NEW YORK – As Greek Americans, we struggle to ensure our children maintain their Greek skills. English is the language they speak at school, with their friends and it is more than natural to slip into it all the time.

The Greek School Onlinewho started teaching Greek to children and adults in 2012, has found a refreshing way to make teaching the Greek language as natural and easy as possible.

Integrate games into the Greek class

Seeking ways to make a relatively difficult language like Greek more accessible and fun for young learners, educators at Online Greek School began designing language games that turned the typical classroom experience into a fun competition. “When we started incorporating specially designed games into the classroom curriculum and practicing grammar and vocabulary through them, our students started oral language production much faster than expected,” says teacher Maria Gkeme. of modern Greek and deputy director of the school.

Seeing the amazing results, the creative team of educators focused increasingly on game design and integration. “We quickly ended up with over 100 games that we had designed and played in class, in smaller and larger groups of students of all levels and ages of Greek,” adds Gkeme.

The Greek Language League; an online competition celebrating Hellenism

It didn’t stop there. As students learned Greek faster and easier than ever, this team took a step forward and came up with the idea of ​​the Greek Language League. The Greek Language League is an online competition between teams of children who test their knowledge of the Greek language, Greek culture, Greek geography, Greek history, Greek sports and much more. According to the league’s game designer, Maria Moschou, the Greek Language League aims to become a celebration of Greek culture and an institution that will bring children of Greek descent closer and closer to the language of their ancestors.

The approach is modern, with new technologies taking center stage. However, the lens is as old as time; team spirit and camaraderie under the umbrella of Greek language and culture. “We have designed and tested games that help children practice their Greek while using skills that traditional education typically overlooks. Multitasking, strategy development, note taking merge with oral and auditory skills in areas such as Greek geography, culture, music, lifestyle and history The results: students learn Greek without even realizing it and experience unforgettable moments.

The Greek Language League recently won a Venture Impact award from the Hellenic Initiative, as one of the most promising and innovative projects in the field of education. The League is currently in the middle of its pilot season and the teams are about to enter the knockout stage. The League will begin on a large scale in November 2022 with little Greeks from schools across the United States competing in teams to reach the Grand Finals.

From little Greek students to little Greek campers

“Integrating gaming into education doesn’t stop at our online classrooms,” says Gkeme. “Our online program jumps from our computers and into the Greek wilderness every summer at our Greek language summer camp for children.” The Greek Language Summer Camp takes place under the auspices of the Greek Ministries of Foreign Affairs and Tourism and aims to build children’s confidence in speaking Greek and to immerse them in the Greek way of life and culture.

Gkeme explains that just like the school’s online games aim to develop certain skills, the camp games aim to awaken more kinesthetic skills and give children the chance to learn in nature. “In the summer, our students leave their computers, phones and learning apps for a few days and they learn by touching, tasting, smelling and using their bodies. We have designed a summer program that combines morning language lessons with fun activities that help students practice what they have learned experientially and emotionally.”

The Greek language summer camp is aimed at children from 6 to 15 years old and will take place at the Ranch in 2022 in two periods in July and August. You can find out more here.

Whether it’s in their online classrooms, their virtual League Arenas, or at Camp in the summer, what’s certain for this community of little Greeks is that they’re learning to love Greek and loving it. learn greek!

Cindy Anderson, an English teacher at Culbreth Middle School, has worked with students from diverse backgrounds, many of whom are new to the United States and have come from non-traditional educational paths.

When English learning moved online during the pandemic, Anderson said, it became difficult for teachers and students.

“It’s put (the students) at least a year behind, if not more, and trying to get them to a certain level at this point is very difficult,” she said.

English language learners often aren’t able to get as much help outside of school as other students, Anderson said. This lack of support can hurt them academically.

“Some of our better-off students can get a lot of help, our kids can’t,” she said. “Maybe they were home alone while mom and dad worked, or mom and dad slept during the day so they could work at night.”

