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ς Bridges le ε κ ι τ ν Mon υθ ε α de d n o s S e e g h c t o n e La a nda i M d ngu A il ry L Vol 2. Issue 1. June 2017 u es M B ustang TO RECOGNIZE Do you recognize the symbol below? Do you recognize the language written within? Why not? The answer, quite simply, is that for the last several hundred years, the Kwantlen Nation has simply not been recognized. We come into Canada’s 150th birthday, celebrating the youngest nation to exist on these territories. If you don’t understand why this is problematic, then let’s do an activity together. I would like you to imagine someone you love, and once you have someone in mind, start to write a brief statement recognizing their existence, their influence, their effect on your life. Now, share this recognition with someone who may not know that individual. How do you feel by doing so? How do you think the person you love feels knowing that you recognize all that they do? The reason we should recognize the unceded territories we stand on at every major function is because after hundreds of years of denial, assimilation, genocide, and hate, the Indigenous Peoples having survived all of this want to be known for more. They want to be recognized for all that they have contributed and continue to contribute to society. Why should we not, I ask you? Why should the territories and peoples that have existed from time immemorial not get to feel the same love as any other? ... and so I close with the following recognition… As settlers and visitors to these lands, I recognize that we stand on the unceded Coast Salish territories of the Kwantlen, Katzie, and Semiahmoo Nations. We recognize their contribution since time immemorial to civilization, culture, technology, language, and stewardship of nature. In surviving the worst that humanity could do, we recognize their resiliency, their strength, and the need to dedicate ourselves to true reconciliation so that our recognition holds more meaning than simple words. By Ms. Annie Ohana

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Aboriginal artwork throughout this publication inspired by the book “I am Raven” by David Bouchard & Andy Everson. Students’ artwork reflects their personal spirit animals. Heartfelt thanks to Ms. Ohana for her guidance and support. Top to bottom: Bianca Cabales, Paula Tress, and Makaylah Marcellus Roblin.

There is not much to say, but to ask you to read below. The words of Indigenous Surrey students, including our very own Calista Robinson. A song written over a day with a beautiful video in collaboration with the incredible N’we Jinan Producers. Read carefully, read well, for within lies a map to reconciliation.

N’ We JInan “Hide and Seek” Cover your eyes from the truth

walls surround me from who I am

hid in darkness, covered in shame

painting our skin, we were banned Calista Robinson

count to ten, hear the voices follow the footsteps of our past

BRIDGE

Alex Sanders

I’m tired of feeling invisible or being ignored

been living a nightmare, I’m dreaming for more seeking a place where I’m safe, I’m seeing the storms

I’m sick and tired of this hiding behind locked doors Violet Nelson

from a dark past and every lie I’ve heard

look in places, where blood flows deep

has made my people much stronger from the crying

take a breath and make it last Ayo Lado

and hurt

take a peak, but don’t you cry

now I’m looking for direction, let me find the current

from what you see, are you scared?

underneath, what is buried

inside me, the scars we bare find your friends, find the clues

I’m not alone, my culture’s what my home defends

come and find me

this ain’t a game to lose, we need to trace our roots

come and find me

cause I’ve been hiding I’ve been hiding

if you feel alone, or if your language is gone it’s up to you to seek what’s hidden or lost

Alex Sanders

embrace the truth is what I came to do

the high suicide rates that face the youth make me afraid, but listen don’t be ashamed of you CHORUS

come and find me

sing come this way

come and find me

look for your spirit

cause I’ve been hiding

Gwa gwa sa ‘a ka

cause I’ve been hiding

Kunuta Hubutsen

if you feel alone, or if your language is gone

do you know there’s a story beneath your feet

on this sacred land, we’re playing hide and seek

once taken from home but now we are free we won’t forget

where we’re meant to be come and find me come and find me

cause I’ve been hiding cause I’ve been hiding

if you feel alone, or if your language is gone

Gwa gwa sa ‘a ka

you are found where you belong CHORUS

come back to me

my sole intent is find a little Osiem

trying to spread truth, even to my closest friends

your roots are calling, whispered softly

the wisdom of elders

it’s up to you to seek what’s hidden or lost

from the leaders of man cause we’re a ghost to them

that’ll lead you back to who you are

the more that you see

there is reconciliation every time we learn

Justin Sisson

Theresa Henderson

the closer you look

it’s up to you to seek what’s hidden or lost

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sing come this way look for your spirit Kunuta Hubutsen

do you know there’s a story beneath your feet on this very land, we’re playing hide and seek.

WHERE CAN I POSSIBLY START??? 4 lenses on Aboriginal Infusion. This question is one I’ve heard time and time and time again. I’ve heard it in multiple contexts, from taking on social justice initiatives to Aboriginal Curriculum Infusion. This perceived frustration is one that I wish to dispel through 4 lenses: Goals, Strategies, Content, and Process. I feel these four lenses would allow significantly easier access points for individuals that might not be steeped in Indigenous Ways of Knowing, or have teaching concentrations which may be a tad more inflexible towards infusion of what some would suggest more “humanities centered material” (something which I don’t ascribe to but have heard stated). These four lenses are meant to connect with the First People’s Principles of Learning and the way that we utilize these principles in our classroom. A note from Sue Spalding, a fellow social justice advocate and colleague: try taking one principle, talk it over as a staff, and see how it can be applied. And so, here goes nothing, scratch that, here goes everything. Goals – When you look at whatever you are teaching, what goals do you have for your students? Are there ways that the FPP’s could be utilized as goals in and of themselves (similarly to the Big Six of Historical Thinking for example)? Strategies – When we consider indigenous epistemology and pedagogy, can we utilize some of those strategies in our teaching. Rather than a top-down model, why not a decolonized understanding, where the voices of students are central, and where the traditions of elders, community and heritage are given more priority? Can a talking circle promote more dialogue and equality than desks lined up in columns? Content – I admit this is a difficult one, as based on the region, the nation, and the funding, resources might not be readily available. Nonetheless, inviting a speaker to share their lived experiences, that is content. Finding and exploring counter-narratives that put a new twist on our history, that is content. Student generated content, such as the amazing group N’we Jinan, can provide such deep learning. Most Importantly, that as a social justice union we need to promote the funding, and development of First Nations resources, and capacity across the board (from Federal to Municipal to within Nations). We should not accept the old line of “here’s new curriculum, but no money for resources”. What we need to realize is that content-building, builds up not just our libraries, but the strength of Nations to write their own stories, represent their own historical narratives, and stand strong in the hopeful reality of a true Nation to Nation relationship. Process – Questions in regards to authenticity and appropriation are perhaps the two areas that cause the most consternation. If we address the very process of acquiring content, and the use of strategies and pedagogies, we do not need to fear Aboriginal infusion. Yes, some background knowledge may be required, but in all honesty, that is what makes us the teaching professionals we are. Think for a second of sacred knowledge from other cultures. Many people who are not part of the Islamic faith are aware that the drawing of Mohammed is not permitted. Many people who are not Christian understand that the cross should not be desecrated. There are many more examples that suggest sacred knowledge is all around us, and that with understanding, we understand the process which we must go about to use that knowledge. In following process therefore, ask an elder, do some research as to the content itself (totem poles, headdresses, drums, ceremony, etc.), always ask for permission when using all content, and always stay as far away as possible from overarching generalities, or cultural relativism that might take away from the knowledge in and of itself. I hope these 4 frameworks of GOALS, STRATEGIES, CONTENT, PROCESS, allow some relief from the anxiety some teachers feel, and that in attempting only one of the 4 frames, and focusing on only one principle, realize that you are already infusing Aboriginal understandings, and knowledge. NO, you don’t need to be an expert, so very few of us are. At the same time, what a wonderful thing it is for a teacher to say “I am learning too” and to promote the idea that knowledge acquisition never truly ends. The words of one of my students Calista Robinson and N’we Jinan’s song “Hide and Seek”: “Reconciliation is in every time we learn” By Ms. Annie Ohana

