VOA慢速英語: 美國老師到印度尼西亞參加“英語小額獎(jiǎng)學(xué)金”計(jì)劃
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US Teachers Reach Out to Indonesians in 'Access'
美國老師去印度尼西亞參加“英語小額獎(jiǎng)學(xué)金”項(xiàng)目計(jì)劃
Most people would agree that knowing English is important for moving up in school and also in the workplace. But millions of students in developing countries have little or no chance for a quality English language education.
多數(shù)人一致同意學(xué)習(xí)英語在學(xué)校和工作場(chǎng)所很重要。但是發(fā)展中國家的成千上百萬人幾乎沒有接受高質(zhì)量英語教育的機(jī)會(huì)。
This is especially true in Indonesia, the world’s fourth most populous country. Indonesia has hundreds of languages and ethnic groups spread across thousands of islands. For most people, the Indonesian national language is also a second language.
特別是在世界上第四人口大國——印度尼西亞的情況也是如此。印度尼西亞成千上萬個(gè)島上有上百種語言和民族。對(duì)大多數(shù)人來說印度尼西亞語是第二語言。
But the nation’s young people are hungry to learn a third language: English. English can be heard in coffee shops and shopping malls in the capital, Jakarta. Many of Jakarta’s well-educated people mix English with Indonesian when talking with others. But outside of the city and the island of Bali, learning English can be a struggle. It is even more difficult for young people who come from poor families or live on far away islands.
但是印尼的年輕人熱衷于學(xué)習(xí)第三語言：英語。在印尼的首都雅加達(dá)，咖啡店、購物商場(chǎng)都能聽到人們講英語。雅加達(dá)受教育水平高的人談話時(shí)通常會(huì)把英語與印度尼西亞語夾雜著說，但是對(duì)別的城市和巴厘島的人來說，學(xué)習(xí)英語就有點(diǎn)困難。對(duì)于來自貧困家庭和住在更偏遠(yuǎn)的島上的年輕人來說，學(xué)習(xí)英語更困難。
Enter the English Access Micro scholarship Program -- an afterschool English class. Known simply as “Access,” the program receives money from the United States Department of State. Access provides two years of free English classes to needy young people around the world. One of the largest Access programs is in Indonesia --with about 1,000 students.
“英語小額獎(jiǎng)學(xué)金項(xiàng)目計(jì)劃”是個(gè)英語課后班。這個(gè)項(xiàng)目從美國國務(wù)部得到資金援助。這個(gè)項(xiàng)目計(jì)劃為世界各地想學(xué)英語的年輕人提供兩年的免費(fèi)英語課程。其中最大的一個(gè)項(xiàng)目就是在印尼——大概有1000名學(xué)生。
Earlier this year, several American English teachers organized a series of English language summer camps across Indonesia. The teachers wanted to show that learning English could be fun.
今年早些時(shí)候，幾個(gè)美國英語老師在印尼組織了一系列的英語夏令營(yíng)活動(dòng)。老師想告訴學(xué)生學(xué)習(xí)英語也會(huì)很有趣。
Alice Murray: “Students enjoy getting to know Americans firsthand and it provides the Americans an opportunity to really get to know the culture of the students and also to understand firsthand some of the problems that these kids and their families face in their communities.”
愛麗絲·馬瑞說：“學(xué)生非常希望能夠了解有關(guān)美國人的一手資料，這個(gè)項(xiàng)目為美國人提供一個(gè)機(jī)會(huì)來了解學(xué)生的文化，同時(shí)能夠獲得一手的資料來了解到這些孩子和他們的家庭在社群中面臨的問題。”
For most of the Indonesian students, it was the first time they had ever met an American or spent a night away from home. Tabitha Kidwell helped plan the camp activities.
對(duì)大多數(shù)印尼學(xué)生來說，這是他們第一次看到美國人或者第一次在外住宿。泰貝莎·基德維爾幫助策劃這個(gè)夏令營(yíng)活動(dòng)。
“They really enjoyed learning about multiculturalism in America. They love, of course, learning to make friendship bracelets and learning to play different American games. And they really enjoy the self-reflective workshops that we do too.
