English Language Center adds writing class

By Kayla A. Swenson

The English Language Center of Cache Valley added a new writing course to the syllabus this semester. The course was designed with the intent to help advanced students further their English education and prepare for the university.

“If the students learn how to write well then their speech skills will also advance,” said Angie Francis, the teacher of the writing course.

Francis said that because the class is so new she is making the curriculum up as she goes. She said that right now the students are learning how to write notes such as thank you notes.

“I think many learn English and speak a little, but when we write English we can’t spell right,” said Bella Boci a writing student from Shanghai, China.

The class has 18 students from China, Japan, Taiwan, Vietnam, Iraq, Iran, Palestine and Libya.

Ronda Kingsford, a coordinator of the center said that there were many students who wanted to take the class but there wasn’t enough room to accept them all.

“We don’t teach writing in the other classes as much as we should,” said Francis. “The students need to know how to write a resume and email. They need to be able to stand out and advance where they want to.”

Many of the students enrolled in the new writing class are preparing to take the TOEFL - the test of English as a foreign language. The exam includes writing prompts that challenge the student’s vocabulary and knowledge of sentence structure.

To enroll at a university non-English speaking students must past the TOEFL.

“Writing is difficult because English logic is the opposite of Chinese logic,” Boci said on preparing to taking the TOEFL. “In English one word can be many things and the sentence is difficult because of the logic.”

Francis said that the students struggle with spelling because English words are not always spelt the way they sound. Right now she is focusing on teaching her students how to brainstorm.

“When I give them a prompt I have to help them brainstorm,” Francis said. “They are processing so much and then they have to translate their thoughts to a different language.”

“They are very intelligent students and it is very fun to see their point of view in their writing,” Francis said.

The nonprofit English Language center offers writing classes every Monday and Wednesday from 12:45-2:45.

Mormon ASL congregation worships together for 18 years

By Kayla A. Swenson

Ursula Jaussi the organist of the Mormon Cache Valley sign language branch began to play a soft hymn. Her fingers hit the chords and the congregation waited to feel the vibration. They raised their hands in unison and began to sing with their fingers.

This Sunday the LDS Cache Valley sign language branch reflected on 18 years of worship services. In 1997 the small branch held its first Sunday meetings in a Logan chapel. Now the branch has 70 deaf members attending from as far as Bear Lake.

“It’s made all the difference,” said Ruth Macari a member of the deaf branch. “Before we went to a deaf branch I’d sit in the front row and I would try so hard to figure out what they were saying that I couldn’t feel the spirit.”

During the worship services a projector magnifies the speaker on a screen above the pulpit so that all members can see the signs. The branch also has three interpreters for visitors who can’t sign.

Macari said that the deaf branch has provided her with the freedom to relax, watch the signs and feel uplifted by the sermons.

“She was an outsider in the hearing ward,” said Thomas Macari, the husband of Ruth Macari. “In the deaf branch she is the relief society president where she can use all of her skills.”

Ruth Macari and other members have enjoyed leadership callings that allow them to give back to their church family. She said that now she can be directly involved in service to the church. 

“I like to be hanging around the deaf people because it is the same language and we feel comfortable,” said Pablo Nieves, a high counselor who looks over the branch.

Members of the deaf branch feel united as they openly communicate with one another. Bishop Doyle Page, the President of the branch said he is grateful for a church family that speaks and teaches in his language.

“When I finally understand the signing I learn a lot about the gospel,” Page said.

Page said that his faith has been built on signs.

“When I am alone I pray in sign language and I can feel that God understands me,” Page said.  

Saudi Arabian students learn English and aviation

By Kayla A. Swenson

In 2012, 15 Saudi Arabian students flew to the United States hoping that the next time they boarded a plane they would be the pilots.

In the past three years the aviation program at Utah State University has accepted students from Saudi Arabia in an effort to train them in aviation and English. Originally the school accepted eight students with scholarships from Saudi Airlines; now the flight school has 24 Saudi students enrolled. 