Art and written text provided by Alyssa de Leon

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Mrs. Gurpreet Kaur Bains Presents:

Corner Punjabi Film Festival 2017 LA Matheson Punjabi classes participated in our 4th annual District Punjabi Film Festival on May 15th at the Bell Centre. Schools that offer the Punjabi Language Program participated including Princess Margaret, Tamanawis, Panorama Ridge, Enver Creek, Queen Elizabeth, New Westminster Secondary and Rick Hansen from Abbotsford. The festival screened movies produced and directed by Punjabi 10,11,12 students. Students narrated stories based on social issues of disrespect towards parents, mental health, domestic violence, gangs and substance abuse, caste system, stereotypes, identity and eroding values. Short films were produced to convey an important message to the audience and suggest solutions to social issues the community faces. This was a great opportunity to showcase our student’s hard work to the community.

The best movies from each school were screened to a larger audience. This year two of our movies were selected for the festival. Both tied for first place after the voting. One called Hard Work, by Harveen Sani, Navi Binning, Gagan Bhullar, Anmol Pattla, Rajbir Mallhi and the second one called Alvida by Sukhjit Atwal, Manreet Saran, Kunal Gill and Ishmeet Kaur Purewal. The festival seems to get bigger and better every year. Our local feeder Senator Reid Elementary Grades 5,6 and 7’s joined us at the Bell Centre. These students are a part of a Mentorship Program called “Next 100 Years”. LAM Mentors also participated with them.

Art and written text provided by Arishvir Dhaliwal

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Dhahan Literature Prize Launch L.A. Matheson launched the Dhahan Literature Youth Prize for Punjabi short story writing on February 28th in the Learning Commons. The Dhahan Youth Prize will award $500 prizes to eight B.C. Grade 11 and 12 students in a short story contest. Entry deadline was May 31st and the winning stories will be rewarded at the Dhahan Prize Gala in October at the University of British Columbia. “Each language carries its own knowledge, its own spirituality, and its own cultural and intellectual richness,” said prize founder Barj S. Dhahan. “I’ve seen how the loss of language can be devastating to a person, family, and community. I am committed to preserving our mother tongue and the wealth of history and stories embedded in Punjabi.” The submissions must be between 800 and 1000 words and be written in Punjabi and English. “For South Asian students, it’s not only the language learning, it’s basically connecting to your heritage,” said Gurpreet Kaur Bains, a teacher and head of L.A. Matheson Secondary school’s language department. Punjabi is the third most spoken language in Canada behind English and French.

Vimy Centennial Commemoration

The honourable Judith Guichon, BC’s 29th Lieutenant Governor, spoke at a Vimy Centennial Commemoration at L.A. Matheson Secondary School. The special ceremony marked the 100th anniversary of the Battle of Vimy Ridge during the First World War and also focused on the contributions and military heritage of Indian soldiers, and their shared history with Canada’s war efforts. The event was organized by L.A. Matheson teachers Annie Ohana and Gurpreet Bains, along with Indus Media Foundation managing director Steven Purewal. The forgotten stories of Punjabi soldiers and their contributions to the big war are seldom mentioned in the mainstream narrative. Princess Margaret and Tamanawis Secondary students were also invited to be part of this historical event.

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Prime Minister’s Teaching Excellence Award Annie Ohana, a Languages Department member who teaches French, Social Studies and Social Justice is one of six B.C. teachers who received a 2016-17 Prime Minister’s Award for Teaching Excellence. Thirty-six teachers across the country were given certificates of excellence or achievement. Ohana received a certificate of achievement and $1,000, which she is reinvesting in her students. According to the awards’ website, “Annie Ohana is far beyond a teacher — she is an advocate for her students, a champion for her community and an original thinker. Taking her pedagogy to the next level, Annie brings curriculum to life in a way that is all encompassing, life-changing, and empowering for her students, her colleagues, the school and the community.” Ohana wears a variety of hats at L.A. Matheson, teaching courses like Social Justice, Law, Social Studies and French. She’s also the Aboriginal department head, Aboriginal teacher advocate, writing workshop director and teacher sponsor for a number of clubs. We congratulate our colleague and friend! Keep up the good work Annie! L.A. Matheson couldn’t be prouder.

Shakti Awards Celebration 2017 Founded in 2000, Shakti Awards recognize and honour women who have displayed Shakti - strength and energy, in their community, locally and/or globally. Shakti is the mother Goddess, the source of all and the agent of all change. Similarly, the Shakti that resides within every woman is a force to reckon with and to celebrate on this International Women’s Day. This year in March, Mrs. Gurpreet Kaur Bains was awarded the Shakti Award for Academic Excellence. Mrs. Bains was recognized for her brilliant work in the field of education as a teacher in the Surrey School District. Academic excellence is achieved when your students are the best version of themselves and exhibit qualities like empathy and compassion in their communities. The Awards Gala was hosted at Bollywood Banquet Hall on March 25th and several political figures attended the function. Prime Minister Justin Trudeau sent his best wishes and congratulations to all the winners.

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Notre tableau d' affichage!

Editor’s Note: Welcome! Bienvenue! It is a privilege to be able and willing to not only continue my journey of creative expression and exploration Building αυθεντικές bridges: Le Monde de Langues Mustang, but to share it with you. Thank you to all who supported and/or contributed to the realization of my dream! Our new issue is here, and with it a world of wonders in various intellectual lands to satisfy even the most demanding among you. Are you ready?

