Group F

I like all the groups that I teach: the little ones, the middle-schoolers, and the adults. I admire the adults the most, however. This venerable group shows up twice a week for their two hour lessons of their own free will. I admit to spending the most time on their lesson plans because I want to ensure that they get something out of the class, and I want them to see how much I respect them for trying to learn something new in adulthood. 

There is one student in the adult class, I’ll call her Amalia, who rarely speaks out and has low confidence in her ability, even though more often than not she knows the answer. In the beginning I wondered why Amalia was even in the class if she refused to participate. How much can someone learn if he or she doesn’t participate and just silently takes notes the entire class? 

The adults, group F, need as much speaking practice as possible, so I made a game out of basic introductory phrases. The previous class we had gone over introductions like “Hello, my name is___. I am from___. I am ___ years old,” etc. etc. etc. So I made name cards with new names, nationalities, ages, likes, and dislikes. I then put all the name cards in my hat and had the students pick a card from the hat and introduce themselves to the class as that new person. I had fun making the cards, (my personal favorite was Gregory, the one-handed and two year old man from Germany, who likes his grandchildren and dislikes teenagers and stairs) and the students seemed to genuinely enjoy the absurdity of introducing themselves as wildly different people. 

Amalia introduced herself as Brad from Brazil, a laid back surfer dude who liked yoga, reggae, and the beach, and who disliked bad vibes, his mom, and responsibilities. After “Brad” introduced himself the class was free to ask him any introductory questions, and someone asked “Brad, what do you do?” 

Amalia couldn’t think of a fictional occupation fast enough, so she said “nurse,” to which the whole class laughed. I thought the joke was that Brad, being so lazy, would be a terrible nurse, but it turns out that everyone in the class knows each other, and thus know that Amalia is actually a nurse. 

It then made total sense to me why Amalia was taking this adult English class. 

Cynics hold that man is essentially morally bankrupt, and only out for self-gain and pleasure. I don’t see any of that in Amalia, group F, or in any of the groups I teach. 

My Arabic: a Progress Report

Having been in Morocco for little over a week now my Arabic is understandably limited. I am always impressed, however, by the aptitude others show for languages. On my second day here my host told me all about a Korean girl who volunteered for a month and how she was speaking Arabic fluently by the last week. “And there was another volunteer from the U.S. who stayed for three months, and by the second month he and I could have conversations in Arabic!” My host was so enthusiastic about these past volunteers and he looked at me expectantly. 

“Wow! Good for them!” I said. What I really should have said is something like “If you’re holding me to that standard then boy howdy are you going to be disappointed.” 

A new volunteer from Canada arrived the other day and of course because he’s Canadian he speaks French and English. That’s impressive enough for me, the man who was taught Spanish from kindergarten to high school but still sometimes forgets how to ask for the bathroom. 

Why stop at two languages though? So while our host family is speaking Arabic to one another this Canadian rummages in his bag and pulls out a notebook filled with Arabic lessons he had written for himself. Oh how the host family gushed. 

Did I say I was impressed by people who pick up on languages quickly? I miss-typed. Those people are invited to keep company with short shorts, skinny jeans, tight t-shirts, probably speedos, and all the other things that make me look bad.