teachers to have expertise in second-language teaching and
learning. These skills in combination with the eligibility for Alberta Certification required
us to look beyond our current teaching staff and to seek teachers nationally.
Q. At last May’s open house, how many parents attended? How many indicated
they would be interested to enrol their child in the program?
About 200 parents and community members attended the open house. About 225
families expressed interest in the program. Indicating interest and enrolling in the
program are obviously different, as other programs have demonstrated.
Q. Did this decision have anything to do with cost of the program? Was there a
cost analysis prior to starting the All Boys Program last year?
Cost was not the reason this program was turned down. Regarding the all-boys
program, information relating to costs can be found at
http://www.cbe.ab.ca/media/pdfs/CBE%20All-Boys%20Program%20Background.pdf
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