Previous sections have been expanded to allow more space for αυθεντική (authentic) expression and communication, while new sections are added to reflect my personal growth as a contributor and as an editor. Before all else, the work and time devoted to the manifestation of the work now in your hands, and I hope eventually in your hearts, allowed for personal healing as creative freedom has always done for me. This is why I share in this issue collage works and thoughts as an invitation for your own creative healing journey (p 40-41). Do not hesitate to collage your own images, write, doodle or draw, as you respond to the visual and written cues provided by me. But our invitations do not stop here: visit beautiful Victoria on Vancouver Island and walk back in time as you take a promenade through Emily Carr’s neighbourhood and house (p 10-11), take an intellectual flight to Eastern Canada and discover vernacular Jual and Chiac (p 12-13), indulge yourselves in the literary works such as those within our very own LAM’s English Department (p 16-18), our community’s (p 19), and even farther (p 20-23). Then, test your knowledge, as I did during my research and writing, of our beautiful country, CANADA (p 8-9). By the way, do not forget to wish ‘Happy 150th Birthday’ to our land, a country willing to grow in consciousness and revisit previous assumptions and misconceptions. Indeed, few others can boast similar feats. Our students’ works are distributed throughout this issue. However, for a more in depth journey, visit pages 25-26. There is more! Interviews of colleagues and a tribute to the Portuguese heritage (p 31-33). Ms Raycroft’s translations of my English questions and Mr Sarmento’s connection to ‘Portuguese Joe’ opened up new venues of excitement for me and I hope for you as well! Wait! If you think your journey is over you are mistaken! It has just started. But, why not discover the rest on your own? See that we are brimming with new ideas - “Greek word!” as I usually exclaim each and every time I hear one! And, this takes us to my on-going research in Ελληνική (Hellenic/Greek) ετυμολογία (etymology) and my reasons for using the ελληνική language: A linguistic and cultural reconciliation. My first language is the Ελληνική. Although I was a voracious reader of the ancient Greek language, its various διάλεκτους (dialects) and φιλοσοφία (philosophy), from a young age I was absorbed and fascinated by my adventures into the wonderlands of English, French and later on, other languages. I drifted away from my native language. It is ειρωνικό (ironic) I owe my conscious return to it to the very languages that once removed me from it! As I study and teach, as I travel and observe the words I encounter, I become painfully aware the Ελληνική language is veiled, its importance and beauty concealed, its contributions vastly ignored. It has been diminished to a ghostly presence due to the Romanization of its thousands of words, proper names and concepts. A language with 3,500 years of documented ιστορία (history) the longest of any Indo-European language, an alive language having changed relatively little considering the length and turbulence of the times of its existence remains invisible, although daily seen and used by all who employ the languages whose growth the Ελληνική ceaselessly promotes. A visit to pages 22 and 34 through 39 will convince you as well! In addition to this, as a language teacher and a lifelong language learner, I remain passionately interested in the connections among the various languages and cultures. Ελληνικές words/ concepts are a structural part not only of scientific and τεχνικό (technical) vocabulary but of our everyday vocabulary as well; we continue to borrow, directly and/or indirectly, via Latin, from the vast reservoirs of ancient Ελληνική language and thought. Join me on page 37 as you endeavour to connect words from various European languages to their innovative, original roots: “Greek word!” This project, its digital tangible expression of my vision and our works, would not have been possible without the skills and professional integrity of Charlene Aviles, a senior student of Ms. McKay’s Yearbook team. I am indebted to my σχολείο (school), my department colleagues, all those who supported and contributed to the realization of this issue, and to my students who assisted me with their contributions. Special thanks to Mr. McKillop and Ms. Le (French) for editing my work in a last minute notice. I cannot thank enough Ms. McKay for including me in her Yearbook team this year: she fostered my own growth and the birth of Yearbook’s grandchild; our language publication! She is always my τεχνικός (technical) editor and advisor! Maria Davradou, Educator, Collage artist

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FIER D’ÊTRE CANADIEN!

FIÈRE D’ÊTRE CANADIENNE! 22

Our Canadian Literary Corner! Notre Coin Littéraire! Manitoba, the loons and the Métis An excerpt from The Loons by Canadian author Margaret Laurence (1926-1987) published in Stott, C.J., Jones, E.R. and Bowers, R. The Harbrace Anthology of Short Fiction. Harcourt Brace & Company, Canada, 2nd edition, 1998 “At night the lake was like black glass with a steak of amber which was the path of the moon. All around, the spruce trees grew tall and close-set, branches blackly sharp against the sky, which was lightened by the flickering of stars. Then the loons began their calling. They rose like φάντασμα (phantom) birds from the nests on the shore, and flew out onto the dark still surface of the water. No one can ever describe that ululating sound, the crying of the loons, and no one who has heard it can ever forget it. Plaintive, and yet with a quality of chilling mockery, those voices belonged to a world separated by αιώνες (aeons) from our near world of summer cottages and the lighted lamps of home.” (pg.1047) Can you guess the province or territory of the following provincial birds or flowers? A. Lo on

u r p l e Vi ol e

s F. O p r e y

1. _______ is considered the Birthplace of Confederation. 2. The first people to live on PEI were the ____________. 3. Completed in 1997, this bridge, the longest in the world over ice covered waters, is called the ______________and connects PEI to New Brunswick. 4. Anne of Green Gables, published in 1908 and written by Lucy Maud Montgomery, is set in the province near ________________. 5. Nunavat’s capital Iqaluit is situated on ______________. 6. This Territory became Canada’s third territory on the 1st of April, 1999 and its name means “our land.” 7. The Festival du Voyageur, celebrates the French Voyageurs who transported furs in birch bark canoes. It takes place in February in _____________, the French speaking district of Manitoba. 8. ____________ is the oldest and most easterly city in North America. 9. _______ is a huge observation platform with a glass floor and railing, placed 280 m. above the valley below it. 10. The 280 km long ________________ runs from Lake Louise to Jasper. 11. This small town, located about 140 km northeast of Calgary, is known as “Town of the Δεινόσαυρους (Dinosaurs).” It is the home of the Royal Tyrrell Μουσείο (Museum). 12. Winnie-the –Pooh was named for which Canadian city by Canadian veterinarian and soldier, Harry Colebourn? Colebourn has bought a black bear cub and named him after his natal city. Later on, he sold the bear to London Zoo where he was seen by Alan Αλέξανδρο (Αlexander) Milne’s son, Christopher Robyn who gave the name Winnie to his own stuffed animal teddy bear. . 13.This Algonquian language has the highest number of speakers in Canada. 14. Opened in 1992, this enclosed dome hosts four of the most beautiful οικοσυστήματα (ecosystems) of the world: the Tropical Rainforest, the Laurentian Maple Forest, the Gulf of Saint Laurence and the Sub-polar Regions of the Americas – Labrador Coast and Sub – Antarctic Islands. (βίος+δώμα) 15. _______________ is a World Heritage treasure by UNESCO and the only walled city north of Mexico. Answers: (1) Charlottetown (2) Mi’kmaqs (3) Confederation Bridge (4) Cavendish Beach (5) Baffin Island (6) Nunavat (7) St. Boniface (8) St. John (9) Glacier Skywalk (10) Ice fields Parkway (11) Drumheller (12) Winnipeg, Manitoba (13) Cree (14) βίος + δώμα / biodôme (15) Vieux Québec

(A) Ontario (B) Alberta (C) British Columbia (D) Saskatchewan (E) New Brunswick (F) Nova Scotia

a r p -t ail G r

t e ll a r ’s J a .S

H orn e eat

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PROUD TO BE CANADIAN! 23

Our Canadian Literary Corner! Notre Coin Littéraire! Nunvaut Sanginivut Our land, our strength

(AGAGUK)

Québec, le Grand Nord Canadien et les Inuits.

la n ti c P u

lu e J a y .B

m mon R

f fi

26. Carved by Ellen Neel (1916-1966), the first woman to have been a professional carver in her Kwakwaka’wakw family of carvers, and her uncle Mungo Martin, the pole’s name means “people come from far away to seek her advice.”

Can you guess the province or territory of the following provincial birds or flowers?

25. These totem pole-shaped rocks are found in the badlands of Alberta.

“- Sikrenek nuiok! cria Agaguk. En effet le soleil était apparu. Mais il sous-entendair le grand soleil à venir, celui des mousses reverdies, des plantes à fleurs, des bêtes dont on fume la viande pour la conservation. Le soleil du ruisseau paisible et tiède où somnolent des poissons bons à prendre. Le soleil de la vie sans menace, des siestes devant la hutte. Le soleil patient, nourrissant, qui réconforte. Le soleil traquenard qui luit sur un bois de caribou usé et poli par les ans, qui révèle la cible au chasseur à l’ affît. Le soleil des outardes, des canards, des sarcelles, des poules d’ eau. Le temps de la bonne vie. - Sikrenek nuiok!” (pg. 109)

17. In Watson Lake, in Yukon, a collection of close to 77,000 signs brought from countries around the world make up this peculiar forest. 18. _______________ is the capital of Northwestern Territories. 19. This is the only officially bilingual province in Canada. 20. The name of this Canadian province comes from the Algonquin word for “narrow passage.” 21. This river’s name in the Cree language is Kisiskᾱciwani-sῑpiy meaning “swiftly flowing river.” A Canadian province was named after it. 22. __________________ is the πλανήτη (planet’s) largest coastal temperate rain-forest and the home of the rare white _______________ (Spirit) Bear. It stretches about 400 km/250 miles along the central and north coast of British Columbia. 23. In British Columbia, ________________ was known to the Okanagan Syilx Nations of Osoyoos as Kliluk lake. 24. This park was the first to be established in 1885 when the Canadian National Parks Σύστημα (system) started.

