Dare I Say By Cassandra Martens Diaz, Mexican-Canadian, 17, Manitoba, Canada I do not pronounce it with familiarity I do not read it I do not spell it Dare I say I speak it at all Pepper burns my tongue I turn away from the heat I do not take the spice Dare I say I have a taste at all The Jalisco too small Tucked away, unused, unworn Body stiff, and still Dare I say I can dance at all Though in my blood Though in my citizenship It is not to be found in me Dare I say I am Spanish at all Y Me Atrevo a Decir por Cassandra Martens Diaz, 17, Manitoba, Canada No lo pronuncio fácilmente No lo puedo leer No lo puedo deletrear Y me atrevo a decir que lo hablo El ají quema mi lengua Prefiero alejarme del chile No tolero el picante Y me atrevo a decir que lo saboreo Mi traje de charra me queda chico Alzado, sin usarlo ni vestirlo Cuerpo rigido, e inmóvil Y me atrevo a decir que bailo A pesar que está en mí sangre A pesar que está en mí ciudadania No lo he podido encontrar en mí Y me atrevo a decir que soy LatinaCassandra adds: "My family immigrated to Canada from Chihuahua, Mexico when I was very young. Since I was raised in a country that was culturally very different from Mexico, I have always felt detached from my extended family because I lack a lot of the experiences that they’ve had. It is important to me that I continue to work on my Spanish and learn more about my mom's culture.. I am just beginning to submit my work for publication. I was inspired by Jessica Wang’s heartfelt story submission, Xiang Xiang, published by Skipping Stones."
Monthly Archives: March 2021
Lessons
Lessons By Bhagyashree Prabhutendolkar, age 16, Mumbai, INDIA if only I could go back in time and whisper to my younger self, i would ask her to calm down before dipping toes into adulthood, telling her it would sometimes feel like growing up around venom and you would shatter when the demons would spin pretty lies for your pretty self, but you mustn’t drown in their tales, for purity flows through your veins and the venom can’t touch your bare skin, it will turn to ashes dear. you deserve to catch the stars and reach the sky; and you mustn’t love anyone else, than your dear dreams that make you survive you have a reason to live, a passion to die for, never betray them who make you smile in the worst days of calamity and help you rise from nothing, for they are your dreams just breathe. By Bhagyashree Prabhutendolkar, age 16, Mumbai, INDIA. Bhagyashree is a high school journalist, public speaker, poet and a recipient of 'The Hindustan Times Scholarship Award.' When not writing, she likes to paint the whispers of nature on paper to accompany her poems. She aspires to pursue a career in media and creative writing.
Sri Lankan (Sinhalese) New Year
Sri Lankan (Sinhalese) New Year
By Seja Kularatna, Age 10, Wisconsin.
Hi my name is Seja. I am 10 years old, I live in Wisconsin, and my parents are originally from Sri Lanka. I will tell you about the Sri Lankan New Year. Sinhalese New Year, called Aluth Avurudda in Sri Lanka, is celebrated on April 13th or 14th each year.
Sri Lanka is an island country that is just south of India. The temperature is always warm in Sri Lanka.
This year, the Sri Lankan New Year is on April 14th. Before this special day, people make preparations that include cleaning and redecorating our houses, making of Kevum (our traditional sweets) and Kiribath (milk rice) and engaging in religious observances.
Every year, here in the United States, we have a Sri Lankan New Year Celebration with friends and family. We have lots of yummy dishes, games, and entertainment.
Ladies wear Sarees and the girls wear Lama Sarees. Lama means kids in Sinhalese, so they wear kid’s versions of the Sarees. The men and boys wear traditional clothing. They have long sleeved shirts and sarongs. Sarongs are like long skirts for boys and men. The kids wear their white clothing to sing the Sri Lankan National Anthem.
For the New Year celebration, the kids perform dances or sing Sinhalese songs. Our parents begin training us a few months prior to the celebration. Usually, we do group dances with other kids, so we go to each other’s homes to practice. The parents make our dance costumes.
On the Sri Lankan New Year, there are different types of food. Lots of people like to make something at home and bring it to share. We usually eat rice with other side dishes, and when we’re done, we eat sweets.
The adults plan games for the kids. We usually play games like Tug of War, Draw the Eye on the Donkey, Musical Chairs, and more.