As the pandemic and associated staffing shortages have taken their toll on North Carolina school districts, English teachers like Anderson have faced many unique challenges.

Emily Lewis, ESL facilitator for Orange County Schools, said in an email that the broader teacher shortage has affected the ESL curriculum for the school district.

Lewis said that at one school, several kindergarten teachers had to learn how to deliver language lessons to students due to a lack of available ESL teachers.

“Truly the teachers are stretched and doing their best, but we all know we could do more if we were full,” she said in the email.

Lewis supervises, provides instructional coaching, and monitors the effectiveness of the ESL program. This work, she said, has been directly and significantly affected by the pandemic.

Along with other ESL teachers, Lewis has been forced to learn how to navigate remote learning during the pandemic. She said she provided lessons and support directly to students due to teacher shortages caused by the COVID-19 quarantine and isolation.

Sashi Rayasam, director of K-12 English learner services for Durham Public Schools, said in an email that the pandemic has also had a significant effect on ESL teachers for the DPS.

She said that although the pandemic has affected English learners, there have not been significant vacancies for ESL teachers.

“Teachers had to adapt to virtual delivery of the curriculum, ensure students had access to technology, and manage student access to social/emotional support,” Rayasam said.

Fight against the shortage

To make up for the lack of certified teachers, Lewis said the OCS has added English tutors to its ESL program. She said this opportunity has allowed English learners to receive more one-on-one support.

Carrie Doyle, president of the Orange County Board of Education, said OCS’s ESL programs are working “reasonably well” despite the pandemic and associated staffing shortages.

“Specifically for ESL teachers, we currently have one part-time position at the primary level that is vacant and one full-time position at the middle level that is vacant,” she said. “We don’t have any vacancies in high school.”

However, she said it was difficult to find people involved in translation and family outreach services, which led to these specific shortages in some schools.

To address these staffing shortages, the district has established Parent Academies for families whose first language is not English. These programs are designed to provide parents with a better understanding of how to access services such as the college application process and online education programs for their students.

“A lot of people come from different countries with different understandings of public school, and so it’s as much the language (as) the way the American education system works that we offer families,” Doyle said.

Lewis said in an email that although many families struggled during remote learning, the return to in-person learning has helped ESL teachers better reach their students.

“This partnership between schools and families has continued beyond remote learning and I am proud of our ESL team’s continued efforts to help families become essential members of their respective school communities,” said she declared.

@ianwalniuk

@DTHCityState | [email protected]

AMHERST — Friday, March 4, was a busy day for Miguel Cardona, U.S. Secretary of Education, who began with an early morning visit to Rafael Hernández K-8 Elementary School in Boston, Boston’s oldest bilingual community school of the city, where he spoke with students, teachers, parents and others about multilingual learning.

Next, it was at MIT Sloan School of Management for a lecture on the 50th anniversary of the passage of Title IX, the landmark legislation that dramatically expanded opportunities for girls to play school sports.

Cardona, a Connecticut native who became the nation’s 12th education secretary a year ago, then traveled to Amherst to get a taste of local literary history: he visited the Emily Dickinson Museum, then chatted with students from Amherst College studying Dickinson about what it was like to examine the famous poet’s work so closely.

“The deep knowledge I have of Dickinson is due to the last hours,” he said outside the museum after his visit. “I learned a lot today, especially about the value of being able to read and work with primary sources. I asked one of the students to read one of (Dickinson’s) poems in her room. was really special.

In fact, a key part of Cardona’s interest in visiting the site was to speak with students about their experience using the Dickinson Homestead for their studies. He said he was interested in examining the role non-traditional learning environments can play in expanding educational opportunities for students.

“When we think about reinventing education, it’s really important that we consider experiential education and how we can connect with museums and other primary sources of information,” he said. “Let’s see how (primary sources) can be brought into schools and how schools can access them.

“We learned during the pandemic that you don’t have to be in a traditional school,” Cardona added. “We have to accept this as we think about giving our students better opportunities to learn.”

