english, american style
english, american style Refugees learn the language By Weam Namou In Iraq’s school system, students begin to learn English after fifth grade. But when they arrive in the United States, they realize that the English language in America has a dialect they can’t comprehend. “There’s a big difference between the English we studied in Iraq and the English we’re studying here,” said Khalida Sadiq, a 21-year veteran teacher in Iraq, who at Mosul University studied The Old Man and the Sea for an entire year in an English class. “In Iraq, we modeled the British system.” “The silent alphabet letters are what throw me off, like the J in Meijer,” said Wahid Hanna, who has been in the United States for six years. “If you don’t associate enough with the people in the street [the natives], it’s difficult to pick up these pronunciations. I feel that maybe playing DVDs that include images with the stories might help strengthen our listening abilities to these unfamiliar pronunciations.” Sadiq and Hanna are two of dozens of Chaldean students involved in a new and free program in which Chaldean immigrants learn English at Macomb Community College. It’s part of a partnership between MCC and the Chaldean Community Foundation, the charitable arm of the Chaldean American Chamber of Commerce. Students meet at the Foundation’s 15 Mile and Ryan location, where a bus picks them up and transfers them to the classes at Macomb’s South Campus on 12 Mile and Hayes, Monday through Thursday mornings. “Mondays and Wednesdays are for Level 1 students, those who have to learn the very basics like the ABCs,” said Nidhal Hadid, an employee of the Foundation who attends the three-class in order to translate between the students and teacher. “And Tuesdays and Thursdays, it’s for levels 2, 3 and 4.” Photos by David Reed While the higher levels are taught in one classroom, the students are divided into three separate sections and are provided with different level workbooks. “Since I’m a teacher myself, I know that our teacher, Mrs. Rose, is putting a lot of effort to help us learn English,” said Sadiq. Noreen Rose has been teaching ESL classes for 30 years. Her interest began when she and her husband moved to Kuwait in 1979 for three years. She completed her education in ESL after her return to the States. But actually, her real passion stems further back than that. It’s kind of a “generational thing.” “My grandparents were immigrants from Ireland,” said Rose. “Although they spoke English, they had Clockwise from above: Teacher Noreen Rose with students Nivin Elisha and Intisa Yona; Assistant teacher Nidhal Hadid with students Luqman Ekua and Mekhaheel Mansoor; Wahid Hanna a very heavy accent which at the time was not well-thought of. My mother picked up the accent and children at school teased her for it. A neighbor then came and made my mother and her brother sound more American. And that helped her with her future education.” Rose’s mother ended up going to prestigious schools and working with immigrants in literacy programs. “You can’t go back and thank people for their contributions,” said Rose. “But what I can do is pay it forward. I’m happy to be making a difference in people’s lives.” In the United States, bilingual or non-English instruction popped up in between the middle of the 19th century and into the beginning of the 20th century, when the opportunities in the United States increased and millions of immigrants flocked to the U.S. in the pursuit of life, liberty and happiness. “Most teachers have a problem pushing students to excel,” said Rose. “I don’t have that problem. ESL students are here because they want to learn.” Her mission is to try to get the students to work through their frustrations so they can speak English, even if it means making mistakes. “Many tell me, ‘I’ll speak English when I can speak it well,’” she said. “And then they never speak it.” But Rose is determined to draw English out of her students to the point where the need for a translator in the classroom won’t be necessary. She instructs them to start thinking in English and then transferring that onto paper instead of thinking in Arabic, translating and then writing it down. This helps one know the right grammar. “Studies show that this method works fast. Research also shows that when parents speak better English, a child speaks better English,” Rose said. “The classes and the teacher are clear and good,” said Wisam Jabbo, who came here a year and a half ago. “But at the end of the day, it’s up to the individual to focus and practice in order to strengthen his language skills.” Rose said that a lot of the people who immigrate here do not try to assimilate — they’ll watch only Arabic television programming, read only Arabic books and newspapers and associate with only Arabic-speaking people — and in doing so, it’s as if they are visiting this country rather than living in it. “It’s not about leaving the old traditions behind,” she said. “It’s about adding on the American ones. “There are people who are born here but when they come to college, they test ESL. It’s because their parents only speak their native language at home,” she added. “If you like this country, you have to learn the language,” said Rita Namou, who has been in the U.S. for seven years. “It’s important to learn it for the future of your children as well, in order to help assist them with their schooling.” “We are lucky to have this opportunity,” said Sadiq. “It should be mandatory for every refugee to attend ESL classes. It’s our duty.” This article appears in Arabic at the right. 50 CHALDEAN NEWS DECEMBER 2011
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