“Cuando en puro inglés . . . trago tierra” (“When in English . . . I swallow dirt”) ~ Poetic from Trenzas-Braids

“Cuando en puro inglés . . . trago tierra” (“When in English . . . I swallow dirt”) ~ Poetic from Trenzas-Braids

ByJorge D. H. Prosperi

A major obstacle in assimilating and acclimating to a culture is learning its language.
Many Americans take German, French, Spanish or other languages in a learning environment for 2, 3,, 4, even 5 years.
Can they have a fluent conversation with a native speaker without an interpreter?
Learning a second language is an arduous challenge emotionally and psychologically, not in a classroom but when it matters – in real life situations.
It impacts mind, heart and spirit.

Voices of Columbine: Echoes from Inside the Tragedy – Part I of II

Voices of Columbine: Echoes from Inside the Tragedy – Part I of II

ByCarolyn Lundsford Mears

“How could this be happening in this safe, comfortable middle-class neighborhood, in a high school noted for academic excellence; where arts, music, and theater were prized; where parent involvement was without equal, and graduation rates were among the highest in the state. It was simply inconceivable, and yet it had happened . . . here, at Columbine.” Carolyn Lundsford Mears

Voices of Columbine: Excerpts from the “Columbine Mosaic” – Part II of II

Voices of Columbine: Excerpts from the “Columbine Mosaic” – Part II of II

ByCarolyn Lundsford Mears

The complete Columbine narratives are included in Experiences of Columbine Parents: Finding a Way to Tomorrow (available through ProQuest UMI AAT 3161558). Detailed explanation of my approach to research may be found in my text Interviewing for Education and Social Science Research: The Gateway Approach published by Palgrave Macmillan (2009, 2015).
I have made available stories of experiences of educators involved in mass violence events, including shootings, natural disaster, and terrorist attack, in my book Reclaiming School in the Aftermath of Trauma published by Palgrave-Macmillan (2012).