Keiko is not just a student GLN, but also one of the dedicated volunteers who help make it all possible:

“Born and raised in Mexico, I graduated from the University of Arizona in 2002 in Political Science and a double minor in Latin American Studies and French, and later on got my Master’s Degree from Université Paris 1-Panthéon Sorbonne (Paris) and L’Institut d’Etudes Politiques (Toulouse). My student years and the experiences that followed, illustrate my drive for travelling and immersing myself in foreign cultures and languages.

Between 2005 and 2010, I worked in the human rights field at the Geneva-based World Organization against Torture (OMCT) and the Mexican Mission to the United Nations. I also gained substantial experience in the field of capacity-building and technical cooperation through jobs at various international organizations, including the Agency for International Trade Information and Cooperation (AITIC), the International Trade Center (ITC) and the World Trade Organization (WTO). In 2010, I moved to Washington, DC, to take on a job within the Embassy of Mexico.

While trying to strike a balance between my professional and personal interests, I found out about the amazing work of GLN, and did not hesitate for one second in exploring ways to be part of the Network. As both, a student of Chinese and a volunteer for the Outreach team at GLN, I am able to combine two of my greatest passions: learning languages and connecting people. I am grateful to Andrew for giving me the opportunity to live the GLN experience in more than one way. I hope that I can continue to be a part of the unique vision and legacy of GLN.

My favorite word in a foreign language is papillon (French for butterfly).”

Fabiana is one of the gifted and amazing volunteer language teachers at GLN, and this is her story:

“Any student in my Nearly Native Spanish class can tell you where I am from– Venezuela! I grew up in Caracas, the bustling, dangerous, valley-city that is the capital of Venezuela. I love everything about the country: the music, the dancing, the geography, the people and of course, the language. I love sharing my love for Spanish and all things Latin and Venezuelan with my students. I have been teaching at GLN since 2007 and often run into former students in DC (some of them have become my good friends). It is infinitely rewarding to know that there are people walking around DC that speak Spanish just a little bit better because of GLN and volunteer teachers like me. One of the things I most enjoy teaching to students is beautiful Spanish words. Llover, merienda, mariposa and alabanza are some of my favorites.”

On occasion of Croatia’s new status as a European Union member state, Asya Pereltsvaig discusses the history of languages within the Balkan region in this article for GeoCurrents.  Focusing on the influence of dialects in shaping languages within the region, she also elaborates on how in most cases, ethnic and religious identity, rather than geographic boundaries, is the strongest factor in determining where a language is spoken.

Another topic discussed by Pereltsvaig is the two national standards of language that developed in Croatia and Serbia.  Although both standards were developed using similar methods, she highlights certain areas where they do not overlap.  She writes:

“The two national standards still differ in their pronunciations, vocabulary choices, and sentence structures.  For example, ‘the Croats followed a policy of purism in issues of vocabulary, while the Serbs were largely concerned with remaining true to the vernacular language (Greenberg, pg. 47).'”

Contrasting with examples of Serbian vocabulary, she goes on to provide examples in standard Croatian that rely on “native” Croatian words:

“Examples include the Slavic-derived zračna luka (literally ‘air harbor’) rather than aerodrome, munjovoz (literally ‘lightning vehicle’) instead of tramvaj ‘tram,’ osposoba instead of kvalifikacija ‘qualification,’ and so on.  Standard Croatian retained native names for calendar months, whereas standard Serbian uses the Gregorian januar, februar, mart, and so on. The Croats play nogomet (literally ‘foot-throwing’), while the Serbs play fudbal ‘soccer.'”

Pereltsvaig concludes by questioning whether or not the Balkan trend towards standardization will continue, making the various languages less mutually understandable for the region’s inhabitants.  As an alternative scenario, she suggests that Croatia’s European Union membership may reverse this trend.

My name is Meredith, though when speaking Spanish, I find it more comfortable to go by “Meche,” a nickname I’ve had in Spanish classes for a long time.  I just completed my first class with GLN in Spanish Nearly Native with Fabi Perera.  I’m a lifelong Spanish learner, but it really began to solidify more than seven years ago when I did a year of volunteer service in Guayaquil, Ecuador.  I worked at a small clinic in the morning as the receptionist and at a school teaching English as a foreign language in the afternoons.

While I lived there I was continually fascinated with how specific language is tied to environment and place.  This occurred to me during a sweltering hot December day when I had to demonstrate what exactly a “one-horse open sleigh” is and why exactly it is connected with the sound of bells.  There are about 6 different adjectives tied directly to water in Ecuador.  Agua vida, agua hervida, agua herbita, agua pura, aguas Guatemalas.  There are some fruits that will never have an English name for me.  The sweetness of a maduro cannot be contained in the word plantain.  And manestra just sounds so much more appetizing than stewed lentils.  There are two words for prayer rezar and orar.  There are also those English words that have crept into Spanish somehow, but sound so much cooler surrounded by other Spanish words, like full and chance.  And then there are words in Espangles like asfaltar (to pave) and parquear (to park).

My class with GLN gave me a chance to rediscover the joy of these words and phrases.  Catiras for the blond girls in our class (also used for blond beers!), kuchi for something that is sweet and endearing.  I was pleased to learn that there is a South American version of The Onion and the satisfaction that my southwestern Ecuadorian accent is not an aberration, but merely Caribbean.

My favorite thing about the class though was the enthusiasm all my classmates had just to be present and enjoy hearing and speaking Spanish.  Unlike any high school or college class I’ve ever taken, the students at GLN are under no obligation to be there, they simply want to be present.  Which brings me to my favorite Ecuadorianism of all:

Question: ¿Comó esta usted? (How are you?)
Response: Aqui. (Here.)

It is how a good number of people respond when asked how they are.  “I’m here. Can’t you see?”  They are in the present moment, and sometimes it’s good and sometimes it’s bad, but mostly it means, I’m where I am right now, whether that is working, resting, laughing, crying, learning or teaching.

Let’s not forget to be here.

Via Haaretz.com: “During a Kitchen Talks meal, instructors share recipes and their personal stories. Photo by David Bachar”

Can food help bridge cultural divides? In Tel Aviv, Israel, two artists have started a project called Sihot Mitbah (Kitchen Talks), which brings together African migrants and Israelis to cook and learn about each other’s cuisine. From the article:

“Every recipe taught in the course is translated into the cook’s native language and into Hebrew,” says Ravid. “The result is that there are recipes in Tigrinya, Amharic, Arabic, French and Hebrew.”

It gives participants a chance to learn about more than food. The cooks share their experiences as migrant, journey to Israel, and the experience breaks down barriers and stereotypes. All while making delicious ethnic food.

Read more about this amazing project here.