Five Minute Friday ~ Tired (of those who try and explain and justify instead of using another's criticisms or observations as the impetus to jump start much needed change - myself sometimes included)

I had a conversation with a teacher friend of mine recently. At the private Christian school where this teacher works, support personnel (i.e. speech and language therapists, occupational therapists, learning specialists, etc.) are not employed by the school. They are either hired by the parents or are provided by the public system to ensure that children with identified disabilities (and individualized education plans) receive the necessary adaptations and services that will allow them to genuinely access and profit from their education. My teacher friend decided one day to ask one of these specialists (who was not a believer) if the Christian school where they both worked was any different than the public schools where the specialist was also employed. 

The specialist's response was surprising.

As a nonChristian outsider, the specialist said that the parents with their focus on protecting marriage and the nuclear family as well as their involvement in the school and the lives of their children was definitely different. This individual also remarked that students were, in general, more obedient, polite and respectful - although certainly not perfect. Textbooks, teaching materials and lessons also often reflected the different worldview of those adhering to the Christian faith. All of that is exactly what we would expect to hear. 

So, what's so surprising?

It was the final question. My friend then asked the specialist if there was anything different about the teachers at the Christian school. 

"No, not really,"  the specialist replied.

As a teacher, a Christian teacher, one who has worked in both public, private and international settings, my only response was: "Ouch!" And - I was deeply convicted.

I can easily (and more or less logically) explain away the specialist's observation:

1. Most who enter the field of teaching do so because they care about children, want to see them grow and thrive, reach their potential and perhaps, someday, help make our world a better place. As all have been created in the image of God, this is clearly God's image shining through -certainly possible even in someone who does not yet follow him.
2. Good teaching practices are good teaching practices and we can't expect Christian schools to be the only ones using them.
3. This specialist did not understand because s/he did not have the Holy Spirit helping him/her to interpret what s/he saw.
4. The specialist responded with his/her own personal agenda, perhaps less than truthfully.

Or, I (or we - Christian teachers) could ask God to reveal if there is something we need to change in Christian education.

Of course, that's a dangerous question. 

What if an honest answer reveals that I need to change?

What if the problem is not simply the content of the education, but rather the process by which I'm communicating that content? 

(five minute timer sounded here)

As a Christian teacher, I should be concerned about excellence: end results - excellence, observable and measurable; behavior that adheres to Christian principles and traditions. But does this drive for excellence render other important qualities expendable? Do I control (i.e. by rules and regulation and suffocating supervision) so much that I take away occasions for my students to choose and then experience the results and/or consequences of their choices? Do I model service and sacrifice while never giving my students opportunity to do the same? Do I continually demand performance, never allowing my students to experience grace demonstrated?

What if that specialist never saw the difference in school staff because s/he did not see people who loved the Lord their God with all their heart, soul and mind AND people who loved their neighbors (other staff and personnel, students, parents) as themselves. Jesus was the one who said to his disciples: ""By this all men will know that you are My disciples, if you have love for one another." (John 13.35, NASB)

Yes, I'm tired.

I'm tired of people who should know better - whose first response is defensive, striving to justify the status quo, clinging to past and present traditions and never willing to consider that maybe they need to change. I'm tired of Christians who walk in fear and who thus can't consider the testimony, observations or suggestions of others "outside the fold." Yes, greater is He that is in us than he who is in the world... and we forget that God has spoken truth in many ways - His Word, His Son, His prophets, His creation, His people... even a pagan king and a donkey.

And I'm tired of always having to battle that exact same impulse in moi-même each time I'm confronted with yet another incongruity in my life, family and ministry. 

Five Minute Friday ~ Define

On April 22, Tim and I are scheduled to take a French test - actually four tests: Oral Comprehension, Oral Expression, Written Comprehension and Written Expression. We need to attain a certain level of proficiency if we then want to submit applications for permanent residency.

It seems simple. We studied French for a year. Then we lived and worked in a French speaking environment for 13 years. After a two year hiatus, we moved back to a different French speaking world and are living and working here. We go to the doctor, buy our groceries, pay our taxes, have parent-teacher conferences, go to planning meetings, go to church, teach Sunday School, take classes and do volunteer work - all in French.