Cardona said he was also intrigued by the connections within the Five College system, as well as the close relationship between Amherst College and the museum, which is owned by the school but operates independently.

After her tour — her first visit to the property — Cardona and students from a Dickinson seminar taught by Karen Sánchez-Eppler, a professor of American studies and English at Amherst, huddled together in a cold room in the Dickinson house. to discuss some of these issues. (The museum has been closed to the public in recent years due to the pandemic and extensive restoration work.)

“What does it mean to learn in this kind of environment? Cardona asked. “You are inside a place (of primary documents). How does it impact your learning when you are literally able to read a poem in the (Dickinson’s) bedroom? »

The students touched on a number of things – for example, how the intimacy of reading one of Dickinson’s handwritten manuscripts in one’s own home can give them a kind of emotional understanding of a poem or letter that doesn’t cannot necessarily be acquired by reading this poetry. in, say, a library carrel.

“It’s special to see and get a sense of where she wrote,” said Fiona Anstey, a sophomore who grew up in Japan. “You can look out the windows and see something from what she saw.”

“It makes you feel really connected to her and her writing,” added Christian Pattavina, also a sophomore.

Cardona also asked students about their experience with the Five College system; students responded that there were many resources available in the system, from books to a range of courses they could attend at different local campuses, which enriched their education and gave them a sense of direction in their own work.

Cardona, a native of Meriden, Connecticut, whose first language is Spanish, began his teaching career as an elementary school teacher and later became principal at the age of 27, overseeing a school where l Bilingual education was key. Her doctoral work examined the gaps between English language learners and their classmates. He later served as a school superintendent and teacher of education in Connecticut.

At the Dickinson House, he told the students he appreciated their comments. “My goal is to listen to you and bring back what you said to DC and see how we can find ways to bring this kind of learning model to other places.”

Before leaving, he added that visiting the Dickinson Museum was “a great way to kick off Women’s History Month and recognize the contributions…of Emily Dickinson, and how her poetry has been continued and preserved by the women who shared it (with the world). She transformed the genre – what a powerful testament.

Steve Pfarrer can be contacted at [email protected].

“Get a sample report Survey before purchase Order the report now

Overview of the English language learning market 2022

This has led to several changes in This report also covers the impact of COVID-19 on the global market.

The report offers detailed coverage of the English Language Learning industry and key market trends. The market study includes historical and forecast market data, demand, application details, price trends and company shares in major English language learning by geography. The report splits the market size, by volume and value, on the basis of application type and geography.

Major Key Vendors of English Language Learning Market are:- Berlitz Languages, Vipkid, Pearson ELT, Sanako Corporation, 51talk, Inlingua International, Rosetta Stone, EF Education First, New Oriental, Wall Street English, iTutorGroup, Babbel, Busuu, Eleutian Technology

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This research report categorizes the global English Language Learning market by top players/brands, region, type and end user. This report also studies the global English Language Learning market status, competition landscape, market share, growth rate, future trends, market drivers, opportunities and challenges, marketing channels. sales and distributors.

The main types of products covered are:
English
Mandarin Chinese)
European language
Others

The application coverage in the market is:
Individual learner
Institutional learners

English language learning industry performance by region

This report studies the global English Language Learning Market status and forecast, categorizes the global Cables market size (value & volume) by key players, type, application, and region. This report focuses on top players in North America, Europe, China, Japan, Southeast Asia, India and other regions (Middle East & Africa, Central & South America) .

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The research objectives of this report are:

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• Analyze competitive developments such as expansions, agreements, new product launches and acquisitions in the market.
• To study and analyze the global English Language Learning market size (value & volume) by company, key regions, products and end-user, breakdown data for the last five years, and forecast to 2028.
• To understand the structure of English Language Learning market by identifying its various subsegments.
• Share detailed information about key factors influencing market growth (growth potential, opportunities, Driversindustry-specific challenges and risks).

Scope of the Report:-

The scope of the report combines detailed research of Global English learning Marlet 2022 with the apprehension given to the advancement of the industry in certain regions.

