Al-Ingleezeeya

As an American in Jordan, even if you don’t speak Arabic well, you still have one skill that will do wonders to get you by: speaking English. Sure you won’t open up as many doors to Jordanian hospitality or make as many friends, but you can navigate yourself from when helpful bilingual Jordanian to the next. You can also get a job teaching English. I decided to challenge my brain, already muddled by studying standard Arabic and speaking the Jordanian dialect by taking a job teaching English at nights. I also wanted money because Amstel drafts cost like $4.50.
My first foray into teaching English was about 2 months ago (or more? the time has really flown by here) with a collaboration between Jesuit Refugees Services and the Fulbright English Teaching program in Amman that I heard about from a fellow CIEE student. The program primarily serves the Sudanese, Somali, and to an extent, the Iraqi refugee community in Jordan. Two nights a week we hold a 2-hour class in a hall the Jesuit Center has let us use, with about 100 people coming on a given night, although attendance is hit-or-miss and often depends on if the bus service we’ve set up for the students runs on time. In any case, this situation seems to be preferable to the set-up last year, where the teachers visited the houses of the students; the Sudanese men lived more than 20 guys to a house (we’re not sure what the deal is with their wives, who live in separate houses), which was not an ideal teaching situation.

Miss Grace, and Fulbright English Teaching Assistant from Alabama; Miss Christina, a Fulbright researcher, whereabouts not yet inquired into; and I teach the children’s class. We have about 15-20 kids on a given night, from 7-12 years old. They are almost all the family members of the adult students, who are mostly from 20-40, of which about 2/3 are men. You can imagine in a hall with 100 students and 4 separate classes being run simultaneously, teaching kids who are out later than they might otherwise be is a challenge. They are rambunctious, and the curriculum has slowly shifted from numbers and nationalities to games. I have developed a contempt for the creators of the English language for making 15 fifteen and not fiveteen, and it is always cute to here a 8 year old kid stand up proudly and say “my name is Nasser and I am Sudan!” Another challenge is that there are at least two Abdi-Fateh’s and Abdul-Nasser’s in each class. However, they get their wiggles out, especially during ‘Head, Shoulders, Knees, and Toes,’ which was an instant hit, and while they might not be learning English in as structured a fashion as the teacher in me would like, they are getting good exposure. It’s also good practice for my command verbs in Arabic-I am almost at the point where my pronunciation of “sit down,” “be quiet,” and “no hitting” in Arabic doesn’t simply evoke laughs.


Of course, it’s also a cultural learning experience for me. Early on, we learned some pitfalls in teaching refugees English. For example, having children from war-torn refugees draw and label their family trees is more an exercise in morbidity than English, as there were several x’s in the kids drawings. On a more light-hearted note, some of the kids full-names simply don’t fit on one piece of paper they are so long. There are also two 12 year old Sudanese girls in the class who are hijabbed and very quiet, despite beign very bright and knowing all the right answers. They seem to very shy because of the boys in the class, and it is my suspicion this is because of socialization and not just their personalities. Their personalities are the opposite of the younger Somalian sisters who are both firecrackers and go pinch for pinch, thrown object for thrown object, with the boys in the class. I do wonder if this is just an age or personality thing thing, or a general difference between social expectations of Sudanese and Somalian women.
We also have a very bright Iraqi girl named Yousur in the class who wants to grow up to be a genetic engineer!! and go to school in the U.S. Her family has a lot of relatives living in the U.S. currently and the Iraqis, not surprisingly, seem to be better off than the Sudanese and Somalians, although the guys said they do miss wearing dishdasha’s (the traditional long mail robes) all the time like they did in Iraq. All the parents are a delight (Yousur’s dad gave me a pdf with an Iraqi dialect-regular Arabic dictionary ((there are 4 words for sink in Iraqi)) and it is a testament to the strength of the human will that our students come back night after night to improve their English, and thus their overall prospects in life. I’m not sure what my work/study schedule for the summer will look like, but hopefully it will permit me to continue teaching when the Fulbright program students head back, so that we can maintain some continuity in the program.
As for the money I talked about making, I did a month long semester working with a small company near the university teaching 2 hour classes three nights a week, the nights I wasn’t volunteering, for what amounted to be about $10/hr. My students were from 19-50. The youngest was an eager freshmen nursing student at UJ named Ali, the oldest was a 50 year old named Muhammed who worked in agriculture. They were all great guys, and by some act of god, they all had different names. I realized three things during this experience: 1) English grammar is indeed really difficult: when do you stop use the present continous and start using the future, why don’t we say gooder, etc 2) Arabic is hard to wash out of your vocabulary: Iwas supposed to only teach in English, but besides using a few commonly switched words, I also slept into Arabic occasionally 3) I finally understood my teachers frustration with dying whiteboard markers. It was also interesting to see most of them pray during out 10 minute halfway break (all of them if there was a test that day) and to chat in Arabic with them after class. Not teaching this semester because I’m going to Egypt for a week, I already miss Muhammad’s examples of English grammar almost exclusively involving produce from the Jordan River Valley. Some of their test answers were hilarious too (Describe three things in this picture: 1) the laptop worn’t turn on 2) the sink is clogged 3) it is a bad hotel). Hopefully, I can work again their next semester if there is demand.
In the meantime, I’ve also started tutoring a pretty well-to-do family in English twice a week, once for the kids, once for the parents. It’s interesting that they are grammatically at about the same level, they just have different vocabularies. They pay me 8 JD an hour, plus cover transportation and provide a snack or meal, so it’s a great setup. It’s also refreshing to see some of what I would consider good parenting in Jordan: the kids aren’t spoiled, don’t inhale piles of Turkish candy, they don’t have a foreign maid, etc. Even without the pay and perks, it’s nice to make more personal connections in this country, and it is again inspiring to see peoples drive; the dad has a well paying job running a fitness club, but is really dedicated to being able to communicate with clients better.
One last note on speaking English in Jordan is that I’ve realized how much practicing language is a privilege. Most cab drivers I’m with, once they feel comfortable with my ability to converse with them in Arabic, inform me of their ability to speak some English. However, true to Arab hospitality, as I’m the guest, they allow me to practice my Arabic with them rather than the other way around. Sometimes they’ll ask for a few relevant words like “good night” or “you’re welcome,” but in general they entertain my attempts at Arabic. On one level, I am the student making the concerted effort at learning Arabic, and a lesson in English grammar in a cab wouldn’t accomplish much, but it’s still another privilege I enjoy, and I’ve started correcting Abdel-Salam’s English more, and hopefully will start a language-exchange type deal with a Syrian student I met at the barber shop the other day. Did I mention a haircut usually costs 3 JD (4.50 us) and never more than 5? Another thing I will miss when I come back home in August.
Lastly, brief notes on my life here. I found an apartment for me and my roommate (another CIEE student staying for the summer) owned by a lovely older couple who speak English well (the first landlords I met who preferred English). I’m moving in Sunday and will post pictures shortly therafter. I’ve also been accepted into my intensive summer Arabic program at Qasid, but have a month break. You never really stop learning Arabic in Jordan, but it is nice to be able to sleep in, and go to Egypt.













