Mei Ai Mei Rica Great Again

PLISAUMAIAIGOGAP!
The purpose of learning a new language.

"Plisaumaiaigogap!" said a paled-face up-boy who was standing in forepart of me, scratching his non-and then-itchy-head. He had been repeating the same phrase since terminal Friday. I didn't understand a scrap, and worse I couldn't even guess what he was trying to say, and there was goose egg through the glance of his body linguistic communication could help.

It was very confusing on why he kept uttering me the same phrase whenever I got into the class. It dragged for almost a week. I've asked other teachers, he never acted such peculiar ways except me.

He was expressionless; nothing could help me to understand him or what he was proverb to me. His melancholia filter must accept been set to a very high level that his words were simply out through closed mouth. I could non estimate what he was trying to say. His modest face was cloaked by a weird emotion; a mix of timid and easily offended blended altogether making a weird tasteless milkshake. There was no articulate remorse or any distinctive emotion carved on his face that I could deduct from neither. His words were monotonous, save the intonation and stress. A hint of both would aid me to understand more, that what I idea.
Semai is a new language to me, in that location was not much I could grasp from any of the children's daily communication except a few phrases which I deemed to exist a useful language instruction I could use during the lesson. Ane for instance was "hek, aguorenyak!" Which means "you lot, be tranquility!" No. I didn't say that to him though. It would be offensively rude and wrong for a teacher to silence a linguistic communication learner who was trying to start a conversation with you.

"Plisaumaiaigogap!" He was still continuing in front end of me; I must take dozed off a little that I forgot he was in front of me. He looked to me and repeated the same phrase. Information technology sounded a little familiar, although I couldn't make it upwardly nonetheless.

It could take been a Tagalog or whatsoever languages from Philippines. It had the audio, although it was only my intuition simply I couldn't resist the temptation. Tagalog or any other kinds of linguistic communication in due south Eastern asia are a motherese or sisterese language. In other words, these languages evolved from other languages. The pronunciation corrupted as it evolved simply along the fashion the distinctive feature stays. We shared the same sources and derivative. We Asian should be able to empathise each other.

I call back watching a 5 p.m. drama called 'Pangako Sa Yo' and in one episode; the character said to some other, "ko anakko" it was "kamu adalah anak aku" in Malay, or "You are my child" in English language. It is a magical moment telling people how you actually understood languages other than Bahasa or English.
"Plisaumaiaigogap!" Yes, he was notwithstanding standing in front end of me. Studying my face and waiting for my reply (which I honestly wish I knew what to say). I was notwithstanding trying to effigy out what was the meaning of the phrase. Merely then subsequently a few moments of trying to catch what he was maxim I gave in. It only didn't make whatever sense. Deductively, I assumed information technology wasn't Tagalog. He wasn't a Philippine of class, only a Semai. Featherbrained me! How could a Semai acquire Tagalog? Tired of uttering the same phrase, and afterwards an awkward moment of scrutinizing my face up, he went to his seat and sank his face up onto his desk.

I guess I should take learnt more Semai before I got myself transferred here. I could experience lines on my forehead. I couldn't stop thinking nearly what the boy had said to me for a week. I thought perhaps it was another Semai phrases that I haven't fully understand nonetheless.

Act 2
It was quite a day. I just finished clipping worksheets for the kids. The worksheet was manus-written since I couldn't find a decent printer. Luckily I have a rather neat handwriting. I went into the classroom and taught as usual. I was about to paw them homework when I heard;
"Plis sau mai ai gogap?"

There'southward a change of tone in the phrase. Information technology had intonation and a syllabic stress somewhere indistinctively. Information technology sounded almost like a question. In fact if it was written, I honestly believed he had ended the phrase with a question mark. Still, I couldn't decode anything he said.

I looked direct into his eyes trying to figure out what he was trying to say and I replied with; "Mong?" a word equivalent to "what?" (In a very polite manner of course!) He repeated the same phrase once again. Only this time, he sounded like he really meant it, whatever it was supposed to mean. Nosotros exchanged looks and it must accept felt forever to him that he concluded it with a sigh.

He turned away and sat on his seat a moment later. A boy who sabbatum adjacent to him took out something under his desk and showed an empty mineral h2o canteen where he quickly answered past moving his head left to right. What with the bottle?

Semai is mostly spoken and information technology is rarely written. The accent and dialect differ based on the region and district of their settlements. In some occasions, their accents would be probably best identified as idiolects. The linguistic communication has limited vocabulary and it borrowed most of its vocabulary list from Malay or other regional dialect such as Malay-Rawa. For case: nano, nik , and nek which translated means one, two and three is explicable in Semai but for rest numbers such equally four, 5,6,seven,8 well it plow into ompek, limo, onam… a mix between Malay-Rawa.