The Top Companies Report is designed to help our buyers with insight into the most influential players in the industry. Also, information about different business performance, profit, gross margin, strategic initiative and more are present through various resources such as tables, graphs and Information graphic.

Access full report description, table of contents, table of figure, chart, etc. @ https://www.reportsinsights.com/industry-forecast/english-language-learning-market-639313

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AVV opens admissions to B.Tech

Amrita University has opened admissions to its B.Tech programs. Applicants must pass the Amrita Engineering Entrance Exam (AEEE) or one of the other qualifying exams such as JEE Mains 2022, SAT or PUEE.

Eligibility: Class 12 or equivalent from a recognized board, with a minimum of 55% each in Physics, Chemistry and Mathematics separately, and a minimum total of 60% in Physics, Chemistry and Mathematics. Applicants for admission must be born on or after July 1, 2001.

For more details, visit https://amrita.edu/btech

Courses in AI and CS

The University of Birmingham in Dubai is inviting applications for its B.Sc. and M.Sc. courses in Artificial Intelligence and Computer Science.

Eligibility: For B.Sc., applicants must have 75% in Standard 12 from ISC, CBSE, Maharashtra and West Bengal State Board or 80% from other state boards. They must also have 85% or higher in math. For M.Sc., applicants must have a B.Sc. from a recognized institution with 55-60% aggregate.

For more details, visit https://bit.ly/3saPevn

Alliance University launches liberal arts school

Alliance University recently launched its liberal arts school at an online event. It offers an undergraduate curriculum with the freedom for students to choose subjects and design their degrees with majors and minors of their interest. For more details visit, https://www.alliance.edu.in/

OckyPocky launches a phonetic AI solution for children

OckyPocky recently introduced phonics functionality to redefine the way children learn language. The newly launched feature, with an interactive teaching method, offers crucial language learning programs to help children achieve long-term success with solid English language proficiency. For more details visit, https://phonetics.ockypocky.com/english

IIT-=Guwahati Launches MA in Liberal Arts

The Department of Humanities and Social Sciences at IIT-Guwahati has recently launched a Master of Liberal Arts program. The first class of 30 students will be admitted from the July 2022 semester. The program aims to provide students with an interdisciplinary and multidisciplinary education and to hone their ability to think critically and creatively about social, political and aesthetic issues that concern our world today.

Tech Mahindra Foundation and AWS Collaborate

Tech Mahindra Foundation recently partnered with Amazon Internet Services Private Limited (AISPL) to enable individuals to start a career in cloud computing technology. The AWS re/Start program – a 12-week, in-person skills-based training program that covers foundational AWS cloud skills as well as practical job skills – will now be offered by Tech Mahindra SMART Academies of Digital Technologies in Hyderabad, Mohali , Visakhapatnam, Bangalore, Delhi, Mumbai and Pune. For more details, visit, https://aws.amazon.com/training/restart/.

Bimlesh Lochab elected Fellow of the Royal Society of Chemistry

Bimlesh Lochab, a professor in the Department of Chemistry, Shiv Nadar University, Delhi-NCR, was recently elected a Fellow of the Royal Society of Chemistry (RSC), UK, and became the second female scientist from India to receive this award. honor.

BYJU’S Tuition Center launched in Chennai

BYJU’S recently launched BYJU’S Tuition Center in Chennai. The eight centers are spread over Egmore, Anna Nagar, Porur, Selaiyur, Velachery, Purasawalkam, Alwarpet and Vadapalani. Available for students in grades 4-10, the centers will be the neighborhood’s physical technology lesson centers that provide an engaging learning experience and better results through the two-teacher model.

Routes2Roots All India VIRSA Inter-School Competition

Routes2Roots recently announced the 11th All India Virsa Inter-School VIRSA Competition for school children across India. Students can participate in various disciplines such as dance, singing, acting, yoga, etc., in teams or individually. Interested persons can register and submit their applications on the Routes2Roots website.