Yet, when I started studying this morning and worked through a brief online get-your-feet-wet-and-see-what-the-questions-on-the-test-are-like web page, I realized the oral comprehension part wasn't going to be easy (or they are trying to scare people into paying for the study courses - but that sounds awfully conspiracy theory-ish). Maybe it's because my older than they used to be ears just hear slower these days, or the mild but definite loss of hearing acuity I've experienced the last few years or  just the fact that oral comprehension has always been my weakest French language skill - but now I'm more than a little nervous about this test.

Every other practice section I did, I did really well. Oral comprehension? Not so much.

Being a good student... particularly a good test taker... is one of several things, I realized today, that I've allowed to define me. In the residency paperwork, we specify one spouse (i.e. Tim or myself) as the primary applicant. That person has to score higher than the other - and both Tim and I naturally assumed that person would be me.

Talk about pressure. Turning up the heat. Or mettant les bouchées doubles...

Yeah.

It is crazy how concern over one 25 minute, 29 question test scheduled a few weeks in the future has set my world a-spinning today...

You'd think that at my age, it would take a little more to upset the apple cart! 

Photo 1 credit: 

Natalia Medd Round and Round via photopin (license)

Photo 2 credit: 

[-ChristiaN-] carousel via photopin (license)

The Enigma of Educating our TCKs

I wrote this post almost exactly a year ago... 
Wanted to share it again, and then later this week, update a bit - as we are on year further into this journey.

It is an amazing one... this journey, I mean! Not necessarily this post! :-)

As a relatively large family (eight children spanning 13 years) that’s been on the mission field essentially since the turn of the century (15 years - long enough to be considered career), we’ve tried several different education options: homeschool, local language schools, private school, public school, online school… We’ve not yet used the boarding option at a boarding school (unless you count our university aged kiddos living in a dorm, but that’s still a whole different ballgame). And, in fact, when we first left for the field, I would have told anyone who asked that home school was the plan, but also that boarding school was the only option NOT on the table. 

Now?

I would tell you that any possible option that presents itself makes its way to the table as a topic of discussion…

People have asked us before about our education plan/philosophy, and I used to think I had it pretty well figured out – actually, mapped out – before our first reached third grade. A special educator with several years of experience in the classroom… a professional trained to look at the individual skills, abilities and needs of an individual student – and one who was fairly good at what I did… I figured those skills would naturally transfer to figuring out an exceptional and best educational plan for each one of my own children. Since I was the professional educator, my husband – although always an active contributor to the many conversations – essentially followed my lead regarding what was best, educationally, for our children, although there have been compromises. 

I’ve discovered that it HAS NOT come naturally – because my own desires and dreams for my children often interfere with… even disguise… what might actually be best for them… educationally, emotionally, physically, socially… spiritually. Those best choices that I could see easily for someone else’s child weren’t nearly so obvious when it came to my own.  Sometimes, best choices actually got in the way of good decisions. Sometimes, we make what appear to be best decisions – only to discover down the road aways that we didn’t have all of the facts or experience necessary to know, actually know, what we were deciding…

We’ve I’ve made so many mistakes. 

I’m thankful for God’s grace and merciful children. 

Key questions we’ve started asking when it comes to making those educational decisions:

1. What is available?
2. What is affordable?
3. What is advantageous? (Or… What is the absolute best for this one child?)
4. What is acceptable? (Or… What is a practical and adequate reality for our entire family?)
5. What is the actual child’s input?

The first two questions are obvious. If there is no English language day school option in country and your children are too young to go to an out-of-country boarding school, then homeschool (parent teaching or engaging a teacher) or online are probably the two primary possibilities - if English language schooling is a priority. And, of course, whatever option must paid for - often putting the private, international schools out of reach for many missionary families.The third question is an ideal – If not limited by anything, what would I choose for my child. The fourth question is more one of workability: Which choices are both doable and good - not just the individual child, but for our family as a whole. This last one is always a hard one for me, because my perfectionist side has a hard time settling for the good if there is a best alternative. Doing so is, in my mind, equivalent to failure. The final question has much to do with what the child wants – or thinks s/he needs.