“There were many applicants and we were lucky to be selected by Saudi Airlines,” said Qais Aljambi, a junior Aviation major. “I got to get sponsored by them and study for free.”

When Saudi Airlines first offered the scholarship over 7,000 students applied. Out of those 7,000 only 50 students were chosen for flight training in the United States.

Aaron Dyches, a chief flight instructor, supposes that Saudi Airlines are attempting to train pilots from their own country because many of the western English pilots don’t want to stay in the foreign air base.

“Saudi airlines has already hired these students so they are over here being trained,” Dyches said.

To enter the aviation program foreign students must first meet the university language requirements. These requirements include 18-24 English credits and a high score on the English Language Institute exam.

“Learning English with American people outside the flight school has improved our language in aviation,” Aljambi said. “We don’t just speak letters and numbers in aviation. We also communicate with the tower, with each other and with other pilots.”

Dyches said that typically a student who speaks English fluently could get their private pilot rating in 37-40 hours but that Saudi students require between 60-80 hours to complete their private pilot license.

 “I assume that it is learning both English and Aviation,” Dyches said. “Aviation is pretty much a language in and of itself; a lot of three letter acronyms, a lot of air space vocabulary.”

Matt Burnell, an assistant chief flight instructor said that pronunciation is a crucial part of flight communication and that it is important for flight students to “slow down and annunciate.”

“The sound of the engine and the work load sometimes make the English hard to understand,” Aljambi said.

Despite language development, Dyches said that he is impressed by how quickly the Saudi students are improving.

“They’re doing great,” Dyches said. “It’s amazing some of the drive these kids have.”

Next year the college of Aviation Technology will have eight Saudi Arabian graduates.

Nonprofit English Language Center gives a new start to adults

By Kayla A. Swenson

25 dollars is the only cost required for students to enroll at the English Language Center of Cache Valley.

This small price offers immigrants and refugees a chance to change their lives.

Today the English Language Center started a new spring term accepting 11 new students into the beginner class. The class will teach English literacy and language composition.

“We are here for the students and we want to make it affordable for them,” said Ronda Kingsford, a coordinator at the nonprofit center. “If they pay a little bit then we are likely to hang in there.”

The English Language Center has assisted adults from 92 different countries learn to speak English. Some of the students have lived in the United States for years but cannot read, write or speak with fluency.

“I have lived in the United States for 24 years,” said Gloria Garcia, a recently enrolled student at the center. “I want to understand my son. He is 17 and doesn’t understand my Spanish.”

Garcia and other new students are hoping that the program will help them connect with the world around them and eventually obtain better employment.

“I work at Chuck-A-Rama and Golden Coral right now,” said Rosa Magana Madrid, an immigrant from El Salvador. “I want to communicate with the customers and understand what slice of meat they want.”

All students must take a standardized test before enrolling. The test assists faculty members in determining what class-level a student should attend.

The center offers five levels of classes as well as classes in pronunciation and writing.

“If their speaking level is a two but their writing level a one then they will be sorted into a level one class,” Kingsford said.

Kingsford said that two years ago the center started a pre-literate class for adults who have never had the chance to attend school. In the class they learn how to read and write.

Hannah Joeckel teaches the beginner’s class. Her class includes adults from Mexico, Peru, El Salvador, Nepal and Sudan. She speaks slowly to her students and uses her hands to articulate what she is trying to say.

“I like teacher,” said Maria Christina Torres, a new student from Peru. “She is good, I understand.”

The center offers classes on weekdays in the morning and evening. To volunteer at the center go to www.elc-cv.org.

International banquet entertains and educates

By Kayla A. Swenson

The International Student Council hosted a banquet Friday in celebration of the many different cultures and ethnicities represented at Utah State University. The event was centered on foreign students and their heritage.

“The performances this year were definitely more diverse,” said Yuzhen Luo, a member of the International Student Council. “We implemented new dances like the Armenian dance that was not represented before.”