Posted on February 24, 2022

Toni Corso’s students showed off their English skills by writing happy birthday messages to her on the classroom blackboard. Corso teaches English to middle school students in Daejeon, South Korea. The 2020 ULM graduate has a degree in political science and was a student in the Honors Program. She is from Belle Chasse.

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The University of Louisiana Monroe changed Toni Corso’s life.

Today, she is changing lives halfway around the world in Daejeon, South Korea.

Corso, an Honors Program student and graduate in political science from ULM (2020), teaches English as a second language in two colleges in Daejeon.

In addition to the traditional hours of classroom instruction, this spirited young woman has taken on a humanitarian role in Korea as “a volunteer for a non-profit organization that helps rescue North Korean defectors and gives them the resources to adapt to their new life of freedom”. ”

Louisiana Monroe University alumnus Toni Corso wears traditional Korean dress (hanbok) while visiting Gyeongbokgung Palace in Seoul, South Korea. Corso lives in Daejeon and teaches English at two colleges and volunteers with an organization that helps defectors from North Korea. The 2020 ULM graduate has a degree in political science and was a student in the Honors Program. She is from Belle Chasse.

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from southern Louisiana to South Korea

As a teenager in Belle Chasse in the parish of Plaquemines, Corso fell in love with Korean, learning to write the Hangul system (like the English alphabet) with 24 basic letters and 27 complex letters, and speaking and reading the Asian language of ballast.

While at ULM, she took the opportunity to study abroad in her fall semester as an exchange student at National Hanbat University in Daejeon. Since 2012, ULM and Hanbat have had an exchange program.

“After discovering the beauty of the culture and traditions there, I immediately knew that I had to go back there as soon as possible. I know this is where I am meant to be in this current chapter of my life. “, said Corso.

Corso said ULM prepared her for the exchange program by giving her “all the tools to prepare for this life-changing new opportunity and ambition to build a more global perspective on life. And , because I want to work with the Seoul Embassy in the future, my political science classes have definitely given me more knowledge to do so as well.”

Corso credited two professors for providing him with the instruction and knowledge necessary for his trip to South Korea, Joshua Stockley, Ph.D., professor and director of political science and the honors program, and Leigh Hersey, Ph.D. , assistant professor and coordinator. of political science.

“Toni exemplifies how pursuing an honors and political science degree from ULM is not just a theoretical exercise, but rather a practical exercise with the power to bring about positive change in the world. I am very proud of Toni and the difference she has made, is making now and will continue to make in the future,” Stockley said.

“They helped me not only to continue my studies in political science, but also by helping me tremendously with my honors thesis on the North Korean regime, which was completed in May 2020,” she said.

“I am so excited that Toni was able to achieve her dream of living and teaching in Korea. She radiates joy and positivity and is sensitive to the needs of others. As a student, she has continuously strived to do her best while encouraging her classmates to do the same,” Hersey said.

Toni Corso enjoys traveling to South Korea.

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Language, learning and life

Corso’s knowledge of Korean can sometimes be hampered by some of the nuances of any language, which can lead to puzzled looks from colleagues and students.

“Most of the time, I am able to communicate effectively on basic things with ease. But I admit that sometimes it is quite difficult to participate in some of the more advanced topics in the workplace,” he said. she declared.

Corso loves seeing his students break through to understand and speak their second language.

“The most rewarding part of my job is seeing my students’ progress and growth from day one until their language skills are now,” she said. “The fact that I can help their confidence in English is something I don’t take for granted at all.”

“School life here is definitely much more different. The motivation and work ethic of Korean citizens and students here is unmatched,” she said.

Just as satisfying as teaching, Corso helps people who have fled North Korea and the regime of dictator Kim Jong-un.

“The most rewarding part of my volunteer service is the opportunity to make an impact and spread positivity and cultural knowledge to former North Korean citizens,” Corso said.

People Beyond Politics

Teaching and volunteering gave Corso a unique perspective on the differences between the two Koreas, especially through the eyes of an American.

“I think Americans often forget there’s a whole world out there that offers so much more,” she said.