16. _________________ is the capital of Yukon Territory.

From VPL Special Collections comes an excerpt from Thériault, Yves. Agaguk. Les Éditions Actuelle, 1971. Né au Québec en 1915, Yves Thériaux a publié ce roman en 1958. Il a reçu le Premier prix de la Province de Québec et, en 1961, le Prix France-Canada.

27. The Ross fountain, the sunken garden and the waterfall in the Japanese Garden are only few of the spectacular landscapes in this previously abandoned mine. 28. ___________________, the world’s largest lake on an island, is located on Baffin Island. K.

r p l e C ro

G r y f a lc o

owy O w

n .S

29. Aτομα (atoms) οξυγόνου (oxygen) in the ατμόσφαιρα (atmosphere) becoming excited by solar wind particles result in the yellow – green colour of this natural φαινόμενο (phenomenon). 30. The majority of icebergs in the North Atlantic, including about 90% of those reaching Newfoundland’s coasts, come from __________________.

(G) Newfoundland and Labrador (H) PEI (I) Yukon (J) Quebec (K) Manitoba (L) Northwest Territories

(16) White Horse (17) Sign Post Forest (18) Yellow Knife (19) New Brunswick (20) Québec (21) Saskatchewan River (22) Great Kermode Bear rain-forest (23) Spotted Lake (24) Banff National Park (25) Hoodoos (26) Kakaso’Las Totem Pole (27) Butchard Gardens, Victoria, BC (28) Netting Lake (29) Aurora Borealis (30) Greenland.

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Emily Emily Carr, the individual who, via her personal creative quest - paintings and writings, not only voiced Canada’s First Nations’ muted essence but directed our attention to the wild beauty of Canadian landscapes. Humble attempt for a brief βιογραφικό (biographic) account Her life’s ιστορία (story) begins on the 13th of December 1871. Being born to a family of immigrants from England, Emily was the youngest member in her family. Spirited and highly independent, she studied art at the California σχολή (school) of Design in San Francisco from 1890 to 1893 and when she returned to her native Victoria she taught art to young people. At the age of 27 she started her exploration of B.C.’s west coast with a trip to Hitats’ uu, known to us as Ucluelet where she met the Nuu’ chah’ nulth people. The following years she traveled to Europe and studied in England and, later on in 1910, in Paris, France. Upon her return from Ευρώπη (Europe) she continued to visit various communities and villages along B.C.’s west coast where she met various First Nations people including the Squamish from North Vancouver, the Kuakwaka’ wakw on Vancouver Island and the Haida on the Queen Charlotte Islands. It was during those years she started a lifelong friendship with Sophie Frank, a Salish woman she met on a reserve in North Vancouver. Did you know? Klee Wyck means “laughing one” and it is the name given to Emily Carr by the indigenous people who knew her in Ucluelet. In 1913, at the age of 42, she returned permanently to her native Victoria. At that time neither her art work – a rich collection of paintings, drawings and sketches of various First Nations artifacts nor her written work, “Lecture on Totems,” interested the public. Disappointed, for the next 15 years, she continued to explore creative venues while devoting much less time to her paintings. A pivotal point in her life’s journey was her meeting with the members of the Group of Seven in the fall of 1927 and particularly the onset of yet another lifelong friendship this time with Lawren Harris. In the following years, she was encouraged and participated in various exhibitions in Eastern Canada, Western Canada (Vancouver and Victoria), as well as in the U.S.A. During the three years, 1928 to 1931, her meeting with yet another mentor, the American Mark Tobey and the readings of the works of Walt Whitman and the Transcendentalists contributed greatly to her individual and artistic development. It is unfortunate that the passage of time continued to find her with deteriorating φυσική (physical) and mental health, in sharp contrast with her well-deserved recognition as a masterful painter of the nature and the indigenous peoples’ θέματα (themes) of B.C.’s West Coast. In 1941, Klee Wyck – her book βασισμένο (based) on her “Lecture on Totems” delivered almost 20 years earlier and unable to attract any interest from the public, was not only published but Emily Carr was presented with the Governor’s General’s Award! In the midst of published written works, one-person and group exhibitions and on-going international recognition, Emily Carr passed on a month after receiving a Doctor of Letters degree from the University of British Columbia. The date was March 2nd 1945. Sources: Carr, Emily, Klee Wyck Penguin Canada, 2006 Laurence, Robin, Beloved Land. The World of Emily Carr. Douglas & McIntyre Ltd., Vancouver, BC, 1996

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Photos by Maria Davradou

“Our Emily” the bronze statue of Emily Carr, crafted by Canadian sculptor Barbara Paterson, was unveiled in October 2010, during Women’ s History Month in Canada. By her side one sees her monkey and her dog. It is located near the famous Fairmont Empress Hotel overlooking Victoria’s Harbour.

“My mind was made up [after seeing what had been done as a tourist site in Sitka]. I was going to picture the totem poles in their village settings, as complete a collection of them as I could [. . .] You must be absolutely honest and true in the depicting of a totem for meaning is attached to every line.”

Carr

“To compose a picture you have to get an (idea) [. . .] I am afraid that we artists have a tendency to reduce loveliness to paint instead of making paint express loveliness. To have complete command of material and (technique) so your thoughts can float through it unconsciously would be great.”

Emily Carr’s House

“I am painting on my own vision now, thinking of no one else’s approach, trying to express my own reactions.”

“Not far from the house sat a great wooden raven mounted on a rather low pole; his wings were flattened to his sides. A few feet from him stuck up an empty pole. His mate had sat there but she had rotten away long ago, leaving him mossgrown, dilapidated and alone to watch dead Indian bones, for these two great birds had been set, one on either side of the doorway of a big house that had been full of dead Indians who had died during a smallpox επιδημία (epidemic). Bursting growth had hidden house and bones long ago. Rain turned their dust into mud; these strong young trees were richer perhaps for the Indian dust. They grew up round the dilapidated old raven, sheltering him from the tearing winds now that he was old and rotting [. . .] The Cumshewa totem poles were dark and colourless, the wood toneless from pouring rain [. . .] The memory of the Cumshewa is of a great lonesomeness smothered in a blur of rain.” From Beloved Land. The World of Emily Carr, pg 52.

Photos by Maria Davradou.

This stamp, designed by William Rueter, was issued on February 12, 1971 to commemorate the 100th anniversary of the artist’s birth. It was based on Emily Carr’s original piece “BIG RAVEN” produced in 1931 (oil on canvas original dimensions 87.3 x 114.4 cm).