These questions are not listed in a hard and fast order of priority – because priorities can change based on present realities. They also change based on the individual needs of each specific child.

Sometimes, it feels like we’re trapped in a high stakes poker game where we’re dealt a hand of cards, we try to read the nuances of the situation all around us and then make decisions that are educationally sound and profitable for our children. Sometimes we make the very best decision we can – only to watch as our child struggles, hurts, or worse… learning as more information comes to light that perhaps we didn’t actually make a very good choice – or that we need to make a change. 

There are so many “stories” I could tell – but there are two I think are particularly relevant.

While in W. Africa, we choose to enroll our children in a local, French language primary school. It felt like we got to have our cake and eat it too… to use a cliché! We met so many people outside the missionary community (the school was run by Baha’i missionaries). Our children were learning French and making local friends - outside of  church. The teachers and staff at the school worked very hard to meet the educational needs of our children and our children learned that the standard “American” perspective wasn’t necessarily the only way. It certainly was not the way the rest of the world saw things. 

They children grew from experiencing life as a visible minority where they didn’t have all of the prerequisite skills that typically give majority culture students an advantage. They learned independence, hard work, how to memorize, obedience without question and how to make friends with people who were drastically different from them. We were all home for lunch together every day – and for a rest time during the afternoon heat - before the children returned to school. Academically, we found that even though the educational system and priorities were different, our children were well taught and well prepared to eventually transition to an international, English language school as bilingual students. The only disadvantage was that our children were spread across three different school campuses in town.

Life was cruising along; we were following this educational plan for our family. Then our mission unexpectedly became insolvent. Resulting financial difficulties as well security challenges due to increasing terrorist activity in our region led us to make a radical change - several weeks after the beginning of a new school year. We moved our children into an English language, international mission school. 

I had to let go of my dream of genuinely bilingual children and being a part of that school community we had enjoyed for several years. I also had to accept that this was a decision that had nothing to do with an educational best choice, but a real life, real time choice of what was best for our family. Additionally, I was surprised to discover just how difficult this change was for our children who had to make the switch – suddenly, unexpectedly and mid-year. They immediately had to learn 1) a new school, 2) new classroom/teacher systems, 3) a new academic language, 4) to live day in and day out with those who had, before, only been weekend friends, 5) to walk through perceived injustices/prejudices as a result of the previous educational choices we’d made for our family, and 6) to be just like all of the other TCKs who filled their classes. Others of our children who'd already transitioned to the international school had made that transition. But, we’d taken a year of homeschooling to help each adjust to the radical differences.

What's the moral of the story? When you realize that a current educational situation is really not working, either because of a change, new information, or whatever – make the necessary changes. I shed many tears, crying for my lost vision of the future, but also with my kids as they dealt with their own losses and frustrations. I had to create time to be available and drop other obligations and commitments in my already full ministry schedule to emotionally and academically support them through the change. It was hard.

My second story is one that is taking place, literally, right now. We’ve transitioned to a new place of ministry. Those among our children who are not attending college back in the States are presently enrolled in a French language, private, evangelical school. It’s a great school. But it is already clear that it is not the best educational decision for at least one of our children, one for whom learning does not come easily, one who is an extreme extrovert - not being able to talk with friends is driving said child crazy. This child was already identified as having an articulation disorder, has an individualized education plan and was receiving speech and language services in English. For this one, languages do not come easily. Yet, because of immigration/visa requirements – our children must be actively engaged in French language education. 

Are there other avenues we could choose? Probably, but we aren’t familiar enough yet to know what those options might be. So we spend hours on homework every night. We memorize verb conjugations even though the children may not have any idea what said verb means and will not likely be using the conditional form of the verb any time in the near future. We reread and translate much of the work that was done during the day. It's like a second school day once home when what they really want is a break because they are exhausted. I easily perceive that exhaustion as “laziness.” A good friend recently reminded me of something I should know very well - as a language learner myself and as a teacher of English as a second language… Language learning is draining; learning content material in the new language is beyond grueling. Sometimes what looks like lazy is simple self-preservation from information overload. Once again, for this season – different ministry ideas I might have need to take a back seat to supporting my children as we walk through this season together and learn to thank God for His Presence when life (school) is unrelentingly hard.