“I would encourage people to make a greater effort to understand the difference between the Republic of Korea (South Korea) and the Democratic People’s Republic of Korea (North Korea). I think there are so many ideas wrong about the two countries and how completely different they are,” she said.

“I also hope that one day people can realize the beautiful and rich culture of North Korea and understand that they are human beings, not just chess pieces in a political discussion about regimes,” he said. Corso added.

For ULM students who are hesitant about career choices, Corso offers simple advice:

“Follow passion over income, hands down. So many times I see my friends stuck in career paths that make them absolutely miserable,” she said.

“One of the most important parts of life’s journey is not just finding out what you want to do, but specifically what you’re not so interested in. I think it’s important to narrow down your passion and your desires that way and keep chasing after any effort,” Corso said.

“BOSS, kopi bing satu, tapau” is probably one of the most heard phrases in Malaysia.

Living in Malaysia calls for the common encounter of people “rojak-ing” different languages ​​in one sentence.

It’s as if each word is a puzzle piece that fits perfectly into the puzzle although it belongs to different puzzle sets – that’s what I think would best describe multilingualism.

As a polyglot who speaks six languages ​​– English, Malay, Mandarin, Cantonese, French and Korean – people often ask me if I’ve taken classes in all of those languages. The answer is no.

The only languages ​​I learned in class are English, Malay, Mandarin and French.

When it comes to Korean and Cantonese, my “lessons” are none other than the TV shows I’ve loved to watch since I was a kid.

By watching these shows, I finally acquired some basics and a variety of vocabulary, now allowing me to easily understand and converse in these languages.

In my experience, watching dramas, reality TV and variety shows is an engaging and effective way to learn foreign languages.

Amidst all the joy of being multilingual, there is always the question that many people ask themselves: “Is a multilingual a master of all trades or just a jack-of-all-trades, master of nothing ?”

Lifelong: There is no end to learning a language, says Hoi Kei.

Indeed, getting confused with several languages ​​is a common phenomenon because we tend to think in a language different from the one spoken. Confusion usually arises when switching languages ​​within the same conversation.

This is usually done unconsciously by many multilingual people as it is more of an instinct than a planned action.

Maybe that’s the norm for some, like the way Malaysians “rojak” their words. For others, these changes are accompanied by a change of subject or context.

For example, since my first language is English and I studied in a public school where Malay was widely spoken on a daily basis, I usually made mental lists and thought about important questions in English and instinctively spoke in Malay while working on assignments with other people. It’s also common for us to dance between personalities when we switch languages. This is perhaps influenced by the learning environment and experiences which vary for each language spoken by a particular multilingual person.

For example, I speak louder in any language other than English, creating a bubbly and outgoing personality.

English, on the other hand, being my first language and the one I am most comfortable with, allows me to be more confident when speaking, which generally gives off a calmer and more mature aura.

There is no end to learning a language. In fact, there is no finish line in learning as we live. Every day is a new opportunity for everyone to learn and create something new.

The Romance languages ​​we know today, such as French and Italian, were once known as Vulgar Latin or Broken Latin.

Today, however, these languages ​​are spoken around the world and are among the most in-demand languages ​​in the world. It’s a clear precedent for how every language continually develops over time and is an endless journey of discovery every day.

Learning a new language is like embarking on a new adventure, and it’s an experience that should be satisfying for anyone who wants to be able to communicate effectively in a language.

Hoi Kei, 20, a student in Kuala Lumpur, participates in the BRATs Young Journalist Program run by The Star’s Newspaper-in-Education (Star-NiE) team.

1. Look for a photograph in today’s issue of the Sunday Star newspaper. Cut it out and paste it into your Star-NiE album. Then name all the elements you see in the photo. How many items did you manage to name? Could you name them all in English? During this activity, did some words first come to you in another language?

2. Now look for another photo in the newspaper. It must show at least one person in a Malaysian setting. If you were to ask this person for directions, what language do you think they would be able to use most comfortably and effectively with you? With an activity partner, role-play using language that you and that person in the photo might use with each other.