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Did you Know? Emily Carr is recognized as one of the 20 most influential women in Canadian Ιστορία (history). The following is a direct quote from the February – March 2016 issue of Canada’s History magazine. “Emily Carr by fighting for her vision, she bequeathed to Canadians a larger sense of our relationship with our vast land.” (pg. 22)

The French “Two main kinds of French are spoken in Canada: 1) the French spoken in Québec and by the descendants of Quebecers in the provinces west of Québec, and 2) the French spoken by Acadians. Other variants include the French spoken: 1) by Métis people, who are the descendants of unions between French voyageurs and Aboriginal women in the 18th century; 2) by descendants of immigrants from France, Belgium and Switzerland who settled in Manitoba, Saskatchewan and Alberta in the late 19th and early 20th centuries; 3) in the Madawaska region of New Brunswick, where francophones of Québec origin and francophones of Acadian origin live side by side; 4) by bilingual Anglophones; and 5) by francophone and non-francophone immigrants.“ As published in http://www.thecanadianencyclopedia.ca/en/article/french-language/

Le Joual au Québec Le joual québéquois est un mélange de la langue française αρχαïζουσα (archaïsante), de français populaire et des mots anglais comme ils étaient utulisés par les Québecois. The word joual comes from the word cheval pronounced [jwal] as it was informally pronounced in early modern French in the 17th century. The word joual was coined by the journalist André Laurendeau of Le Devoir and was made popular in the early 1960s by Jean-Paul Desbiens to describe the spoken French language in Québec. Although at the beginning of its usage joual was perceived as a deterioration of the French language and a στίγμα (stigma) for the French Canadians who used it, with the Cultural Revolution, known as La Révolution tranquille, and the fervent support of many intellectuals and artists it became a σύμβολο (symbol) of identity and pride. In the 1970s, Canadian popular singer Robert Charlebois and playwright Michel Tremblay infused their works with joual to voice the emerging new identity of their generation as distinct from the mother land of their language, c’est à dire la France! Sources: http://www.axl.cefan.ulaval.ca/francophonie/Québec-lex-joual.htm Timmins, Steve, 1995. French Fun: The Real Spoken Language of Québec. John Wiley & Sons Canada Ltd, Ontario.

Steve Timmins, Illustrated by Keith O’Donnell. French Fun, The Real Spoken Language of Québec. John Wiley & Sons, 1995, p. 134.

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Canadians

Le Chiac en Acadie - L’Acadie du Canada est composée de quatre provinces ατλαντικές (atlantiques): La Terre-Neuve et Labrador, la Nouvelle-Écosse, l’ Île -du-Prince Édouard et le Nouveau-Brunswick. Le nom de cette région est dérivé de Αρκαδία (Arcadie), nom donné à la côte est de l’Amérique du Nord par l’explorateur italien Giovanni da Verrazzano en 1524. Verrazzano, étant inspire par les poètes de la Grèce antique, a utilisé le nom Αρκαδία qui signifiait un endroit plein de joie de vivre et d’innocence. Source: Cormier, Yves, 1999. Dictionnaire du français acadien. Éditions Fides, Québec. Le chiac est une variété du français acadien, un mélange des mots anglais et des mots français. C’est fascinant d’apprendre bien qu’on utilise la grammaire française le λεξικό (lexique) est gravement influencé par les mots anglais. Le chiac est parlé surtout par les Canadiens du Sud-Est du Nouveau-Brunswick, en particulier par les habitants de la région de Moncton. Au mépris de sa stigmatisation au début par les puristes de la langue, le chiac est devenu un élément important de la culture collective de cette région. Parmi d’autres artistes, le groupe musical 1755 du Nouveau Brunswick et le groupe Radio Radio de la Nouvelle Écosse écrivent et chantent leurs chansons en chiac.

Tasnim Alhmoud’s Trip

Sara Foubert and Charlene Aviles’ Trip

“Quand j’avais 11 ans, j’ai rêvé de voyager à Paris. C’était ma première fois où j’ai visité Paris alors j’étais surexcitée. L’année passée mon amie Sara et moi avons fait une visite guidée en autobus avec notre Pass de Paris et nous avons vu les lieux fameux. Nous aimons beaucoup la musique alors nous avons visité le Palais Garnier. Alors, Sara et moi sommes allées au Louvre où se trouvent la Mona Lisa et Venus de Milo. Grâce au Pass de Paris, mon amie et moi avons pu sauter la longue ligne. Après avoir vu les oeuvres d’art au musée Louvre, je veux devenir une artiste aussi! Puis, pendant la nuit nous sommes allées à la tour Eiffel qui est fameuse dans le monde entier. Notre guide nous a dit qu’elle était construite pour l’exposition mondiale en 1900. Depuis sa construction tout le monde adorait la beauté du monument. Nous avons dû payer beaucoup d’argent pour la tour Eiffel mais ça valait la peine parce que nous ne voulions pas abandonner l’occasion de visiter ce monument. J’étais heureuse parce que la tour Eiffel est plus belle quand elle est lumineuse que pendant le matin. Quand je suis rentrée à l’auberge de jeunesse j’étais fatiguée mais j’étais tellement contente parce que j’avais beaucoup appris ce jour-là!” - Charlene Aviles

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ΓΡΑ

Grammaire Française French Grammar

Η Κ Ι Τ ΜΑ

VOCABULAIRE

ΓΡΑΜΜΑΤΙΚΗ (GRAMMAIRE)

Le jeu de mots d’emprunt français.

Pouvez-vous trouver la bonne réponse?

1) Nos activités à nous! Completez les phrases suivantes en utilisant les verbes faire de ou jouer à selon le cas. Tous les niveaux. Modèle: Je fais de l’ escalade après l’ école.

1. Le mot échecs provient de(d’) a) anglais b) persane c) italien

a) Il __________________soccer avec ses amis.

2. Le mot café provient de(d’) a) latin b) arabe c) español

d) Vous _______________hockey sur glace en hiver.

3. Le mot cauchemar est d’origine a) indienne b) anglaise c) néerlandaise 4. L’ iceberg est d’origine a) haïtienne b) norvégienne c) irlandaise

b) Tu _________________ski alpin en hiver. c) Nous _______________natation en été. e) Vous _______________planche à roulettes dans la rue. 2) Quels pronoms relatifs? Indice: qui, que, qu’, et dont.

Niveau intermédiaire.

Modèle: J’ai acheté une voiture qui est blanche. a) Il a vu le film __________ tu lui as parlé hier soir. b) Le jus aux fruits __________ tu as préparé est le meilleur jamais! c) _______ vient ce soir? d) Le voyage __________ vous avez envie de faire est annulé! Désolée! e) C’est la personne _______ m’ a aidé à retrouver mon chemin.

5. Le mot camarade est un mot a) inuit b) español c) amérindien

3)Est-ce que les mots suivants sont des ‘vrais-amis’, connus omme des mots-amis, ou ils sont des faux-amis? C’est à vous à découvrir! en français on dit . . .

Art by Yahya Shah Les réponses:Vocabulaire 1(b)2(b)3 (c) 4 (b) et 5 (b) Grammaire 1. a) joue au b) fais du c) faisons de la d) jouez au et e) faites de la 2. a) dont b) que c) qui d) que et e) qui. 3.1(b)2(b)3(a)4(b )5(a)6(b)7(a)8(b)9(a)10(a)11(b)12(a)13(a)14(b)15(a)

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in English we say . . .

1. attendre

a) to attend

b) to wait

2. envie

a) to envy

b) to desire

3. joli

a) pretty

b) happy

4. coin

a) coin

b) corner

5. fournitures

a) supplies

b) furniture

6. assister à

a) to assist

b) to attend

7. location

a) rental

b) location

8. lecture

a) lecture

b) reading

9. proper

a) clean

b) proper

10. flair

a) a sense of smell

b) stylishness

11. addition

a) addition

b) bill

12. librairie

a) bookstore

b) library

13. store

a) window blind

b) store

14. habit

a) habit

b) clothing

15. bras

a) arm

b) bras

4) Le présent, le passé composé et l’ imparfait. Dans le texte suivant mettez les verbes entre παρενθέσεις (parenthèses) au temps convenable selon le cas. Mon amie d’enfance Janne.

Niveau intermédiaire avancé.