The Armenian dance was a slow dance that used hands and arms to convey a sense of sadness. The dance was performed in memory of those that died in the Armenian genocide. The night also featured performances highlighting Italy, Ireland, Saudi Arabia, India, Mexico, Taiwan and China.

Many of the performers are here completing study abroad programs. They are learning English and American culture.

“America has taught me how to be responsible,” said Mohammad Labani a foreign exchange student from Saudi Arabia. “Once I came here I had to clean for myself, I have to do my homework by myself. People that come here learn to be independent.”

Labani and other Saudi Arabian students performed four Arabic wedding dances at the banquet. They were dressed in the traditional thobe, a white tunic, accompanied with a red and white-checkered headdress called the gutra.

 Throughout the night international students introduced the audience to their country through song, dance and video presentation.

“It is intended to entertain but also educate our fellow Aggies,” Luo said.

One video prepared by the university ambassadors showed the ignorance that exists on campus. Ambassadors were featured asking satirical questions to international students, which demonstrated different stereotypes used at Utah State University. 

Some of the stereotypes were that all Asians look the same. A few comments were generalizations of Latin American culture such as the assumption that all Latinos like spicy food.

“It’s nice to broaden your mind and your knowledge of other cultures,” said Lois De Cordova a student from England.

Students in the International Student Council said the banquet was intended to bridge cultures and promote unity.

“This will help build a mutual understanding so that we can embrace our differences and have more fruitful conversations in our community and eventually live a diverse Aggie experience here at USU,” Luo said.

The night ended with a gourmet meal provided by University Catering Service. The menu included Dominican grilled chicken, Armenian salad, butternut squash curry and cheesecake for dessert.

Utah State University adopts Language Immersion prep

By Kayla A. Swenson

Twenty-five thousand students are currently enrolled in dual language immersion programs across Utah. They have become accustomed to spending half of their school day speaking a target language and the other speaking English. 

Schools and universities across the state are adjusting to the change. This year marks the first year of Linguistics 4700 for Utah State University. The class was created with the intention of training students to be dual immersion teachers. 

Since the beginning of the dual immersion program in 2008, school districts have struggled to find Utah teachers with the language proficiency to teach in the program. 

“We are importing teachers from abroad, and I would prefer native teachers from Utah,” said Sue Kasun, an assistant professor of cultural studies in education at USU.

School districts cannot find the language fluency in Utah native teachers and in turn have hired foreign teachers. For example, in Cache County School District alone, five elementary schools are in need of third and fourth grade teachers for next year in Chinese, French, Portuguese and Spanish.

“We are very behind,” said Maria Luisa Spicer-Escalante, an associate professor of Spanish and linguistics at USU. “We can not supply all the teachers that the dual immersion needs.”

Kasun is concerned that the foreign teachers are not here to stay.

“My concern is their level of commitment to be lifelong teachers,” Kasun said. “It would be helpful to have local Utah teachers doing the dual language immersion.”

To enroll in the new linguistics class students must first take an oral proficiency interview. This exam is a phone conversation in the target language. The proctor will ask a series of questions prompting the student to use a wide range of vocabulary and conjugations.

Escalante said that most students receive an advanced low score, meaning that the speaker can communicate but lacks a sufficient amount of vocabulary. But an advanced mid score, meaning the speaker can manage a large number of communicative tasks, is required to receive a dual language teaching endorsement.

“They should give the students time,” said Kali Searle, an Elementary Education student who is considering going into the dual language immersion program. “If I had the time and the opportunity to learn a new language, I would.”

The demand for dual immersion teachers is high and offers very little time for students to learn a language.

Utah State University has addressed this issue by sending students abroad to obtain language fluency as well as giving them experience in student teaching immersion classes, but the school has limited funds for these international programs.

However state dual language immersion coordinators are developing programs that will help train immersion teachers starting freshman year of high school. New linguistics programs are also developing in universities.  

“Students need to know that teaching dual language immersion is an option for them,” Escalante said. “The future of education, from my perspective, is dual language immersion.”