“他們真的喜歡學(xué)習(xí)美國的多元文化，當(dāng)然，他們也學(xué)習(xí)跟美國人交朋友、玩不同的美國游戲。他們確實(shí)很喜歡自我反思的研討會(huì)，我們也是如此。”
One of the most popular workshops was on American English pronunciations. Christy Lewis is an English Language Fellow from Tennessee.
最受歡迎的是美語的發(fā)音研討會(huì)，克麗絲·里維斯是來自田納西州的英語語言同仁。
“The workshop teaches the kids about the rhythm of the American English language and starts introducing them how to speak more native-like.”
“研討會(huì)教孩子學(xué)習(xí)英語的韻律，而且教他們?nèi)绾伟延⒄Z講的更地道。”
Lewis: “The kids go the camp. The kids go to the camp.”
里維斯：“這些孩子們?nèi)⒓酉牧顮I(yíng)，孩子們?nèi)⒓酉牧顮I(yíng)。”
Students: “The kids are going to the camp. The kids’ll be going to the camp. The kids’ll be going to the camp.”
學(xué)生：“孩子們要去參加野營(yíng)，孩子們要去野營(yíng)，孩子們就要參加野營(yíng)。”
Bryan Holzer is from a small farm town in Wisconsin. He spoke with the Indonesian teenagers about the game of American football.
布萊恩·霍爾澤來自威斯康星州的一個(gè)小鎮(zhèn)，他跟印尼的青少年講美國足球。
“It’s interesting, at first when I showed them the ball they all said ‘rugby.’ But once I taught them about the rules, the basic idea of the sport they become more interested in American football. “
“跟他們講課很有趣，第一次我給他們展示這個(gè)球時(shí)，他們都稱之為‘橄欖球’但是我教給他們比賽規(guī)則、以及這項(xiàng)運(yùn)動(dòng)的基本觀點(diǎn)后，他們開始對(duì)美式足球感興趣。”
Lewis: “So one of things were do here in Indonesia is we sing a lot at our Access camps. The kids absolutely love to sing and they love learning new songs.”
里維斯：“在印尼我們的項(xiàng)目計(jì)劃中，我們做的最多的就是唱歌。孩子們很喜歡唱歌，也喜歡學(xué)習(xí)新歌。”
Lewis: “Thumbs up!”
里維斯：“豎起大拇指！”
Students: “Thumbs up!
學(xué)生：“豎起大拇指！”
Lewis: “Elbows back!”
里維斯：“彎回胳膊！”
Students: “Elbows back!”
學(xué)生：“彎回胳膊！”
Together: “I’m singing in the rain, just singing in the rain, what a glorious feeling I’m…”
齊唱：“我在雨中唱歌、僅僅在雨中唱歌，多美的感覺…”
The campers closed a long day of activities with a campfire.
露營(yíng)者在一堆篝火旁結(jié)束一天的活動(dòng)。
Faishal Zakaria is an English teacher from Banda Aceh in Indonesia’s Northwest. He studied in the United States on a Fulbright exchange program. He hopes the camp will motivate his students to dream big and be more open-minded.
Faishal Zakaria是名來自印尼西北部班達(dá)亞齊的英語老師。通過富布萊特交流計(jì)劃，他到美國學(xué)習(xí)英語。他希望野營(yíng)能夠激發(fā)學(xué)生的夢(mèng)想，讓他們思想更開放。
“I see my lecturers, my teachers graduated from an American university and they talk about America, traveling here and there. And it really made me like, ‘if he can do it, I can do it.’ ‘Shoot for the moon, even if you fail, you land among the stars.’”