À l’ âge de 15 ans, Janne _____1_____ (être) une fille bien amicale et joyeuse. Elle ___2___ (adorer) faire toutes sortes de sports, sortir avec nous – ses amies, et avec sa famille. Janne ____3______ (prêter) ses livres à tout le monde, y compris moi bien sûr! On _____4____ (étudier) toujours ensemble et, en été, nous ____5_____ (aller) en vacances chez mes grands-parents qui _____6_____ (habiter) près de la mer. Là, nous ______7_____ (nager), ______8_____ (jouer) de la musique: elle _____9_____ (jouer) de la guitare quand moi, je _______10______ (jouer) du piano et, parfois, nous ______11______ (chanter) ensemble. Nous ____12_________ (être) passionnées de la musique! Mais en 2015, il y a trois ans, tout ___13________ (changer). Janne ______14_________ (aller) pour la première fois en vacances sans moi. Elle ____15______ (voyager) avec sa famille en Italie. Moi, par contre, je ____16_____ (rester) chez mes grands-parents pour les aider avec les rénovations de leur maison. Cet été Janne _______17________ (rencontrer) un jeune homme et ils ____18____________ (se tomber) amoureux. Trois mois plus tard ils ______19________ (se marier) et elle_______20_________ (déménager) en Italie! Aujourd’hui, on ne _____21________ (se voir) plus. Elle me _____22__________ (manquer) et, bien que je ____23_________ (se sentir) seule je ____24_______ (être) contente d’avoir de bons souvenirs de notre amitié.

Steve Timmins, Illustrated by Keith O’Donnell. French Fun, The Real Spoken Language of Québec. John Wiley & Sons, 1995, p. 134.

4. Les réponses: 1.était 2. adorait 3.prêtait 4. étudiait 5. allions 6. habitaient 7. nagions 8. jouions 9. jouait 10. jouais 11. chantions 12. étions 13. a changé 14. est allée 15. a voyagé 16. suis restée 17. a rencontré 18. se sont tombés 19. se sont mariés 20. a déménagé 21. se voit 22. manque 23. me sens 24. suis

Art and Written Work by Premvir Samra

Art by Ashika Andi, Jasleen Dodd and Meera Patel

Art and Written Work by Harleen Cheema

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Our English Department

Honoured to host works from our English Department! Let’s not become oblivious of the beauty of the English language, be it our native tongue, our second or, even, our nth! Where the Poem Came from by Kyle McKillop for Jónína Kirton The flesh-tingle as the poet sounds the elk skin drum, its marbled head, and begins to move around the circle. We close our eyes and I think of my garden, the seeds I will plant in subtle rows. The drum nears and then its vibrations, fault lines in my chest, the world still, garden gone, a field before me: black birds, black birds rising. The poet moves on, her drum fading away. I open my eyes. I write the birds that land.

End of an Age by Sham Saini May we grow till old age make us weary Suffer though we might, let the world head steadfast into the future. Our time is over, relics of a long gone past. We are grains of sand in an hourglass, falling one by one into the abyss. Though alone we may be, in our age and wisdom,

We Run and We Run by Lauren Berry

Do not let that overshadow our duties:

How strange are strangers? When we all search for meaning, That we may never find. Reaching for a goal That’s nonexistent.

Bring knowledge into the light from the library of our minds. Inform the future generations of our accomplishments, So that they know of our successes and follow in our steps. But also of our failures, so that they may not stumble as we did. But most of all, love as we were loved. For so long as they beat, our hearts are our homes, Home is where the heart is, as the old saying goes.

Wasting potential For reasons out of our control Living through a fantasy Of what could have been, If not because of what, exactly?

Let love in and one never truly dies alone.

We exist in a vicious cycle Constantly moving 360 Until we burn out and slip away

Before Miles by Aimee Ouellette

Our existence is a constant battle Of conscience What is subjective? What is objective? Does it even matter?

before you were born our life was a park we passed our fears back and forth waited for you to pick us up take us home

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#spilled ink by Paula Tress It was an illusion, The way life became. Nothing was real, Yet it didn’t seem fake. Nothing really happened, Nothing crashed. Nothing burned. It was just me. Just my insight on life. Everything was the same, Nothing changed. But it felt like everything fell, Like life was going downhill. I had hopes of taking a break. From life. If everyone knew how my life was, Would they treat me differently? Doesn’t matter. Because now I’m just exposing my colours. Writing my way through life. #spilled ink On Schedule by Aimee Ouellette Some days my friend and I we opt to walk hallways of gravel road and pallet fence whisper to slinky-eyed goats and navigate road shoulders not as broad as hers but broader than mine.

Dark Unease by Ruby Cheema Ashen talon melded into malachite scales Buried under the bed until Mother turned the lights off That was their grim reaper A secret in the shadows Icy cold voice and Whispers of lies and rumors That was her grim reaper Adorned in a rose frock Smacking gum between her pearly whites His was a looming figure and shadows tracing under its eyes Hollow eyes, cynical voice and taunting fingers It called him son Her reaper was her reflection Wearing a façade of certainty Painted lips and cheeks rouge Stains for charcoal on the heart His was a feeling Constant sorrow each click of the keyboard And the stain of sweat from a long work day

In there I’m last year’s backpack duct-taped to survive another fall. Out here I’m her old ski jacket she gave me without telling her parents.

Their reaper came on the day of goodbyes Tear blemished crimson faces blurred the room as they held hands He greeted them with the quick rhythm of the machine Needles digging deeper into frail arms but all was numb When he cleansed their souls and minds with a bright light till the last long beep.

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We jump the fence and when shoe hits grass my 14 years has burst into a swarm of unruly seconds. Each pause between heart beats could be either a gap year or a jail term Or worse three trimesters. Everything is equally meaningful and therefore my future is in this ladybug on the stop sign or this Tim’s cup in the ravine or my best friend’s wet sock in her wet shoe.

“they were free…” by Ruby Cheema

they were free yet utterly interdependent two souls on an endless string their thoughts unspoken but read it was bright love young and reckless just enough room to breathe but she felt like she was drowning their string held an anchor pain and guilt she was losing her breath until she let go

WHAT IS YOUR FAVORITE ΠΟΙΗΜΑ (POEM)? Ms Reiko Tanino shares with us one of her favorite ποιήματα (poems), “What I remember of the Evacuation” by Canadian-Japanese, Vancouver-born author Joy Kogawa. “I often come back to this one as it reminds me of my father and grandparents” were the words of Ms. Tanino when she was asked why she cherishes this ποίημα (poem) so much.

Evening by the Sea, © 2016 by Maria Davradou My Worst Best Friend Sham Saini Oh Sun! My glowing friend in the sky. You light the way from way up high We sit and talk in idle chatter. Days gone by I give no matter. Oh Sun! The times we had We laughed and cried together Aren’t you glad. But times have changed, not for the better. I see you less and less in this ungodly weather. Oh Sun! I pray my voice reaches you Through the veil of thunderous gas And when it does I hope we might play again like we did in the past.

DID YOU KNOW? Joy Kogawa has devoted her life’s work in raising awareness about the ιστορία (history) of Japanese-Canadians especially during WWII. She was made a Member of the Order of Canada in 1986, of the Order of British Columbia in 2006 and of the Order of the Rising Sun in 2010. The latter reflects the recognition of her work by the Japanese Government “for her contribution to the understanding and preservation of Japanese Canadian history” (Source: www.joykogawa.ca)

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Open Invitation to Our Community A Space to Share ποίηση(poetry) and other Thoughts on Language and Self Expression. Note: Donderbui, Nederlands (Thunderstorm, Dutch) (try pronouncing this, just for fun!)

by Pia Smets

The Dutch language (“Nederlands”) is related to German and English. It is spoken by some 23 million people, mainly in the Netherlands and Belgium (in which case it is sometimes referred to as Flemish). Belgium is bilingual, i.e. Flemish and French.