The Sri Lankan New Year is an occasion to pay homage to our elders and receive their blessings, to renew our relations with friends and relatives. It is time for great fun and enjoyment for the kids. My favorite part is practicing the dances with our costumes and props.
By Seja Kularatna, Age 10, Wisconsin.
Way of Hand and Foot
Way of Hand and Foot By Beau Heese, grade 7, Missouri. The judges call my name, and I walk to the ring. As I stretch, kicking the open air in front of me, I look at my opponents, and I analyze their technique. Some are flexible, strong, or quick, but we all have one constant—we have trained for years. The judges call my name, and I step forward. I nervously step into the square ring, and they call in who I will be sparring. As I see my opponent, my nerves... leave. Why now, right before the match? As I meet the eyes of the person across from me, I see a child, a student, me. We are equals. We bow, always keeping eye contact. And when the judges say go, we begin. But it is not a disorganized fight. It is a dance, a tango, of sorts. As we shift around the red mot, striking, kicking, blocking, I forget about the world outside. The judges, the scorekeepers, the other competitors, all melt away. I enter into a new world, a world born out of our dance, a world in which we are the only two beings, and where our fight is the only truth. A new reality. Suddenly, a buzzer sounds, and I am pulled away as quickly as I arrived. The match is over. But I am not satisfied. And when I return to my seat, all I can think about is my next trip to this strange new world. By Beau Heese, grade 8, Missouri. Beau adds, "While writing this piece, I realized how everyone can see the world so differently, especially in their teenage years. I hope the poem will show them that everyone has their own blessings and problems. Perhaps, it will help others accept different views better."
Early Bilingual Education
Taking it One Baby Step at a Time: Why We Need Early Bilingual Education
By Michelle Lo, 17, New York.
If you’re like any typical American high school student, this is how your language-learning journey will go: you spend three years blazing through vocabulary and learning all of the tenses, grammar, and tones of the language, only to forget everything that you’ve learned by the time you’ve graduated (except for maybe how to ask to use the bathroom or where the library is).
Meanwhile, with the rise of globalization over the last century, bilingualism and multilingualism have become some of the most important skills to have as an individual. Some of the many benefits to bilingualism include a communication advantage in the world’s competitive job market, the ability to communicate and connect with people from a variety of social settings, and a wider global perspective. So, if being bilingual or multilingual is that important, how might we improve the way we teach language such that our students can actually become fluent in them?
The solution, as simple as it may be, is to have our students start early.
One of the clearest benefits to learning a new language early is that the younger you are, the easier it is to pick up the language. In a linguistic study done by a research team from Boston-based universities, researchers aimed to pinpoint the age at which our ability to learn a new language disappears through a short online grammar quiz. Individuals were asked about their age, language proficiency, and time studying English. The study concluded that children up to the age of 18 are proficient at learning a new language, while children up to the age of 10 can achieve the level of grammatical fluency of a native speaker. There are many reasons why children generally have an easier time learning a new language. Younger children are less fearful of making mistakes than adults and teenagers, a hurdle that one must overcome in learning a new language. Certain brain structures in children also make this process of language learning easier. One study conducted by researchers at UCLA observed rapid growth in the parts of the brain that are responsible for developing language skills between the ages 6 and 13, but a sharp decline in growth after age 13.
Contrary to what some may believe about bilingualism, learning a second language during a person’s most formative years will not affect their ability to speak their primary one nor will it confuse a child. As a matter of fact, numerous scientific studies have concluded that being multilingual can offer numerous cognitive and intellectual benefits for children. A 2004 study by psychologists Ellen Bialystok and Michelle Martin-Rhee found that the brains of bilingual children had better executive functioning than those of their monolingual peers. This meant that bilingual children were better at planning, solving problems, etc., which stemmed from their ability to switch from one language to the other. Various studies have also proven that bilingualism can lead to higher intellectual performance and higher creativity.
Yet, despite the overwhelming evidence supporting early language learning, the U.S. is falling significantly behind other countries in foreign language learning. As the American Councils for International Education reported in 2017, out of all 50 states and the District of Columbia, only 20% of K-12 students are enrolled in foreign language classes, compared to the European median average of 92% thanks to the national-level mandates for foreign language education. In addition, many European students begin to take foreign language classes from the ages 6 to 9, whereas most American students begin in their high school years. Unlike many European nations, many states lack requirements regarding foreign language education or the age at which students should start in place, causing more lag for American students.