“我知道老師都是從美國大學(xué)畢業(yè)，他們談?wù)撁绹?，四處旅行。這讓我覺得‘如果他能做到，那我也能做到。’‘飛向月亮，即使錯(cuò)過，你還是可以著陸與星際之間。’”
The program was not just Americans teaching about US culture. The students also shared local songs and dances with the American teachers. On the eastern island of Ambon, students prepared an English translation of a favorite folk song.
這個(gè)項(xiàng)目計(jì)劃不僅僅是美國人教學(xué)生美國文化，學(xué)生同樣與美國老師分享他們當(dāng)?shù)氐母枨臀璧?。在安文島的東部，學(xué)生準(zhǔn)備了一首他們最喜歡的民歌的英語翻譯。
“I just want to tell you that we both are really brothers.
Sharing, caring each other is so very, very sweet . . .”
“我只是想告訴你我們都是兄弟，分享喜樂、關(guān)心彼此很甜蜜…….”
The camps lasted only three days. Yet some teachers noticed a change in their students during that period. Meutiati Ranty is a lecturer at the University of Indonesia. She helped plan the camps. She says one of the goals was to assist mutual understanding between Americans and Indonesians.
野營(yíng)僅僅持續(xù)了三天，不過一些老師注意到這期間學(xué)生的變化，Meutiati Ranty是印尼一所大學(xué)的講師，她幫助策劃野營(yíng)，她說組織野營(yíng)的一個(gè)目標(biāo)就是幫助增加美國人和印尼人的相互了解。
“Before the camps, the kids might have thought that Americans are difficult to approach. They are superior to others and they might have a negative opinion toward Muslims. But, through the experience during the camps, then they know that the Americans are just like them. Through the interactions during the camp, then they learn that Americans are very friendly, that what they thought earlier was wrong.”
“參加野營(yíng)之前，孩子們也許覺得美國人很難接近，他們比別人高一等，甚至他們對(duì)穆斯林有負(fù)面評(píng)價(jià)。但是通過野營(yíng)的經(jīng)歷，他們知道美國人也喜歡他們。通過相互交流，他們發(fā)現(xiàn)美國人很友好，先前的想法是錯(cuò)誤的。”
Amin: “I want to thank Access because, honestly, before I joined Access, I really hate English. I always get remedial in my subject in my school about the English. And I don’t know. After I joined Access, I completely changed and I really don’t know why. But I like getting—I like English and I realize about how important that [is] for me.”
艾民：“我要感謝這個(gè)英語項(xiàng)目計(jì)劃，說實(shí)話，先前我確實(shí)非常討厭英語，在學(xué)校需要補(bǔ)習(xí)英語，但是不知道為什么，自從參加了這個(gè)英語項(xiàng)目后，我的想法就改變了，不知道為什么，但是我開始喜歡英語，意識(shí)到英語對(duì)我來說有多重要。”
To find out if there will be an Access class near you, contact the U.S. Embassy in your home country.
找一找你附近有沒有“英語小額獎(jiǎng)學(xué)金的項(xiàng)目計(jì)劃”，在聯(lián)系你本國的美國大使館。
______________________________________________________________
Words in this Story
struggle – n. to try very hard to do, achieve, or deal with something that is difficult or that causes problems
needy – adj. not having enough money, food, etc., to live properly
self-reflective – adj. thoughtful about your own behavior and beliefs
rhythm –n. a regular, repeated pattern of sounds or movements
US Teachers Reach Out to Indonesians in 'Access'
 |
|
US teachers reach out to Indonesians in the "Access" program. |
Most people would agree that knowing English is important for moving up in school and also in the workplace. But millions of students in developing countries have little or no chance for a quality English language education.
This is especially true in Indonesia, the world’s fourth most populous country. Indonesia has hundreds of languages and ethnic groups spread across thousands of islands. For most people, the Indonesian national language is also a second language.
But the nation’s young people are hungry to learn a third language: English. English can be heard in coffee shops and shopping malls in the capital, Jakarta. Many of Jakarta’s well-educated people mix English with Indonesian when talking with others. But outside of the city and the island of Bali, learning English can be a struggle. It is even more difficult for young people who come from poor families or live on far away islands.