The moral of this second story? Sometimes the cards we are dealt just don’t leave a particular child with any good hand, educationally. That isn’t necessarily a failure. It is a reality of life in a fallen, broken world. What may not turn out to be an academically profitable year might actually reap more real life skills and an opportunity to lean on the Lord in ways we just don’t when we don’t desperately need Him. But as parents, we can't leave our kids to just fend for themselves in the challenging seasons our life choices, our callings, have thrust upon them.

Do I believe God called me to this place, at this time, with this family? I absolutely do. He also gave me this family and called me to a responsibility to serve them. More important than making perfect educational decisions for each child each school year is a lifestyle lived, walking humbly with our God through those decisions (and others). It is climbing educational mountaintops together and holding close through the academic valleys, all the while ultimately recognizing His Sovereignty and His amazing grace in all circumstances. TCKs don't need to be coddled and protected from life's realities and hardships because their parents are following a lifestyle that denies them of much of what is valued and expected of parents in today's western/developed world. Life isn't all about our kids. But they are also not to be ignored or expected to fend for themselves. They need to be discipled in looking to God for strength and hope in the midst of our decisions.

Originally posted on Missionary Mom's Companion

10/12/2015

The Enigma of Educating our TCKs

  

As a relatively large family (eight children spanning 13 years) that’s been on the mission field, essentially since the turn of the century (15 years - long enough to be considered career), we’ve tried several different education options: homeschool, local language schools, private school, public school, online school… We’ve not yet used the boarding option at a boarding school (unless you count our university aged kiddos living in a dorm, but that’s still a whole different ballgame). And, in fact, when we first left for the field, I would have told anyone who asked that home school was the plan, but also that boarding school was the only option NOT on the table. 

Now?

I would tell you that any possible option that presents itself makes its way to the table as a topic of discussion…

People have asked us before about our education plan/philosophy, and I used to think I had it pretty well figured out – actually, mapped out – before our first reached third grade. A special educator with several years of experience in the classroom… a professional trained to look at the individual skills, abilities and needs of an individual student – and one who was fairly good at what I did… I figured those skills would naturally transfer to figuring out an exceptional and best educational plan for each one of my own children. Since I was the professional educator, my husband – although always an active contributor to the many conversations – essentially followed my lead regarding what was best, educationally, for our children, although there have been compromises. 

I’ve discovered that it HAS NOT come naturally – because my own desires and dreams for my children often interferes with… even disguises… what might actually be best for them… educationally, emotionally, physically, socially… spiritually. Those best choices that I could see easily for someone else’s child weren’t nearly so obvious when it came to my own.  Sometimes, best choices actually get in the way of good decisions. Sometimes, we make what appear to be best decisions – only to discover down the road aways that we didn’t have all of the facts or experience necessary to know actually know what we were deciding…

We’ve I’ve made so many mistakes. 

I’m thankful for God’s grace and merciful children. 

Key questions we’ve started asking when it comes to making those educational decisions...

*************************************

If you'd like to read the rest, please join me @ Missionary Mom's Companion, where I posted this article last weekend!

Birds of Prey - A Raptor Education Program @ the Houghton Lake Public Library

Sawyer the saw-whet owl

Ruth (the ARK's director) and Boudica, a great horned owl

Monique, an American kestrel

Ari, a red-tailed hawk

hawk talons up close and personal

One of the volunteers with Lazlo, a barred owl

~ Sobering, Scary... and Rings SO True ~

I don't remember where I first saw this title, exactly what prompted me to get a copy of this book, or how long I've been slowly working my way through it,

...but doing so has taken me on a HUGE learning curve.

NARCISSISM ~

inordinate fascination with oneself; excessive self-love; vanity.

also: self-centeredness, smugness, egocentrism.

