Jane Wheeler, 13 (Boxford, MA) Girl with Daisies Jane Wheeler, 13 We have all used different styles of face masks throughout covid to keep ourselves and others safe. This art represents the way we can find beauty even when covering up part of ourselves. Girl with Roses This girl is covering her face as covid has urged us all to do. The roses represent the beauty we can find even when things aren’t going quite how we want.
blog
Why California Schools Should Introduce a World Language Program, by Olivia Shekou, 13
“With all the emphasis on 21st-century skills, with the globalization of the economy and the world becoming smaller because of technology, we have so many opportunities out there, and I think we’re behind — really, we’re behind most nations — in teaching second languages.” This statement by Desa Dawson, president of the American Council on the Teaching of Foreign Languages, proves how crucial it is for schools to introduce comprehensive world language programs. In the United States, less than 25% of students study a world language in school, contrary to 92% of Europe’s students who begin their world language learning as early as the age of six. Learning a different language gives students insight into different cultures around the world as well as a toolkit for communicating with people of different nationalities. Our students are the future of our country and it is crucial that they have these skills in life. California schools should provide comprehensive world language programs because it would expand students’ cultural worldview, help bridge the gap between diverse races, and ensure that students don’t fall behind in world language education. Introducing a comprehensive world language program is essential if we are to expand students’ cultural understanding of our world. The language of a nationality or country is closely intertwined with its culture and traditions. It cannot be taken out of this context. For example, every language has its own set of idioms. If we were to translate them verbatim into the English language, disregarding any cultural context, the idioms wouldn’t make sense. In the same way, if students learn the Chinese language without learning about Chinese culture, their understanding would be limited to what they’ve learned on paper. They would lose any understanding of the intangibles such as the culture, traditions and unspoken social customs. Guest teacher programs are an effective way of bringing a cultural context to language learning. The Chinese guest teacher program began in 2007 and it is now implemented within 30 states—Utah, North Carolina and Ohio being the largest of them. Schools in Bradenton, Florida are already preparing their second language students for a more complete cultural worldview. Xu Dou, a Chinese guest teacher in a Bradenton middle school, centers his lessons on Chinese traditions, including the writing of Chinese characters. Says Xu Dou, “If you want to learn real Chinese, you have to learn how to write Chinese characters… an indispensable part of Chinese tradition.” Similarly, the College Board, a non-profit organization that runs SAT and AP exams for the US, understood the benefits of providing a holistic view on language when it created an AP program in Chinese language and culture, which is similar to the second year program taught in colleges throughout China. If the College Board recognizes the importance of introducing a “cultural world language” program, it is time that the state of California catches on. Spanish teacher Caitlin Santin of Ross School, California, describes learning a second language as an experience that “opened up [her] world to different cultures and how different people live.” Second language programs would not be complete without an understanding of the culture and society from which languages come. California schools would benefit its students by providing language learning within a cultural context. Learning a world language also helps bridge the gap between people of different nationalities and can promote and repair relationships. Learning a language is not only necessary to communicate with its native speakers, but is also a way of breaking down barriers and differences between people as it brings commonality and connection to any interaction. This concept has been accepted worldwide. Language exchange programs such as France’s Parler en Paix initiative are centered on repairing relations between the French Jewish and Muslim communities affected by French laïcité (secularism). The organization’s students learn both Arabic and Hebrew in an effort to achieve the public’s end goal of a unified country. Ultimately, “efforts like Parler en Paix emphasize a desire within the French public for tolerance and unification,” (newsela) thereby making a profound impact on eliminating xenophobia and anti-semitism throughout France. By embracing the language, religion and culture of other races, we have the potential to unite diverse groups, even those with a history of religious and political conflict. And, with global warming trends, pandemics, and dwindling natural resources, our world is in a precarious position. It is up to our generation of students to unite as one global community to solve our world’s problems. Much like France, the state of California has a diverse racial and religious group of citizens. Second language teaching should be more integrated into our state’s education requirements in order to prepare for the future. California lags in world language education, which in turn limits the opportunities available to its students and affects their competitive standing. European countries have been the forerunner in recognizing the importance of introducing comprehensive world language programs. Even US government officials recognize that world language learning is “essential for US economic and strategic interests” (Washington, newsela). Without world language education, how can we expect our students to take on global interests? Moreover, learning a world language reaps many intellectual benefits that are necessary for success. “By acquiring a foreign language, you will double the number of available jobs… and climb the career ladder much faster” (Jiidee, University of the Potomac). If California’s students are to intellectually “stay in the running” against other countries, language learning is a must. And, due to the fact that language requirements are determined at the district or state level, each state must be accountable for its own students’ education. Some may argue that learning a second language isn’t necessary for California students, most of whom stay within California or take jobs where a second language isn’t useful or required. The chances are that the majority of California’s students will pursue jobs that don’t require international travel or global relations. Arguably, if second language proficiency is required on the job, diplomats or global professionals may be hired