In order to make up for this lag, we need to start taking steps in emphasizing foreign language education, beginning in early childhood. That could mean implementing a more standardized system in the state where all students can begin to get some exposure to foreign languages from kindergarten. We could also expand dual language programs, one of the many great ways early childhood foreign language education can tap into a child’s language learning potential. Although dual language programs vary in form, most are designed to teach students in two languages in order to foster bilingualism and biliteracy. Usually, one half of the instructional day is taught in a foreign language and the other half in English. Many of these dual language classes are immersive. For example, children are encouraged to learn through play, song, and social interactions with their peers, which, over time, can help to foster their interests in learning the language and culture. These programs are great for English-learners and native English-speakers alike. For English-learning students, a bilingual classroom allows them to build friendships with their native English-speaking peers, a relationship that would not have been possible if it wasn’t for their mutual understanding of each other’s languages. For native English speakers, sharing the classroom with non-native speakers and immigrant students will help normalize the diversity in languages and cultures in the classroom.
If we expect our coming generations to build a future that is diverse and multicultural, we need to first construct the foundation: an improved and earlier foreign language education system for all students. Students, teachers, administrators, families, and change-makers of any form can all contribute to this cause by recognizing this need and advocating for better early bilingual education, whether that be writing to your local representatives or spreading awareness within your community. That way, we’ll just be one baby step closer to a truly globalized future.
—Michelle Lo, 16, New York. She adds: “I’m an American-born-Chinese, or ABC, that has always been interested in language and culture. Growing up, I spoke only Chinese as a young child but after rigorously studying only English during my childhood years, I lost my ability to speak Chinese. This is something that I deeply regret as I felt that it created a barrier between me and my culture. As a result, I hope to spread awareness about the importance of bilingualism in our multicultural society to prevent cases like mine from happening.”
Sources:
American Councils for International Education, 2017, The National K-12 Foreign Language Enrollment Survey Report, www.americancouncils.org/sites/default/files/FLE-report-June17.pdf.
“Benefits of Learning a Second Language at an Early Age: Ertheo Education & Sport.” Benefits of Learning a Second Language as a Child | Ertheo Education & Sport, 10 June 2020, www.ertheo.com/blog/en/learning-a-second-language/.
Bhattacharjee, Yudhijit. “Why Bilinguals Are Smarter.” The New York Times, The New York Times, 17 Mar. 2012, www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html.
Devlin, Kat. “Most European Students Are Learning a Foreign Language in School While Americans Lag.” Pew Research Center, Pew Research Center, 6 Aug. 2018, www.pewresearch.org/fact-tank/2018/08/06/most-european-students-are-learning-a-foreign-language-in-school-while-americans-lag/.
Smith, Dana G. “At What Age Does Our Ability to Learn a New Language Like a Native Speaker Disappear?” Scientific American, Scientific American, 4 May 2018, www.scientificamerican.com/article/at-what-age-does-our-ability-to-learn-a-new-language-like-a-native-speaker-disappear/.
Talukder, Gargi, et al. “Brain Development Study May Provide Some Help for Educators.” Brain Connection, 9 Dec. 2016, brainconnection.brainhq.com/2000/09/20/brain-development-study-may-provide-some-hel
Umama, Khujista. Personal Interview. 18 Dec. 2020.
Zhang, Jingyu. Personal Interview. 16 Dec. 2020.
Our Buddhist Meditation Class
Hi my name is Seja. I am 10 years old. I live in Wisconsin, and my parents are originally from Sri Lanka. I will tell you about our meditation classes.
My meditation class is usually held once a month, on a Sunday. I get to see my family friends. The class takes place at one of the homes. A Buddhist priest comes to meditate with us and teaches us Buddha’s teachings. We call the priest a Sadhu.
When everyone arrives, we start the meditation. First, we take refuge in Buddha Dhamma Sangha. The first three lines are: “Namo Tassa Bhagavato Arahato Samma Sam Buddhassa.” And we repeat that three times.
After that we recite the five Buddhist precepts, which are:
- I shall not kill.
- I shall not steal.
- I will not be greedy for worldly pleasures.
- I shall not lie.
- I will not take intoxicating substances.