There's even something called Narcissistic Personality Disorder (NPD), or a condition in which people have 

1. an excessive sense of self-importance, 
2. an extreme preoccupation with themselves, and 
3. a lack of empathy for others.

It was one of those words I'd heard, and certainly understood when I read it in context, but not one that I'd spent much time thinking about, until recently... until reading this book.

Basically I was hooked from the moment I read the following words: 

"Personality does not exist in isolation. This increase in narcissism in individuals is, we believe, just an outcome of a massive shift in culture toward a greater focus on self-admiration. Narcissism has spread through the generations like a particularly pernicious virus - one with multiple means of entry and transmission. First, Americans' immunity to narcissism has weakened. At one time, strong social pressures kept people's egos in check. Mothers asked children "Who do you think you are?" (instead of "What do you want for dinner, princess?") Religious leaders stressed humility and modesty. Strong communities and stable relationships discouraged arrogance and made it less necessary to meet and impress new people. Narcissism has also been transmitted as an unintended consequence of good intentions, as in the self-esteem movement and less authoritative parenting. Instead of creating friendly, happy children, however, these practices often produce self-centered, narcissistic young people. 

In addition, norms for self-presentation have shifted with cultural trends and new technology.... Internet social networking sites and celebrity culture have raised the bar for narcissistic behavior and standards. Using MySpace [or Facebook] to post a picture of yourself half naked and posturing provocatively is now considered totally normal -- even though it is also deeply narcissistic. Americans are being persuaded that becoming more vain, materialistic, and self-centered is actually a good thing. This can happen even if you're not particularly narcissistic but just get drawn into what everyone else is doing. Today, if you don't get your teeth whitened, everyone thinks you are either poor or an espresso-drinking, cigarette-smoking European. Ten years ago, nobody would have noticed." (pp. 38-39)

This book is a difficult read, if you are willing to ask yourself hard questions as you make your way through the text - especially when the authors identify what their research has revealed to be the "root causes of the epidemic:" 1) current parenting and teaching practices focusing on the uniqueness and the special-ness of each child; 2) current obsessions with celebrities and everything about their lives; 3) social networking sites and the the quest for attention and self-promotion of a carefully crafted image; and 4) easy credit and never allowing real consequences to play out because of the mentality that "I deserve the best right now, regardless of the cost or future consequence!" 

This book is a scary and sobering read, especially when you see symptoms of narcissism stealthily creeping or full-out lambasting their way into the lives of those you love, into the organizations with which you affiliate. What are those symptoms? They include a growing focus on self-importance and a beautiful, appearance often at the expense of genuine caring or sweet personalities (i.e. vanity), materialism, the insistence on believing that "I'm special and therefore better or more deserving...," increasing acceptability of antisocial behavior, less and less civility and insistence on "my rights" instead of learning to get along, feeling entitled, and serving not to help others but to help your own image and self-impression.

Having spent most of the past fifteen years living on the backside of the Sahara Desert, while not immune or insulated from all of these pressures, we can clearly see the symptoms more and more pronounced each time we return to the States. It is revolting, especially as you listen to people you love and trust and admire... as you hear your own thoughts... justify behaviors the Bible clearly condemns. We, as a society, are so busy loving and worshiping ourselves, there is very little... if any... room left for God. We've made life into an "All about me" sort of drama, on so many levels. And frankly, this is what terrifies me the most about bringing our family back to this world... it is what concerns me when I ponder what it will mean to raise the younger half of our family in this world and culture so that they can function as aware and relevant - but without losing them to a value system that is so far from what God created us to be. 

It is the researched opinion of the authors of The Narcissism Epidemic: Living in the Age of Entitlement that, "As a society, we have a chance to slow the epidemic of narcissism if we learn to identify it, minimize the forces that sustain and transmit it, and treat it. If we are unwilling to make... changes, reality always wins in the end. The only question is how long it will be before our nation buckles..." (p. 302-303)

photo credit: deborah is lola via photopin cc

Are you watching out for those dress code police?