Door een grijsgroene lucht kronkelt zich een helwitte bliksemschicht zoekend in hoekige bochten volgt een krakende donderslag wacht op de volgende dag tot de wolken zijn uitgevochten

English translation: Thunderstorm.

by Pia Smets

Through a grey-green sky snakes a bright white lightning bolt, searching in angular curves

Briefkaart van oma (Postcard from Grandma)

English translation: Postcard from Grandma.

Het huis is te groot, het mist jou. Lege kamers grijpen over de spanwijdte van landen.

The house is too big, it misses you. Empty rooms grasp across the span of countries.

by Megan Barry

The stairs echo when there’s no one else to hear the solitary footfalls. Do you still remember the creak of the front door no one uses?

De trappen echoën wanneer er niemand is om de eenzame voetstappen te horen. Herinner je je nog het kraken van de voordeur die niemand gebruikt ?

The back door would gladly open for you remember to turn the key left, then right. It’s still in the planter box by the kitchen window.

Dan staat de achterdeur altijd voor je open vergeet niet om de sleutel eerst links, dan rechts te draaien. Die zit nog steeds in de plantenbak bij het keukenraam.

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Literary Corner Coin Littéraire Reflection Piece

Reflections, by Mme Maria Davradou

An excerpt from Mahatma Gandhi, An Autobiography or The Story of My Experiments with Truth. Penguin Books, Great Britain, 1982 Η ποίηση (la poésie/the poetry) Jacques Prévert (1900 – 1977) c’est un des poètes les plus fameux entre les enseignant(e)s de la langue française. Sa poésie, avec ses paroles propres, pleines de beauté et la grammaire simple, rendent l’ enseignement de la langue tant efficace qu’ agréable! POUR TOI MON AMOUR Je suis allé au marché aux fleurs Et j’ai acheté des fleurs Pour toi mon amour. Je suis allé au marché à la ferraille Et j’ai acheté des chaines De Lourdes chaines Pour toi mon amour. Et puis, je suis allé au marché aux esclaves (σκλάβος) Et je t’ ai cherchée Mais je ne t’ ai pas trouvée mon amour.

“. . . of the applicability of the principle of looking at a thing from a different standpoint in different circumstances. But, all my life through, the very insistence on truth has taught me to appreciate the beauty of compromise. I saw in later life that this spirit was an essential part of Satyagraha. It has often meant endangering my life and incurring the friends. displeasure of friends. But truth is hard as adamant and tender as a blossom.” (pgs.145-146) Editor’s Comments: Autobiography originates from the ελληνική composite word αυτοβιογραφία. This word is made of three individual words: αυτο + βιο + γραφία, all of which are commonly used prefixes and suffixes in English and many other languages. But, what do they mean? auto = from εαυτό =self, bio = βίος = life and graphy = from the verb ‘γράφω’ = to write. Πρακτική (Practice): How many other words do you know that have any of the above?

Art and written text provided by Bubleen Somal

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ΙΘΑΚΗ Κωνσταντινος Καβάφης (1863-1933)

ITHAKA Constantine Cavafy (1863-1933)

Σα βγης στον πηγεμό για την Ιθάκη, να εύχεσαι να ‘ναι μακρύς ο δρόμος γεμάτος περιπέτειες, γεμάτος γνώσεις. Τους Λαιστρυγόνας και τους Κύκλωπας, τον θυμωμένο Ποσειδώνα μη φοβάσαι, τέτοια στον δρόμο σου ποτέ σου δεν θα βρής, άν μεν’ η σκέψις σου υψηλή, άν εκλεκτή συγκίνησις το πνεύμα και το σώμα σου αγγίζει. stirs your spirit and your body. Τους Λαιστρυγόνας και τους Κύκλωπας, τον άγριο Ποσειδώνα δεν θα συναντήσης, άν δεν τους κουβανής μες στην ψυχή σου, άν η ψυχή σου δεν τους στήνη εμπρός σου.

As you set out for Ithaka hope the voyage is a long one, full of adventure, full of discovery. Laistrygonians and Cyclops, angry Poseidon – don’t be afraid of them: you’ll never find things like that on your way as long as you keep your thoughts raised high, as long as a rare excitement

Να εύχεσαι να ‘ναι μακρύς ο δρόμος. Πολλά τα καλοκαιρινά πρωινά να είναι που με τι ευχαρίστηση, με τι χαρά θα μπαίνης σε λιμένας πρωτοΪδωμένους να σταματήσης σ’ εμπορεία φοινικικά και τες καλές πραγμάτειες ν’ αποκτήσης, σεντέρια και κοράλλια, κεχριμπάρια κι’ έβενους, και ηδονικά μυρωδικά κάθε λογής, όσο μπορείς πιό άφθονα ηδονικά μυρωδικά σε πόλεις αιγυπτιακές πολλές να πάς, να μάθης και αν μάθης απ’ τους σπουδασμένους.

Hope the voyage is a long one. May there be many a summer morning when, with what pleasure, what joy, you come into harbors seen for the first time; may you stop at Phoenician trading stations to buy fine things, mother of pearl and coral, amber and ebony, sensual perfume of every kind – as many sensual perfumes as you can; and may you visit many Egyptian cities to gather stores of knowledge from their scholars.

Πάντα στον νού σου να ‘χης την Ιθάκη. Το φθάσιμον εκεί ειν ο προορισμός σου. Αλλά μη βιάζης το ταξίδι διόλου. Καλύτερα χρόνια πολλά να διαρκέση Και γέρος πιά ν΄αράξης στο νησί, πλούσιος με όσα κέρδισες στον δρόμο, μη προσδοκώντας πλούτη να σε δώση η Ιθάκη.

Keep Ithaka always in your in your mind. Arriving there is what you are destined for. But do not hurry the journey at all. Better if it lasts for years, so you are old by the time you reach the island, wealthy with all you have gained on the way, not expecting Ithaka to make you rich

Η Ιθάκη σ΄έδωσε τ΄ωραίο ταξίδι. Χωρίς αυτήν δεν θα ‘βγαινες στον δρόμο. Άλλα δεν έχει να σε δώσει πιά.

Ithaka gave you the marvelous journey. Without her you would not have set out. She has nothing left to give you now.

Κι’ άν πτωχική την βρής, η Ιθάκη δεν σε γέλασε. Έτσι σοφός που έγινες, με τόση πείρα, ήδη θα το κατάλαβες οι Ιθάκες τι σημαίνουν.

And if you find her poor, Ithaka won’t have fooled you. Wise as you will have become, so full of experience You will have understood by then what these Ithakas mean.

Laistrygonians and Cyclops, wild Poseidon – you don’t encounter them unless you bring them along inside your soul, unless your soul sets them up in front of you.

The English version of the original Ελληνικό ποίημα is from: The Greek Poets: Homer to the Present. Edited by Peter. Constantine, Rachel Hadas, Edmund Keeley, and Karen Van Dyck. W.W. Norton & Company, 2010. (pg 443-444)

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DIE ERSTEN BLUMEN

THE FIRST FLOWERS

Hermann Hesse (1877-1962) Neben dem Bach Den roten Weiden nach Haben in diesen Tagen Gelbe Blumen viel Ihre Goldaugen aufgeschlagen. Und mir, der längst aus der Unschuld fiel, Rührt sich Erinnerrung in Grunde Au meines Lebens goldene Morgenstunde Und sieht mich hell aus Blumenaugen an. Ich wollte Blumen brechen gern; Nun lass ich sie alle stehn Und geheheim, ein alter Mann.