Then we do a compassionate meditation. To begin, we say: “May I be well, happy, and peaceful. May I be free from hostilities. May I be free from afflictions. May I be free from distress. May I be capable to overcome all the difficulties in my life. May I live happily and in peace.” We start with ourselves and then wish the same for our parents, siblings, relatives, teachers, friends, and finally, for all the living beings.
After all of that I feel relaxed, calm, and happy. The priest also asks some questions. For example, he asks us to think about other kids around the world, and how hard it is for some of them to get food, clothes, go to school, and so much more. He says that we should feel fortunate for having food, clothes, a good school, etc.
I sometimes think that since I have resources that some people don’t have access to, I should take care of what I have and not waste anything. I should be grateful and not waste what I have, and also donate and help others in need whenever possible.
The priest sometimes gives us books to read. There is one he wrote that I really like. It is called, “Why Mama wasn’t worried.” It is a great story.
After we’re done with the formal part, we serve the priest Sri Lankan food. Until he is done, us kids play a little bit. When the priest is done, we eat next, and then the adults.
When everyone is done eating, the parents and the priest talk a little bit and then we all bow to the priest before he leaves.
This meditation class is very helpful to me. I learn a lot about many things. My favorite part of the class is serving the priest and doing the compassionate meditation.
Art and writing by Seja Kularatna, Age 10, Wisconsin.
What’s it Like to Be a Teen with Social Anxiety
By Mehek Azra, age 15, New York.
When you’re a teenager, you may find yourself worrying about how others perceive you. You are pressured to fit into several norms. There is always a right and a wrong thing to do if you want to make friends or be liked by your teachers. And all of these expectations can be extremely overwhelming, especially to a kid. But many teens grow into having social anxiety. Social anxiety is a response to trauma. And I know that the word “trauma” gets thrown around a lot but regardless of how “small” or ”big” it is, but it is still a trauma.
Some of the experiences (trauma) that often lead to social anxiety are: being bullied, being humiliated in a social situation, or being pressured to participate in class. But the sad reality is, that society acts blind when it comes to teenage mental health. Teens with mental illness are being neglected because they are too “young” to be facing any issue.
Teachers or parents don’t really notice when a student has social anxiety because they think they are “shy.” Being shy and having social anxiety are not the same. Shy kids can gradually come out of their shell at one point but those with social anxiety don’t. They have a constant fear of being judged harshly by others. So when they are told, “Don’t be shy! We are all here to help,” it doesn’t necessarily help.
I was generally a very quiet kid who did not speak much in school. You can also call me an introvert because that’s what I am. Being an introvert is already a stressful factor about myself that makes every day things hard, such as school. And having social anxiety, on top of that makes it even more horrifying. Since I have extreme social anxiety, I will mention some of the things that trigger my anxiety, and if you can relate to these, you may also have social anxiety.
- 1. When a teacher randomly picks on you to read out loud, you sit there in silence and you panic. You’d rather get a zero than participate because you are afraid your classmates will secretly laugh at you.
- 2. You’re at the mall and a group of teenagers walk by and they start laughing, and you think they are making fun of your outfit.
- 3. Your mom asked you to make an order at McDonald’s, and you start to sweat. You plan out the conversation in your head multiple times before you actually speak because you’re scared they will judge you.
- 4. You constantly avoid going out with people because you’re not sure they will like you.
I will share one of my own personal stories. When I was in 4th grade, one of my teachers would often call out on me during class in front of my classmates, either to read something out loud or just to participate. According to her, she was just trying to help me speak up. But she didn’t realize that she was promoting quite the opposite. It made my social anxiety worse. One time in my freshman year of high school, we had a project that we were then required to present. I kept getting anxious about it way before the due date. When it was finally my turn to present, my hands turned cold, sweating excessively. My heart was beating so fast, it seemed like it could burst out of my ribcage anytime. Although the presentation seemingly went well, it was dreadful. And that is just one of the many terrifying experiences.
If you have social anxiety, you may feel more comfortable expressing yourself through writing. You may prefer text over calls. No matter how much you love them, you are not going to respond to that FaceTime call. It gets to the edge in school, or at least it did for me. The madness about constant group work and participation made me despise school. Though classes are all online now, social anxiety does not go away. You may still be afraid to unmute yourself to answer so you just don’t join your classes anymore.