This past week I've been corresponding with the administration at the school our kids will attend while we are back in the States for home assignment.

Alert... minor dress code violation!

When that school confirmed they still required uniforms, I felt - as in exhaling a HUGE sigh of relief - reassured - because dress codes (all aspects of them - determining them, establishing them, enforcing them, maintaining them, shopping so that my kids can abide by them etc.) just leave me tired and frustrated. Since my computer was informing me that the temperature outside was 112'F at that moment, I didn't need anything else to compound those sorts of feelings!

Dress codes are one of those things I get and don't get... all at the same time. 

Parents, not schools or other organizations, are the ones responsible for determining a dress code for their own children. As a parent, I also believe that in general, we can't leave teenagers to independently establish a dress standard that the adults in their lives will deem acceptable. It is not, however, the role of the school to come up with a standard of dress that they think every person needs to follow. I do understand that there needs to be some sort of standard or guidelines - for the sake of uniformity and presenting a collective image as students of the school, but adding a judgmental component: right/wrong or modest/immodest or appropriate/inappropriate is not, I believe, a beneficial position for the school to take. Parents may agree to enforce a school's dress code, but realize that when parents do not "buy into" a particular code, that is all it is - abiding by someone else's externally applied rule because the pros outweigh the cons as far as a child's education is concerned. 

Does anyone else find it concerning that parents, in cooperation with schools, then risk teaching legalistic attitudes, that outward outweighs what's happening on the inside, that hypocrisy is justifiable under certain circumstances, that modesty is just about clothing and is concretely and finitely  measurable, and that independent of God and in our own strength we can obey the law? 

Nevertheless, most student handbooks include a list of dress guidelines comprised of some general statement about clothing being neat, modest and clean followed by a list of all the things that are not allowed (i.e. tank tops, muscle shirts, spaghetti straps, midriffs, cutoffs, etc.). Some schools get even more specific - to the point of measuring how far above or below a knee a skirt slit can be, how low on the hips a pair of pants may permissibly ride or how many fingers wide the strap on a sleeveless shirt must be.Some schools find all these rules to be either burdensome or ridiculous and therefore choose to adopt a school uniform. Acceptable items of clothing are then detailed by the school administration and/or teaching staff and the family must then purchase a minimum number of the approved items so that their children arrive at school appropriately clothes. In local Nigerien schools, when students register, they are given tiny swatches of the uniform colors (i.e. khaki for the bottoms, sky blue for the tops) and directions like skirts for girls, ankle length pants for boys, and shirts must have collars and sleeves. They purchase material, take it to a tailor and have their uniforms made. There is some room for individual style and tastes, but most uniforms do end up having a similar look.

What I don't get about dress codes is all the fuss. Yes. Set up some standards and then gently, graciously enforce them. Many times, all it takes is a quiet reminder and a sheepish student fixes the problem because s/he realizes they got caught seeing how far s/he could push... or because s/he honest to goodness didn't recognize s/he was violating the rules and is horrified to be "in trouble..." or the upper elementary kid who has grown and lengths that were acceptable at the beginning of the year no longer work... Don't humiliate or berate children for their clothing choices. Don't automatically assume the worst possible motivations. Don't place children in the role of "dress code police." Don't create anxiety so that students agonize over their clothing choices each morning. Recognize that youth will experiment with what they wear and how it looks and evaluate the different reactions they get based on their clothing. They are exploring what it means to be masculine or feminine and developing a style that says, "Hey, this is me!" Modesty is a concern - but the point of modesty is not making sure the girls don't dress in a way that is tempting to guys (unfortunately, that is what is has come down to in many dress codes). Rather the point is to not call attention to yourself, but instead in your comportment and presentation to bring glory to God - and inherent in the word modesty is also the word softness or gentleness. Dealing with dress code infractions in a harsh or "bully-ing" way undermines that whole principle - and will never bring a "...harvest of love, joy, peace; patience towards others, kindness, benevolence..." (WNT) which then causes me to wonder how many dress codes are the overflow of the work of the Spirit.