Since 1997, The Star’s Newspaper-in-Education (Star-NiE) program has supported the teaching and learning of English in primary and secondary schools nationwide. Through Star-NiE’s teacher and student workshops, annual competitions, and monthly English resources for use in the classroom, program participants reportedly showed strong interest in the language and progress in their fluency. Now in its 25th year, Star-NiE continues its role of promoting the use of the English language through a weekly activity page in StarEdu. These activities can be used individually and in groups, at home and in the classroom, at different skill levels. Parents and teachers are encouraged to work on the activities with their children and students. Additionally, Star-NiE’s BRATs Young Journalist program will continue to be a platform for participants to hone and showcase their English language skills, as well as develop their journalistic interests and instincts. Follow our updates on facebook.com/niebrats. For Star-NiE inquiries, email [email protected].

HARRISONBURG, Va. (WHSV) – Afghan refugees who stayed at the Massanetta Springs Conference Center had the chance to improve their English, thanks to a partnership between Church World Services, Eastern Mennonite University and the Massanutten Technical Center.

Since the fall, around 200 Afghan refugees have stayed at the center at one time or another, and the English language learning program has helped them adjust to their new home.

“It was really exciting. It’s nice to feel that we are making a difference with some people who are passing through this area and hopefully staying in this area, and just trying to help them build a base in terms of language and knowing our culture so that they can succeed,” said EMU English teacher Melissa May.

Church World Services Harrisonburg offers English language learning programs and other classes to all of the refugees it serves, but when the Afghan refugees arrived in Massanetta Springs, it became clear that transportation would be an issue, so CWS contacted EMU and MTC to bring the classes to the refugees.

“It’s really great to see how everyone, all of our teachers, CWS, EMU, has coordinated to provide urgent service, it’s an immediate need,” said Jeremy Samesoe, program director of EMU Intensive English.

CWS said the program has been a big help for refugees as they find jobs and begin adjusting to their new life in the United States.

“A lot of people, once they’ve reached their language goals, get a driver’s license, express interest in starting a business or going back to school,” said Emily Bender, development and communications coordinator for CWS Harrisonburg.

Instructors said one obstacle was the weather. Refugees staying at the facility can be resettled at any time.

“Sometimes we will see them for a few weeks. A few we’ve seen them for a few months, but for the most part they roll over pretty regularly when relocated,” Melissa May said.

The refugees also all come into the classroom with varying levels of English language proficiency.

“Most of them have a very basic understanding of English, or they’re beginner level because of the work they did with the military in Afghanistan,” May said. “We work with as little as getting their ABCs and 123s to a more conversational level, and how you say things in present and past tense.”

EMU and MTC each offer two two-hour classes per week in classrooms located in Massanetta Springs. CWS also offers other types of courses for refugees.

“Our staff rotates to offer different cultural orientation classes like health, employment, housing, etc,” said Emily Bender.

May says she is grateful to have the opportunity to help refugees and connect with them as they adjust to their new lives.

“Young women happen to gravitate around me and our other teacher Maria, so it was wonderful to feel like a mentor to them and to hope for their success in the public school system wherever they are resettled and to see them grow in confidence and optimism about their new life here,” she said.

The CWS said the refugees are grateful for the support the community has given them over the past few months.

“We are definitely seeing people working very hard to become contributing members of this community that has really stepped up and welcomed them so warmly,” Emily Bender said.

There are currently approximately 50 refugees still staying in Massanetta Springs.

The CWS says that for anyone who wants to get involved, they have a mentorship program for high school-aged refugee youth to meet with community members about once a month.

You can follow CWS and their work with Afghan refugees here.

Copyright 2022 WHSV. All rights reserved.

Do you need an English test to prove your language proficiency? IELTS is a proven test that is often used for university admissions, internships or for migration purposes.

So what exactly is IELTS and what does it test students on? Here’s everything you need to know about this popular English test:

What is IELTS?

