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Gotta love a gala: Korean National Ballet’s Gala in India

Korean children comprise about 30 percent of our elementary school’s student population, and quite a few of them study English as an additional language with me. They were excited to hear that Tony and I will travel to Korea for Christmas this year, and one little girl even made a one-page Korean phrasebook for me. At a parent-teacher conference for one of my students last week, I received a ticket to the Korean National Ballet’s Gala in India.

To celebrate 40 years of diplomatic relations between Korea and India, Korea sent its most famous orchestra, ballet and martial art troupes to tour India this year. What a treat to see the ballet with my friend Nancy and new friend Elizabeth.

At the Siri Fort Auditorium Sunday night, a cranky Korean lady stormed down the aisle shouting, “This section for LG employee only! If you don’t LG employee, please move your seat!” Some people sheepishly got up, but we stayed put. We had been told to sit there by an usher, and by then, the auditorium had filled. We didn’t get to the venue an hour early for nothing! Approached again by the seat police, Elizabeth brazenly uttered, “Embassy,” and that was it. We were cool. (Elizabeth’s husband works for the Embassy of Denmark, so it wasn’t a total lie.)

Dancers performed scenes from “Prince Hodong,” a Korean legend about nation, war, love, betrayal and death; “Don Quixote,” in which the ballerina coyly waved her fan and turned 32 times; “La Bayadere,” a story of love and betrayal set in an Indian temple; and “Giselle” with its “willis” – “mysterious creatures, conveyers of the ideal; the illusion of their immateriality is accentuated by the ethereal tutus, the slow fluid gestures and the use of points.”

(Full disclosure from pathetically uninformed ballet plebes: Nancy and I couldn’t figure out what the emcee was saying when she referred to the “willis.” We thought she was having language-interference pronunciation issues. When a dancer emerged holding an armful of flowers, I leaned over to Nancy and said, “Ohhhh… LILIES!” and we barely stifled our snickers. It wasn’t until I read the program later that night that I realized the ghostly characters were called “willis.”)

Although the emcee encouraged people to cheer and whistle for impressive dance moves, I still found the performances beautiful and evocative. I also appreciated how many Korean families brought their children – girls and boys – to see the show. Sitting in the LG section, I shouldn’t have been surprised at how many people filmed and photographed the gala (despite the emcee’s stern order to turn off our phones). I finally decided, if you can’t beat ’em, join ’em. But I only snapped a few shots during the curtain call.

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May these events galvanize the spirit of friendship between our two peoples, helping our two countries become each other’s best friend in the days to come.” – Korean Ambassador Joon-gyu Lee

Patience and appreciation

Yesterday was Back to School Night at the American Embassy School, New Delhi. Here’s what BTSN tends to look like for English as an Additional Language teachers:

Me – Hello, everybody! Thank you for coming. (gesture at PowerPoint) I’d like to tell you a little bit about myself and our EAL program.

Hands go up. I call on a parent.
Parent – What does my child need to do to get out of the EAL program?

Me – (smiling) Well, I’ll get to that in a minute. First, I’d like to explain how I work with your child’s teacher to help meet English learning needs and ensure that all kids feel successful in third grade.

Same Parent – Yeah, but how long till they can go to Spanish or French instead?

Me – (still smiling) I promise I will explain our process for transitioning out of EAL, but I think it’s important for everyone to understand how the program works. I spend time in your child’s classroom every day …

Same Parent interrupting me – Yeah, but my son speaks English every day and he says he’s bored in EAL. So when can he get out?

Me – Maybe YOU should tell ME why in the world you would NOT want your child to have an additional TEACHER in the room providing EXTRA English language support and helping your kid to access the third-grade curriculum? Will you please explain WHY you wouldn’t want your child to learn strategies for building his vocabulary, strengthening his understanding of English grammar and developing his reading comprehension? Help me understand WHY you think learning French or Spanish is so important for a third grader who is still learning the language of instruction at our school???

No, of course I would NEVER say that. But … I admit I do think it. Instead, I usually just take a breath, remind myself that most parents don’t have a degree in language acquisition and suggest that we set up another meeting to chat about that specific child.

I’ve had THAT kind of BTSN many times over the years. Yesterday’s BTSN was NOT one of them! What a relief!

Parents asked important questions about learning English, choosing appropriate books, how to support English learning at home, expectations in the classroom and so on. With heart-warming sincerity, they openly discussed the challenges their children face daily as English learners in an English-medium school.

All teachers play therapist now and then. I hope I was able to reassure parents that their children are in good hands. Many of our teachers, including me, are Third-Culture Kids. We understand and empathize with students living outside their home culture, surrounded by peers of myriad ethnicities.

Our principal, Susan Young, started a tradition of giving teachers Power Rocks at the start of school. A local calligrapher writes inspirational words in English and Sanskrit on the rocks, and we choose the ones that resonate with us.

Last year, I chose “patience.” This year, I chose “appreciation.” Sitting on my classroom desk, the rocks remind me every morning to approach the school day with gentleness; assume children, parents and teachers have the best intentions; and to give even the most stubborn kids opportunities to shine and share what makes them special.