What to do with those repeat offenders who are continually pushing the line? The first resource needs to be parents. Parents repeatedly required to leave work, come to school to get their child who violates the code, take them home and help them to find something acceptable and then return them to school will typically begin to ensure that their child dresses appropriately and then accountability falls back on parental shoulders (speaking as a parent, that is exactly where I think it should be). Since both parents and students are typically required to sign student handbooks at the beginning of the school year, parents have already agreed to support the school and their dress code. 

Of course, all of these issues remind me of the benefits of uniforms. Choosing one makes it easier to identify the compliant as well as the defiant. Another plus for uniforms? Teenage girls flinging clothing items all over the bedroom moaning about having nothing to wear becomes a thing of the past - they simply pull the uniform out of the dryer from the day before, iron as needed, get dressed and head out the door for school. 

So yes, I'm clearly a fan of uniforms? How about you? Why or why not? 

I was discussing this with a group of friends the other day and one person commented that our Korean families (we work at an international school) are some of the most adamant against uniforms - recalling too strongly the absolute lack of individualism and the oppression of communism.

Do you have other examples like this one I just mentioned? If you are a supporter of uniforms, how would you address the above concern? If you know of a different concern, what is it and how would you address that one?

let's talk about speaking that local language

I'm from the States.

Have you ever heard someone outright say or imply that foreigners who move to the States just need to learn to speak English?

I have.

Many years ago, I think I might have actually said it myself. Something to the effect of: "If they want to come live in our country, they need to learn to communicate in English."

I don't feel nearly so dogmatic about it, now.

Maybe because I've walked more than a single mile in those shoes. And I probably have many more to walk...

There's a joke you hear circulating in many expat communities. I've heard a few variations, but it basically goes like this:

What do you call someone who speaks two languages?  

~ Canadian

What do you call someone who speaks three languages?

~ European or South American

What do you call someone who speaks four languages?  

~ Asian 

What do you call someone who speaks five or more languages? 

~ African

What do you call someone who speaks only one language? 

~ American

And people laugh - especially in those expatriate circles.

Why is it funny? Because... in the majority of instances, it is true - sadly and sometimes embarrassingly so.

Connor Ludovissy, in an article titled "Monolingual America" published on line in September of 2011, writes: 

...The vast majority of us are more or less globally illiterate, despite the growing number of people in the United States for whom English is not a first language. In the age of globalization, United States citizens must learn to speak more than English or face the consequences – a weaker position internationally and an increasingly difficult time communicating back in the States. 

According to the United States Census Bureau, 47 million United States residents reported that they spoke a language other than English at home in 2000. In 2007, that number jumped to 55 million. That’s about 14 and 18 percent of the population, respectively. Not only that, but Americans do business all over the world and offer aid to numerous countries in times of distress. We negotiate with foreign governments and merchants, we tour foreign countries and we study abroad at foreign schools. Yet only 26 percent of adult Americans claim to speak a foreign language well enough to maintain a conversation, according to the Gallup organization. 

How could this happen? How could a country with such far-reaching influence have so little experience with foreign languages? How could the so-called “melting pot of the world” be an English-only environment? 

The answer is pretty simple – our disregard for other languages probably stems from good, old fashioned arrogance. We perceive that we do not need to learn any languages other than English, so we don’t. As a powerful country, we prefer to make other countries learn our language instead of learning theirs.

As one who is working on learning bits and pieces of both 3rd and 4th languages, as one who still struggles to communicate in the truly local heart languages of the people who live all around me...

Can I encourage you to be gracious and welcoming when the Lord causes your path to intersect with that of someone who doesn't speak English? 

Can I also encourage you, that when God gives you the opportunity to friend someone who does not speak English as his/her first language, take the time and make the effort to learn some words in their mother tongue... their heart language... instead of insisting on English.

Multitude Monday - 1000 Gifts ~ What about Spots?

Back in September, I sat in on what 

has to be, 

hands down,

one of the best English Lit classes...

... EVER!

God knew I needed it, too - it came nipping on the heels of one of those "terrible, horrible, no good, very bad I-think-I'll-go-to-Australia" sorts of days.