The International English Language Testing System (IELTS) is the modern benchmark for proving your English proficiency to help you work, study or migrate to a country like Australia, Canada, New Zealand, UK, USA and any other country. who uses English as their mother tongue.

There are several versions of the test, but we will focus on the IELTS Academic test, which is ideal if you plan to study in an English-speaking environment or university.

What’s in the test?

This English test assesses your ability to listen, read, write and speak in English, scored on a scale of one (non-user) to nine (expert user).

The listening test

This 30-minute test will assess your listening skills and understanding of the English language. An audio file will be played to you in which you must listen carefully to what is being said before answering a few questions based on the audio clip.

The reading test

This section consists of 40 questions, designed to test a range of reading skills. These include reading for the gist, reading for the main ideas, reading for the details, skimming, understanding the logical argument, and acknowledging the writers’ opinions, attitudes, and purpose, note the IELTS.

The writing test

This is the most important: your writing skills will be assessed by writing detailed answers or an essay. Your proficiency will be thoroughly tested as you will be graded in areas such as grammar, clarity and fluency.

The oral expression test

Finally, this last test will assess your level of oral expression. The examiner will have a conversation with you about your family, hobbies, and other small topics that are often used in everyday conversations. After that, you will receive a card to talk about a particular topic shown.

Where can I take the test?

You can book a slot and take your IELTS test at any IDP or British Council education center in your country. Despite an ongoing pandemic, you can still take your English test at these centers, both on paper and on the computer. However, some centers only allow candidates to do this on a computer.

Can I do it online?

Not yet. According to IELTS, the online version will be launched in 2022.

How much will IELTS cost?

The fees for this English test vary from country to country and whether you take it on paper or on the computer. For example, the cost of an IELTS test in Australia is 375 Australian dollars, while it can range from 245 US dollars to 255 US dollars in the United States. Contact your nearest IELTS test center for details.

In her new role in the Office of International Student Affairs, Amy Rinaldo will work with international students to help them celebrate their multilingual community, develop their English skills, and foster their academic and professional growth.

Rinaldo took the post of associate director of English language learning on January 10, seven months after the departure of his predecessor Jeremy Heflin. Rinaldo, who served as Associate Director of English Language Programs at Brandeis University for seven years, will be the primary advisor for English language support for international students.

“I’m looking at some of the different courses we offer and how we might want to improve them a bit for next fall. I plan to offer other programs to international students to facilitate part of their linguistic and social development.

“It’s a bit of everything,” she said. “Trying to be really comprehensive and holistic in how we can support students.”

According to Andrea Popa, Director of International Student Affairs, Rinaldo proved to be an ideal candidate during the hiring process due to his extensive education background and cross-cultural experience abroad.

“We were specifically looking for not just someone with an academic background, but someone who could demonstrate a connection to other cultures,” Popa said.

Rinaldo graduated from the University of California, San Diego in 2008 with a bachelor’s degree in art history, before moving to Suzhou, China to teach English at an elementary school. During her year-long stay, she said she suffered “culture shock”, but was held there by her love of teaching.

“Every time I walked into my class, I couldn’t be in a bad mood,” Rinaldo said. “I was having a stressful day – maybe a ‘cultural’ interaction on the way to work – and then I walked into my classroom. Even if I was nervous, depressed or homesick, as soon as I was with students, everything went away.

Although her professional career has taken a different turn than expected – shifting from an interest in art history to linguistics and language acquisition – Rinaldo remains passionate about liberal arts pedagogy.

“I’ve always been very interested in the arts,” she says. “So being able to work in an environment with students who are in these communication majors, I found that I was really interested in working with this student population.”

Rinaldo said she was particularly interested in how international students fit into Emerson’s program to promote diversity, equity and inclusion, noting the college’s efforts to diversify its curriculum.

“I find a lot of schools welcome international students, but there’s kind of an unspoken responsibility for international students to assimilate,” she said. “If we think about real globalization, real internationalization, it should come from both sides.”