Speaking of Minnesota

There were eighteen students in the class today, along with three new students, so it was a bit challenging to get around to correct everyone’s work. We did the grid activity again; the questions invoked their opinion of Minnesota - comparing and contrasting it to their home countries.

First the students wrote about what they liked about Minnesota. Their list included the rule of the government, social service programs, care for the elderly, free education, free English classes and the weather in the spring and summer. Makda said she liked the fact that Minnesota was multicultural.

When asked what they didn’t enjoy about Minnesota, students emphasized the cold weather and snow first and foremost, followed by tornados, floods and speeding tickets. Not surprisingly, many students didn’t know the word “flood” or “tornado,” and so I attempted a poor drawing/pantomiming act that they found hilarious.

We talked about what they missed about their home countries. Students gave passionate answers, and many of the shyer students who rarely speak up contributed. Their list was varied: family members, friends, homes, farms, food, oceans, neighborhoods and mosques or churches. Fareeza, from Iraq, spoke about her daughter she hadn’t seen in years. Aziza spoke longingly of the mountains near her home town in Somalia. Paco reminisced about his favorite dishes he would eat in his home in Mexico. The mood in the room became somber for a moment as the class, which typically as a whole is extremely upbeat and positive, reflected on things they had left behind.

The next question asked them to think of things that are the same in Minnesota and their home country. At first, many people looked at me blankly and some laughed. “Teacher, nothing is the same!” Ayanna said. I challenged them that surely something was similar. Aziza was to the first to answer. “People,” she said. “People are the same where ever you go.” Other people chimed in with answers such as furniture, freeways, flowers, animals, trees, newspapers, sunshine and the weather. Many students began heatedly debating with one another about whether an answer was true for their country. Mya, from Laos, wrote “McDonalds.”

At the end of class, we discussed the differences, and not surprisingly, the list was large: free education, food, culture, time zone, calendar, language, music and clothing. On a side note, we discussed the difference between wild animals, farm animals and pets. When explaining the difference, the students gave examples of each category. I learned that camels are considered farm animals in many countries.

Budget cuts threaten much needed ESL classes

This post is not directly tied to the adult basic education center that I work at, but it pertains to the field as a whole. The Minnesota Literacy Council (MLC) has five learning centers in the Twin Cities area.

As you may know, Saint Paul is dealing with a major budget deficit which is now threatening the MLC Learning Center – Rondo Library. A current proposal (due for a City Council vote on March 23) would close the Rondo Library at 7:30 p.m. each evening, making it next to impossible for the coordinator and her fabulous team of volunteers to provide much-needed ESL classes to Midway residents. So far this year alone, the MLC Learning Center at Rondo has served more than 80 students for more than 1400 hours during evening library hours. Will you join me in voicing your concern about these cuts to local officials?

Here’s what we can do:
Call:
• the Governor’s office (telephone: 651-296-3391 or email tim.pawlenty@state.mn.us)
•the Mayor’s office (651)266-8510
• your state senator and state congressperson (find them here: http://www.gis.leg.mn/mapserver/districts)
• and your district council representative (find your district rep here: http://www.stpaul.gov/index.asp?nid=1180 )

Tell them that you are a constituent/partner and that libraries are important to you! Express that cutting Rondo Library’s evening hours would make it impossible for MLC to continue to provide free English classes to the members of our community who need them the most.

Challenging English

Although my students have a base vocabulary and comprehension level that is higher than the very beginning students, I find myself unable to explain something coherently at least once every time I go. Adults ask extremely engaging and thoughtful questions and are generally quick to speak up when they don’t understand something.

I also teach Spanish classes to native English speakers at Fridley Community Education Center, and whereas I get to tell them that Spanish is a phonetic language, I’m constantly reminded that the same is not true for English. Today Aziza was very hung up on the difference between “no” and “know,” as she was trying to hear the difference in pronunciation. After assuring her that there wasn’t any, she looked at me and asked why we would have the same word sound exactly the same. I had no answer for her.