He was quiet for the whole lesson the adjacent day. He hardly said a matter to me or his friend. That is a bad indication of negative learning surroundings. A language classroom should always be filled with lots of noise from the activities. A learner must not be agape to try a new language.

"Plis sah mai ai go gap?" All of a sudden I heard he said something. The same phrase, only with a better intonation and I swore to god it near reminded me of something which I however could non comprehend. I ended the boy was asking some kind of questions. It was segmented into more than distinctive words and phonemes. Once again, after a few failed moments of trying to sympathize he dismissed himself to his seat. Don't ask me how.

I was hoping he would translate to me what he was trying to say. The boy who sabbatum adjacent to him showed him a pot with a dead stick. The plant died ages ago. The stalk survived (well well-nigh!) Nosotros didn't throw it abroad because I had pasted words on the stick 'petal', 'flower' and 'roots'. He answered with moving his head left and right. Over again he sighed and sank his face up onto his desk. What with the pot? As the bong rang the boy rushed out without maxim adieu leaving me speechless.

Act 3
It was well-nigh afternoon. The solar day was getting terribly hot, and none of us able to keep ourselves yet. We were soaked with sweat and getting very uncomfortable. Worse, the atmosphere made most of us sleepy. I could see them struggling to proceed their eyes open. The whiteboard was screeching with blunt markers of my doings. Betwixt being sleepy, soggy and the sight of the boy coming to enquire the same question; I didn't know which was worst.

"Plis sah mai ai gog ap?" The boy asked me the same matter again. How am supposed to tell him that I didn't actually know Semai. I knew a little but not that much.

He repeated the aforementioned phrase again. It was clear to me. I needed to practise something. The design was quite familiar. Yes, the pattern. I accept heard that tone and intonation. If I could suspension it into syntax, it would give me a clue. The syntax was somewhat familiar. I thought through careful deduction I could solve the mystery in no time.

"Plis sar mai ai go gap?"
Oh my god. He really meant it. He sounded serious. Even so, I didn't understand what he was trying to enquire. Some of the boys came from behind with their dictionaries trying to help him.

"Plis sar mei ai become gap?"
He stomped his feet. He was holding something within. Probably he was furious that he wasn't able to evangelize the question to me. I was angry to myself. I needed to learn a new language-Semai.

"Plis sar mei ai gog ap?"
The boy who sabbatum side by side to him brought a canteen and a pot of dead stick. What with the bottle and pot? The boy pushed him away and kept on with the question. He clenched his fist to bear witness he was very serious, hoping I could cover his question.

"Plis sar mei ai gog owp."
Out of the boys came a daughter and whispered something to his ears. She corrected his pronunciation. It was 'owwuuutt' (Imagine Harry Potter's scene where Hermione corrected Ron's on 'Laviossa') 'Owwuuuttt' said one girl again. She shaped her mouth like an 'O' and ended with a pointy lip. Understood, he nodded his head and looked at me;
"Plis sar mei ai go owwuuuttt." -He stressed on the "Owwuuuttt" making his mouth like and 'O' and concluded a pointy lips.

My tabular array was getting crowded. These kids were crowding my table and chanting more words to the boy. He moved his head disapproved. A lilliputian help with a Malay discussion would help I supposed, just I estimate they knew I taught English language. He tried very hard to pronounce it. Some other male child came screaming "SER!" a few times from backside.

"Plis SER mei ai go owwuuuttt." – He gawked, slightly stressed 'SER' and made an 'O' with the 'Owwuuttt'

Another boy silenced them by screaming;
"PLISH SER MEI OW MEI OW!" just was answered with a loud "NO!" from the class.

"Plis SER mei ai go owwuuuttt." – He repeated and with the slight 'SER' and made an 'O' with the 'Owwuuttt'. He gawked presently subsequently that.

"Ok I give up. I AM NOT GOING TO SCOLD HIM. I am going to ask him nicely. All these Second linguistic communication conquering theories and other linguistics approaches won't assist. I take to inquire him because he seems to be having an urgent call. There is no indicate of learning a new language if I couldn't get what he is trying to say."

He must had felt very tired and hushful his friends. He calmed himself. He looked and studied my face. I must take been making weird faces while trying to empathise what he was trying to say all this while. He moved closer and pointed something behind me, merely in a higher place my head. I should've guessed. It was a affiche of classroom language I pasted weeks earlier. "Delight SIR, MAY I Get out?"

Outset few months of teaching in an OA school. True story.

#thelongestIhavewrittenever

#tootiredtocheckgrammaticalerror

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Source: https://awanthegrey.wordpress.com/2016/12/13/plisaumaiaigogap/