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Syracuse University’s English Language Institute (ELI) met with five soldiers from the 403rd Civil Affairs Battalion in Syracuse to help them prepare for a yearlong civil affairs mission in East Africa. Civil affairs officers use their expertise, language competency, political-military awareness and cross-cultural communication and military skills to conduct civil affairs operations throughout the world.

Sergeant First Class Michael Malizia, Captain Adrienne Gibson, Specialist Megan Sleeth, Captain Marl Pasibe and Sergeant Andrew Boyd will be hosting English language discussion groups with the civilian population in order to help them improve their English. “Helping the civilians build on the English skills they are already learning will not only empower them but will establish and grow the relationship the U.S. has in this area,” says Gibson.

The soldiers observed English language lessons taught by Connie Walters and Patrick McKinnon and then met with ELI staff members Danielle Benjamin, Jackie Monsour, Olga Oganesyan and director David Lind to learn different teaching strategies to lead discussion groups in East Africa.

“Consider using alternative methods to enhance the oral language instruction. Journaling and watching films can stimulate critical thinking and give the members of the discussion group another way to express themselves and make instruction interactive,” says Oganesyan. “It gives them the tools to share their stories, talk about their culture and learn about ours—all while speaking English.” The ELI staff also advised the soldiers to be culturally sensitive and establish a safe learning environment where everyone feels comfortable to participate.

“By observing the ELI classes and talking to the team about teaching strategies, we can now develop lesson plans for our assignment,” says Gibson.

The soldiers were given teaching guides and resources including picture dictionaries and English language workbooks. Each soldier also received a copy of “Becoming International,” a compilation of ELI student stories published last September. The staff offered to act as consultants while the team was on assignment.

“This has been a tremendous opportunity for us,” says Malizia. “We now have a solid plan of action to lead these discussion groups. We are now better prepared for our mission.”

Syracuse University’s English Language Institute (ELI) at University College serves students of diverse backgrounds who wish to prepare for undergraduate and graduate programs in the U.S., and professionals who wish to advance their careers. The ELI also provides consulting and support services for units that work directly with international students.

Story by Eileen Jevis, originally featured in Syracuse University News.

When international students travel to the United States to learn English, the language barrier is just one of their challenges. Cultural differences like being overwhelmed in the grocery store, being embarrassed about not tipping a server (there is no tipping in China) or learning where to get help in serious situations are a few of the struggles they encounter.

During the 2017-18 academic year, students from Japan, China, Norway, South Korea, Taiwan and Saudi Arabia were able to put their experiences and feelings on paper.

As part of a writing project, the students were given autobiographical and creative writing prompts that encouraged them to reflect on what it means to travel abroad to improve their English language proficiency.
The project was a collaboration between Syracuse University’s English Language Institute (ELI) and New City Community Press. The ELI provides intensive English instruction to approximately 300 international students who attend the program each year. Steve Parks, Syracuse University associate writing professor and founder of New City Community Press, published their collection of stories in a book titled, “Becoming International: Musings of Studying Abroad in America.”
“At first the students did not think of themselves as authors,” says Amy Walker, an ELI instructor who wrote the book’s introduction. “They did not see the benefit of the project because their sole reason for attending the ELI was to obtain enough English proficiency for admission to an American undergraduate or graduate degree program.”

Walker adds that once the project was underway, unexpected positive outcomes started to appear for both the students and the teachers.

“The authors were brave. They allowed themselves to be vulnerable. They wrote about personal topics in a language that they had varying degrees of control over,” says Walker. “In the end, the students gained more confidence in their and became more grounded in this U.S. collegiate environment.”

Huan-Chen Tseng from Taiwan wrote about his feelings of isolation when he first arrived in the United States. “In Taiwan, I am the oldest grandson on both sides of the family, so I have more responsibilities and benefits than the other grandchildren. However, in the United States, I’m just alone,” said Tseng. “I am nobody in the United States because nobody knows me, and I don’t have any friends here.” During the fall 2017 semester when Tseng was on campus, he made friends and began to adapt to American habits. He acknowledged that this experience would help him in the future.

Eighteen-year-old Yongbin Yang noted one of the most difficult things about adapting to American culture is learning to be independent and manage his finances. “I came to the U.S., so I can’t rely on my parents anymore,” he wrote. “I need to take care of myself and think about every decision and its consequences. Finances will always be a big problem.” Yang said he can’t always buy things he wants because he has to balance his monthly budget. “But the process of becoming independent makes me feel better. I feel I am growing up.”

In partnership with Syracuse University Libraries, the English Language Institute hosted a book launch in September at Bird Library. Copies of the book are available for purchase on Amazon.

Story by Eileen Jevis, originally featured in Syracuse University News.