Saturday Newsletter: February 12, 2022
Midnight Buck (Watercolor) By Aspen Clayon, 11 (Lisle, IL), published in the February 2022 issue of Stone Soup A note from Caleb Happy Saturday! First off, I’d like to congratulate members of the Stone Soup team Emma Wood and Conner Bassett on the birth of their child, Sawyer Cruz Bassett-Wood! On the business side, if you or anyone you know is a writing teacher up to eighth grade, you may be interested in a Stone Soup site license. In order for Stone Soup to succeed, we need to get back in the classroom! If you or a teacher you know might be interested in a site license, then please, with their permission, send us the teacher’s name, grade, and email address. You can write to us at education@stonesoup.com. This week, I’d like to shine a light on the Stone Soup blog. While there is no comparison to the brilliant issues compiled monthly by Emma Wood with the outstanding work of our contributors—for example Aspen Clayton’s stunning, impressionistic February cover art Midnight Buck—the Stone Soup blog provides a platform for a greater breadth of writers and artists. For those who haven’t yet found success within the magazine and for those who have, the blog offers a space to express themselves on a more regular basis and with more freedom of topic. For example, Emma Hoff, 9—one of our regular bloggers—recently wrote and published a hybrid book review/critical essay entitled “Conservatives Want to Ban All my Favorite Books.” While the magazine is the perfect medium for poetry, prose, and art, this type of writing is not often featured—though no less important! With the recent banning of books like Art Spiegelman’s Maus—a graphic novel about the Holocaust—Emma’s message has never been more relevant. Writing with more nuance and with a sharper eye than most of those I worked with in college, Emma dismantles the argument that “young people don’t have the ability to read difficult texts and think about their meaning,” arguing that “if [people] are concerned that young people will struggle with understanding these books on their own, all the more reason to teach them in schools.” As blog editor, I want to foster and empower voices like Emma’s. I am always looking for new contributors in all realms: poetry, prose, art, reviews, sports, videography, gaming, business, history, music—anything that you are passionate about and feel needs to be said. So please, don’t hesitate to submit your work via our Submittable to the standard blog, or our COVID blog. If you are interested in becoming a regular blogger, write a short paragraph explaining the type of work you’d like to contribute in the corresponding field. Sticking with the theme, for this week’s weekend project I’d like you to write about (or draw) whatever it is you are most passionate about, without thinking about if it is relevant or worth saying. Remember, anything you believe in is worth articulating. More than the “quality” of the writing, a reader will recognize passion and find themselves compelled. If you like what you’ve written, please send it to me or Emma for the blog or the magazine! Until next time, Emma Hoff, 9 (Bronx, NY) From the Stone Soup Blog Conservatives Want to Ban All My Favorite Books By Emma Hoff, 9 (Bronx, NY) Something I know from personal experience is that Melissa, by Alex Gino, is an amazing book that has been praised widely for its inclusion of the LGBTQ community. In 2016, it was awarded the Stonewall Children’s Book award. The book is about a transgender girl who wants to be Charlotte in her class production of Charlotte’s Web, but is not allowed to because her teacher says she is a “boy.” The novel used to be called George, but people complained that Alex Gino was deadnaming their character, and the title was changed to Melissa. While a lot of people think that Melissa is a great book that addresses the problems that transgender kids face, it has been banned by many school districts. The book has been moved up and down the American Library Association’s Top Ten Most Challenged Book list, from number three to number five to number one on the list, before becoming the first most banned book ever. The Wichita, Kansas public school system banned the book from its district libraries, and when the book was included in the Oregon Battle of the Books, two school districts removed their students from the competition in retaliation. Those critical of the novel said the book had “sexual content,” of which there is none whatsoever, thereby mixing up sex with gender identity. Some critics went as far as to say that Melissa just did not go with or reflect “community values.” However, it is important to learn about real issues like this in the world, and these “community values” should be expanded to include all people. Some people simply disliked the novel because they thought a book about a transgender girl was not appropriate for children. Children should know about the real world, and they shouldn’t be banned from learning about what actually happens. Insisting that young people shouldn’t read these books signifies that transgender people or members of the broader LGBTQ community are somehow “wrong” and that their existence should be hidden. ../MORE Stone Soup is published by Children’s Art Foundation-Stone Soup Inc., a 501(c)(3) educational nonprofit organization registered in the United States of America, EIN: 23-7317498. Stone Soup’s advisors: Abby Austin, Mike Axelrod, Annabelle Baird, Jem Burch, Evelyn Chen, Juliet Fraser, Zoe Hall, Montanna Harling, Alicia & Joe Havilland, Lara Katz, Rebecca Kilroy, Christine Leishman, Julie Minnis, Jessica Opolko, Tara Prakash, Denise Prata, Logan Roberts, Emily Tarco, Rebecca Ramos Velasquez, Susan Wilky.