I don't actually teach English Lit and I'm not working on any additional degrees - so why was I hanging out in a tenth grade English Lit class?

This year, as a part of my work in Sahel's Center for Academic Progress, I'm helping out/sitting in at least once a week in several of the different ninth and tenth grade classes. During those two grades, most of the students take 5-7 Cambridge International Examinations; therefore several of the classes focus precisely on preparing for those challenging and globally recognized assessments. For students who are working in a second language, coming in from a new school after having already moved around a lot, or struggling with some sort of disability or learning challenge, these exams are no-way-around-it hard. I'm hoping my presence will better help me prepare some students to truly demonstrate what they've learned when it comes time to actually sit for these exams.

That day in class, I listened to a delightful poetry discussion, all about this poem...

Pied Beauty 

by Gerard Manley Hopkins

Glory be to God for dappled things -
  For skies of couple-colour as a brinded cow;
    For rose-moles all in stipple upon trout that swim;
Fresh-firecoal chestnut-falls; finches'wings;
  Landscape plotted and pieced - fold, fallow, and plough;
    And all trades, their gear and tackle and brim.

All things counter, original, spare, strange;
  Whatever fickle, freckled (who knows how?)
    With swift, slow; sweet, sour; adazzle, dim;
He fathers-forth whose beauty is past change:
                          Praise him.

Imagine...

Hopkins wrote a poem thanking God because He took the time to draw spots... for His glory and for us to enjoy!

Illustration used with this poem on the
English Language and Literature blog.

this week gratitude list
(#'s 3242 - 3266)

beautiful, amazing and wonderful spots and specklings so many places, if I just take the time to look

delightfully, intricately, gorgeously spiritual poems

a normal week, no schedule changes or major interruptions for the first time since sometime back in August

hearing so many good things about the sermon hubby preached recently

castor oil's amazing healing properties

almost all of the colds finally going... going... gone!

Kiwi friends back from home assignment - and it is such a delight to see their smiling faces at school

a new math student who really seems to love what we're learning in class

finally getting other math students working well with an on-line program from down under

trying pumpkin bisque - even though the kids weren't overly impressed, hubby liked it

listening to my girlie read and make such good progress

seeing that my intuitive grasp of her learning style and preference is correct

sitting in on English Lit - seriously! It has been a highlight nearly every week!

homemade from scratch banana bread and iced sugar cookies - made entirely by Anna... except for help lighting the oven

time to teach organizational skills again, finally

both the SAT and the PSAT behind us for this school year

great books

regardless of the events of this day, the sun will rise tomorrow... and the next day... and the next, Lord willing

only seeing evidence of a very big snake... and not the snake itself

God-granted persistence, because without it, this year would have been a disaster

Dr Seuss books - so great for beginning readers

Halloween party with "candy from America!"

donuts on Saturday, just 'cause

new on-line friends

listening to Elsie Mae sing-read her right now favorite book - and its timeless truth:

Jesus loves me as I dress, and I try to do my best.

Upside down and inside out, 

sometimes clothes can make me pout.

Jesus loves me as I eat: oranges, biscuits, eggs and meat!

Apple juice is in my cup. You can watch me drink it up.

Jesus loves my family. We will work so cheerfully.

Sweep and clean and cook and bake, 
wash and scrub and weed and rake.

Jesus loves me as I learn how to count and wait my turn.

With my friends, I play a game, 
paint and build and write my name.

Jesus loves me as I pay outside, inside, every day.

Chase and race and jump and hop. I don't ever want to stop!

Jesus loves me in my tub, as I wash and as I scrub.

He made me from head to toe. Up and up, I grow and grow!

Jesus loves me by my bed, as my songs and prayers are said.

He will watch and care for me, as I sleep... so quietly.

Jesus loves me, this I know,

For the Bible tells me so.

Little ones to Him belong.

They are weak, but He is strong.

Yes, Jesus loves me.

Yes, Jesus loves me.

Yes, Jesus loves me.

The Bible tells me so!

*Jesus Loves Me board book by Debby Anderson*