Enter the English Access Microscholarship Program -- an afterschool English class. Known simply as “Access,” the program receives money from the United States Department of State. Access provides two years of free English classes to needy young people around the world. One of the largest Access programs is in Indonesia --with about 1,000 students.
Earlier this year, several American English teachers organized a series of English language summer camps across Indonesia. The teachers wanted to show that learning English could be fun.
singing: “Instead I bought some bubble gum. Bazooka-zooka bubblegum,bazooka-zooka bubblegum”
Alice Murray: “Students enjoy getting to know Americans firsthand and it provides the Americans an opportunity to really get to know the culture of the students and also to understand firsthand some of the problems that these kids and their families face in their communities.”
For most of the Indonesian students, it was the first time they had ever met an American or spent a night away from home. Tabitha Kidwell helped plan thecamp activities.
“They really enjoyed learning about multiculturalism in America. They love, of course, learning to make friendship bracelets and learning to play different American games. And they really enjoy the self-reflective workshops that we do too.
One of the most popular workshops was on American English pronunciations. Christy Lewis is an English Language Fellow from Tennessee.
“The workshop teaches the kids about the rhythm of the American English language and starts introducing them how to speak more native-like.”
Lewis: “The kids go the camp. The kids go to the camp.”
Students: “The kids are going to the camp. The kids’ll be going to the camp. The kids’ll be going to the camp.”
Bryan Holzer is from a small farm town in Wisconsin. He spoke with the Indonesian teenagers about the game of American football.
“It’s interesting, at first when I showed them the ball they all said ‘rugby.’ But once I taught them about the rules, the basic idea of the sport they become more interested in American football. “
Lewis: “So one of things were do here in Indonesia is we sing a lot at our Access camps. The kids absolutely love to sing and they love learning new songs.”
Lewis: “Thumbs up!”
Students: “Thumbs up!
Lewis: “Elbows back!”
Students: “Elbows back!”
Together: “I’m singing in the rain, just singing in the rain, what a glorious feeling I’m…”
The campers closed a long day of activities with a campfire.
Faishal Zakaria is an English teacher from Banda Aceh in Indonesia’s Northwest. He studied in the United States on a Fulbright exchange program. He hopes the camp will motivate his students to dream big and be more open-minded.
“I see my lecturers, my teachers graduated from an American university and they talk about America, traveling here and there. And it really made me like, ‘if he can do it, I can do it.’ ‘Shoot for the moon, even if you fail, you land among the stars.’”
The program was not just Americans teaching about US culture. The students also shared local songs and dances with the American teachers. On the eastern island of Ambon, students prepared an English translation of a favorite folk song.
“I just want to tell you that we both are really brothers.
Sharing, caring each other is so very, very sweet . . .”
The camps lasted only three days. Yet some teachers noticed a change in their students during that period. Meutiati Ranty is a lecturer at the University of Indonesia. She helped plan the camps. She says one of the goals was to assist mutual understanding between Americans and Indonesians.
“Before the camps, the kids might have thought that Americans are difficult to approach. They are superior to others and they might have a negative opinion toward Muslims. But, through the experience during the camps, then they know that the Americans are just like them. Through the interactions during the camp, then they learn that Americans are very friendly, that what they thought earlier was wrong.”
Amin: “I want to thank Access because, honestly, before I joined Access, I really hate English. I always get remedial in my subject in my school about the English. And I don’t know. After I joined Access, I completely changed and I really don’t know why. But I like getting—I like English and I realize about how important that [is] for me.”
To find out if there will be an Access class near you, contact the U.S. Embassy in your home country.
______________________________________________________________
Words in this Story
struggle – n. to try very hard to do, achieve, or deal with something that is difficult or that causes problems
needy – adj. not having enough money, food, etc., to live properly
self-reflective – adj. thoughtful about your own behavior and beliefs
rhythm –n. a regular, repeated pattern of sounds or movements
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