Many suggest therapy to overcome social anxiety. But not everyone has that option. So what can you do? First of all, know that nothing is wrong with you! You are not alone. Social anxiety is not always recognized or spotted easily by others. So that kid in your class who you think is confident, not afraid to speak, and answers questions effortlessly, might have a fear of social judgment. You can’t tell. Some are just better at hiding it.
One of the methods that seemed to help me with my social anxiety is self-talk. Since I am afraid to let anyone know about my issue, I became my own therapist. Talk to yourself the way you wish others would talk to you. Never disrespect yourself. Remind yourself that as much as you may think others are judging you, most of the time they are just busy with themselves. The teenagers in the mall laughed because one of their friends made a joke. That one girl laughed when you were reading out loud because she and her friend were making inside jokes that did not involve you. We stress too much about how others see us. But you need to see yourself for who you are. Be aware of your triggers. Avoid situations that will make your anxiety eat you up. You do not need to do things to please others. Use your preferred way to share your thoughts and let others know about your issue. Please pay attention to yourself!
I want to let teens like me know that they are not “weird.” They don’t need to “fit in.” I am speaking up on behalf of those who struggle to express their thoughts. And I also want teachers to be mindful of how their students are and not pressure them to do presentations. They should offer alternatives in which the students can contribute their ideas without increasing their social anxiety. I shared my thoughts but will you take them into consideration?
By Mehek Azra, 15, high school sophomore, New York. She is Bengali (from Southeast Asia).
Ten Square Feet
By Beau Heese, grade 7, Missouri. Ten Square Feet Weeds brush at my side, crack! a twig breaks, croak! a frog bellows. And the birds, musicians from a time long before man, begin to sing. I sit, looking at the color around me. Bright white flowers sit to my right, swaying in the morning breeze, while vines dangle from an oak tree to my left. My eyes wander, staring at the life around me. I cannot look away. I am freezing, tired, and it is still dark out, but I am in awe. The beauty of our world, is absolutely incredible, more colorful than anything we could ever create. And all of this in just ten square feet. By Beau Heese, grade 7, Missouri.
Words of Disbelief
Words of Disbelief Intently he listened Holding onto every word The yard was a thick tangle of Twigs lavender lilies, dandelions And grass He could not believe A month ago buds were just Everywhere And now it was a jungle With clippers, rakes and a Lawnmower We worked until our bones Hurt Soon it looked like the Jardín Botánico in Mexico That night Paco whispered “I hear the crackle of plants Growing again” He was right In the morning everything had Shot up a tiny bit By Maggie d., African American poet, Washington, She adds: “The poem, Words of Disbelief, erupted from observing the stark contrast between winter and spring...”
The Codependency between ‘Peace’ and ‘Trust’
By Aliya S., grade 7, INDIA
The literal definition of peace would mean a state of calm, quiet and serenity. But the human race is far more complex, so we would refer to peace as a time of truce—no wars, no violence and no issues that need to be resolved, whereas trust is considered to be the belief of sincerity, either thought or expressed by a person. While the concepts of peace and trust are commonly misidentified as each other, in reality, they are interdependent in order to create a long-lasting, somewhat fantasized period of harmony.
Obtaining peace is no easy feat, as it has to be mastered from within. Only a person at peace with themselves and their surroundings can achieve peace as society. There is only one path to peace, and that requires change. Change of thought, change of expression and changing actions to words, which believe it or not, has been proven (occasionally) to be more powerful than actions. Currently, peace is a fictional concept, because it requires something most of us lack-a sense of mutual trust.
(Indian) Farmers have left their homes and have chosen to raise their voices even in the harsh circumstances they now face, because they do not trust the government and ITS corporate policies THAT they fear. Our deterministic chaos is but one pesky gnat that prevents us from living peacefully, whereas the lack of trust and therefore, communication, acts as a barrier instead. Farmers, the souls of our very nation, just wish to come to a mutual agreement with the government to ensure that they receive at least a minimum support price (MSP) for the crop they grow, harvest and sell. Instead, they sit out in the cold, protesting because they fear the new farm laws. The people who spoke up for them, who were supposed to be encouraged, were punished instead. This brings us back to the notion of change, and how the mere thought of change in our society can lead to drastic measures taken just to prevent it.
The lack of communication has caused a rift between two sides, which can only be solved with the government delivering practical solutions through dialogue, which will reinforce trust-leading to peace.
By Aliya S., grade 7, INDIA.