Nov 10, 2008 - 12:50 PM

By Crystal Crimi

DURHAM -- There was no music in the Middle Eastern school Faizah Ilyas attended until she was 12.

So, when she crossed the world to Canada in 2002 and was introduced to playing an instrument in schools here, the change was welcomed.

"There was no music at all so that was one thing after I came here that I really enjoyed," said Faizah, born in India but raised primarily in the Middle Eastern country of Saudi Arabia.

Her parents came to Canada with hopes of a better life, particularly for her now 12-year-old brother, Hisham Mohammad. He's a paraplegic and they knew Canada could provide him with better accessibility for a more fulfilling life. In the Middle East, the school he attended wanted him to wait so they could build a special class instead of putting him in with everyone else.

"I started school the day before Halloween, I remember that," Faizah said. "I think the classrooms were basically the same here. I stepped in and the teacher asked me to introduce myself."

In the Middle East, whenever the teacher or principal walked in, students stood up out of respect, something she continued to do until the teacher asked her why. She hadn't realized none of the other students did.

While much of her subjects were the same in the Middle East, teaching techniques were different. They also celebrated all cultural events, including Christmas and Ramadan. Classes were bigger and all grades attended one school - hers being an all-girls school.

Although Faizah was old enough to have already established a strong learning foundation by the time her family came to Canada, her brother found it hard to adjust to teaching techniques here.

Hisham found English and comprehension difficult. He was used to memorizing rather than analyzing. Being in a split Grade 2/3 class didn't help - he became confused about who was being taught.

Faizah, on the other hand, got the hang of things quickly. By the time she graduated high school, she tied with another student for highest average in the Durham District School Board, 2008, with 97.33 per cent.

"Because I knew English, I felt very comfortable," she said. "It was a benefit for me."

In high school, she had friends who couldn't speak English and it was hard for them. They had to learn their subjects and English-as-a-second-language at the same time.

"It's a double thing, really hard," she said.

Faizah suggested schools take a year just to teach new students English before enrolling them in regular classes. The student will lose the year, but they won't have to struggle with the language barrier afterwards, she said. In high school, some new immigrants also have to work to help support their family.

"It's too many things to do at once," she said.

If parents don't get jobs right away, it's even more stressful because of the insecurity.

"For me, personally, my parents were a big source of help," said Faizah.

Although it took her dad eight months to find work, her parents kept their stresses from their kids.

"I think our parents really supported us a lot so they didn't let it affect us much," she said.

For new students, she suggests they make the best of the situation.

"You're here now," Faizah said.

Take the first step forward in making friends, even if you're shy, she said.

"Try the new experience and see what you enjoy," she said. "You're coming from another country so there's things to teach and share."

You never know what you can learn from someone new or what you can teach them.

And, if you can't speak English, ask for help. "The teachers are very supportive," she said.

They can also find support at the public library.

"Support the kids and encourage them to try new things," she advised parents.

Help them out, try to learn about the services available for them and try to learn the language here as well, she added.

Faizah now attends McMaster University with financial support from a Millennium National Scholarship, worth $5,000 for each of her four years. McMaster provided her an additional $3,000 entrance bursary for two years.