I hope the parents who visited school last night felt a spirit of patience and appreciation.

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A Day in Delhi

A colleague asked me today how I liked India, and I suddenly realized I hadn’t actually noticed it.

Of course, the obvious (and usually disturbing) stuff slaps you in the face: toddlers tumbling and dancing at gridlocked intersections and then smacking on the taxi windows for a hand-out, men urinating on public walls and buildings without bothering to step out of public view, trash reeking on the roadside, rain-diluted puddles of holy cow poo splattered on sidewalks at the outdoor mall, flies landing on our sweaty foreheads as we wait outside our gate for the taxi to take us to school, washcloths draped over the taxi meters to ensure you get fleeced, and other familiar stereotypes of New Delhi. I’m amazed at how quickly those things stopped shocking me. Already, it’s all just part of living here. Normal.

Settling in to a new home and figuring out new jobs has consumed us for the last two and half weeks so that, honestly, we could be in any country right now. Well, any country that serves dahl and naan for lunch every day in the staff canteen.

With that in mind, I decided to take some time to reflect on New Delhi beyond our home and workplace. It’s not much – just one day of experiences – but here goes.

Soon after we arrived, the school organized a daylong tour around New Delhi for the new teachers, but it was a blur. My jetlagged brain was as hazy as the overcast sky. People snickered at my note-taking, but otherwise I wouldn’t have remembered what we did. Our tour leader Bandana (pronounced BAHN-duh-nuh), a former librarian at AES whose name means “worship” in Hindi, met us in the school’s board room before herding us on to the bus. She gave a crash course on India’s 3,500-year history, the country’s democratic political system (which works so well, she says, because “we don’t follow any rules”), a few of the many Hindu gods, and her morning routine, which includes wrapping herself in more than six yards of exquisite fabric and sticking on the ubiquitous bindi. “When you put it on, you should say ‘I can see the world through my two eyes; let my inner eye open,'” she explained.

The new teachers and their children crammed on a small bus, filing off for quick visits to a few interesting spots in the city:

First we stopped at the Salt March statue.
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According to the website A Force More Powerful,

By March 1930 the people of India are growing more restless under the yoke of British rule. Indian nationalists turn to Gandhi to lead a campaign for full independence. Having successfully employed nonviolent sanctions while fighting for suppressed Indians in South Africa, and then again in India in the 1920s, Gandhi moves to confront the colonial rulers in ways that average Indians can understand and be part of.
His first target is the British monopoly on the manufacture and sale of salt, and he leads a 250-mile march to the sea, where he and thousands of protestors violate the law by making their own salt. The British crack down, and many, including Gandhi, go to jail.
But civil disobedience spreads, and the campaign encompasses a boycott of British cloth and the resignations of local Indian officials who work for the British. All this puts great pressure on the government, and the British viceroy opens talks with Gandhi, who opts for compromise. Although the campaign does not dislodge the British from India, it shatters the legitimacy of British control and rallies the Indian people to the cause of independence, which eventually comes in 1947.

We also checked out the India Gate, the national monument of India, which was originally constructed as a dramatic entrance to the city for British colonial leaders. It now commemorates the 90,000 soldiers who died in World War I and the Third Anglo-Afghan War. The Tomb of the Unknown Soldier is marked with an eternal flame under the 42-meter arch.
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Bandana pointed out other important landmarks near the India Gate, but we all struggled to find a historical context. Tony and I kept saying, “Oooh, we need to come back to this some day.” And we will.

Our final sightseeing stop of the day was Rajghat, Gandhi’s cremation site. At the time, I actually didn’t realize that’s where we were. I just learned that by googling it. Pathetic. According to Delhi City Guide, we were supposed to walk around the memorial three times, which we also didn’t know at the time. Don’t despair, potential visitors! I’ll do some research before I take you out in the city.

This quote greeted us at the entrance:
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Gandhi’s humble tomb sits in the center of a grassy park.
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That was about all our culture-overloaded minds and weary bodies could take in one day, so Bandana directed the bus driver to a gorgeous restaurant, Indian Accent, for an indulgent lunch. Again, being new to India, I am useless at describing the delicacies we enjoyed at this little oasis. All I know is I ate so many appetizers (the waiters kept waving plates of lovely morsels in front of my face; how could I resist?) and drank so much sangria that my belly was full before the buffet line opened. I forced myself to pile up the plate with a little of everything. I wish I could tell you what everything was, but I can only tell you that I promise to conduct further culinary research in the coming months.

Since the day of our tour with Bandana, we have been tethered to school and our apartment with a few social gatherings … at school or other people’s houses. I’m itching to explore New Delhi and the rest of India, but I also look forward to the day when I can find the cafeteria without getting lost and I can relax on my living room sofa without first clearing a path through the moving boxes. For now, I have to focus on finding some balance, staying in the moment, allowing my new life unfold in its own time and letting my inner eye open. Breathe.