Beside the brook Toward the willows During these days So many yellow flowers have opened Their eyes into gold. I have long since lost my innocence, yet a memory Touches my depth, the golden hours (ώρες) of morning, And gazes brilliantly upon me. out of the eyes of flowers I was going to pick flowers; Now I leave them all standing And walk home, an old man.

Source: Wright James, Hermann Hesse (ποιήματα) Poems. Bantam Books Inc., N.Y. 1974.

Yellow Flowers by Maria Davradou

Art and written text provided by Kavpreet Grewal

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PIDO SILENCIO Pablo Neruda (1904-1973) Ahora me dejen tranquilo. Ahora se acostumbren sin mí.

Now, they leave me alone. Now, they get accustomed to not having me around.

Yo voy a cerrar los ojos.

I am dying.

Y solo quiero cinco cosas, cinco raíces preferidas.

And I only need five things, Five favorite roots.

Una es el amor sin fin.

One is the everlasting love.

Lo segundo es ver el otoño. No puedo ser sin que las hojas Vuelen y vuelvan a la tierra.

The second is to see the autumn. I cannot exist without its leaves flying and returning to the earth.

Lo tercero es el grave invierno, la lluvia que amé, la caricia del fuego en el frío silvestre.

The third is the dignified winter, the rain I loved, the fire’s caress in the wild cold.

En cuarto lugar el verano redondo como una sandía.

In the fourth place is the summer round as a watermelon.

La quinta cosa son tus ojos. Matilde mía, bienamada, no quiero dormir sin tus ojos, no quiero ser sin que me mires: yo cambio la primavera porque tú me sigas mirando.

The fifth are your eyes. My beloved Matilde, I don’t want to go to sleep without your eyes, I don’t want to exist without you looking at me: I swap the spring Because you are still watching me.

Amigos, eso es cuanto quiero. Es casi nada y casi todo. Note: Matilde was Pablo Neruda’s wife.

Friends, this is what I want. Hardly anything and almost everything. (Translated by Maria Davradou)

Art and written text provided by Dev Saroya

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THÉÂTRE Αισ χ ύ λο ς

(525-455 BC)

Σ οφ ω κ λ ή

Ε υ ριπίδ η ς

n e s Α ρι στ ο

i st

(480-406 BC)

φά

dis

(496-406 BC)

νη

les

c ho

THEATRE

lu s

y ch

ΘΕΑΤΡΟΝ

(446-385 BC)

Επίδαυρος (Epidauros): Constructed and perfected between late 4th to early 2nd century BC in Πελοπόννησος (Peloponnese), Ελλάδα (Hellas/Greece). It is well known for its impecable ακουστική (acoustics), its συμμετρία (symmetry) and its αισθητική (aesthetics). Romans imitated the ελληνικά (Hellenic/Greek) designs to build their own during the Roman Empire.

Source: Ancient Theatres. Αρχαία Θέατρα. Ημερολόγιο. Calendar 2016. Μίλητος Miletus Source of images of ancient poets/playwrights. Toumbis & Partners (eds) Greece: Ancient Philosophers Quotes and biographies of the 14 greatest philosophers. Calendar 2013. Athens, and Toubis, M. (ed) Image of Aristophanes from Greece: Distinguished men in Ancient Greece. Quotes and biographies of 14 distinguished men. Calendar 2017.

LAM ΣΚΗΝΗ

Did you know? The Middle Ages had no theatres! Even during the high Renaissance the challenge of proper θεατρικό (theatrical) design was not solved. Then in the late 1500s, Palladio, the κλασικός (classicist) αρχιτέκτονας (architect), explored the foundations of θεατρικό (theatrical) design by revisiting the artistic achievements of the Greeks and the Romans: permanence, συμμετρία (symmetry), perspective and integrity of design. Baroque age αρχιτέκτονες and θεατρικοί producers elaborated further on his explorations and the result was that most of the greatest θέατρα in the world, such as the Teatro Colon in Buenos Aires (Argentina), the Scala in Milan (Italy) the Residenz in Munich (Germany), the Opera in Paris (France), New York (USA) and London (England) are re-creations of Greek and Roman θέατρα. Source: Highet,

Gibert. The Κλασσική (Classical) Tradition. Greek and Roman Influences on Western Literature. Oxford University Press. 2015 (pgs. 129-130).

Shakespeare

(SCENE)

Soliloquy, Twelfth Night Violet: “This fellow’s wise enough to play the fool” (Act III, Σκηνή (Scene 1) This fellow’s wise enough to play the fool, And to do that well craves a kind of wit: He must observe their mood on whom he jests, The quality of persons, and the time, And, like the haggard, check at every feather That comes before his eye. This is a πρακτική (practice) As full of labour as a wise man’s art; For folly that he wisely shows is fit; But wise men folly-fall’n quite taint their wit. From: Blaisdell, W. (ed) Shakespeare’s Great Soliloquies. Dover Publications, Inc. NY 2006

Photos courtesy of yearbook staff (from top left counter clockwise): Painter and The Painted written and direced by our very own Maheshinder Singh • Masterpiece also by Maheshinder Singh • Little Women by American novelist Louisa May Alcott (1832-1888).

LAM’s Θεατρική (Theatric) Company — 24 —

NOTRE SORTIE SCOLAIRE (du mot grec ΣΧΟΛΗ) LES ÉLÈVES DE DIXIÈME ET LEURS INVITÉS

Il y a quelques semaines nous avons visité Vancouver avec notre classe de Français. Il faisait vraiment beau! Pour y arriver, on a pris l’autobus et le skytrain. Nos invités, trois élèves de l’école élémentaire avec leur travailleuse de soutien Mme Lise Tilden, l’Aîné Métis Fraser MacDonald, notre βιβλιοθηκάριος (bibliothécaire) Mme Le, notre enseignante Mme Davradou et, bien sûr la chef de sorties scolaires, Mme Ohana! Nous sommes allés à la galerie d’art de Vancouver au centre ville. En petits groupes on a visité les expositions de Susan Point, Canadienne d’héritage Coast Salish et Emily Carr Canadienne d’héritage anglais.

On a observé que Susan Point utilise toutes sortes de matériaux, y compris de la résine, du bois, de l’acier et du papier. Les κύκλοι (cercles), les τρίγωνα (triangles), les visages humaines et les animaux étaient les plus souvent utilisés. Sukhman, Aisha et bien d’autres ont aimé sa sculpture de verre qui représentait la mer avec ses vagues ondulées et les animaux marines comme les épaulards et les δελφίνια (dauphins). Simran a remarqué que sa culture “bien que traditionnelle , c’est accueillante de ses nouvelles expressions artistiques.” Meeta a été fascinée par les toiles d’ Emily Carr. Elles les a trouvés “naturels et ‘vivants.” Ses lignes ondulées, courbes et en spirale étaient vraiment intrigantes et leur mouvement vers un ciel presque transparent nous ont tous captivés. Simran a admiré son tableau intitulé ‘Tree (Spiralling Upwards)’ car “. . . son tronc étant ouvert donne l’impression d’être vivant.” Après le déjeuner, nous avons continué notre aventure et nous sommes arrivés au poste de police. Là, nous avons rencontrés de nouvelles personnes et parmis elles, l’inspectrice de police Marcie Flamand et Dr. Sargeant qui nous ont reçus chaleureusement. Nous avons aussi rencontré l’entraîneure de Luca, un chien de θεραπεία (thérapie)! Luca était amical, très mignon et, d’après Bea, très charmant! Nous avons appris qu’il y a de postes de travail variés et très intéressants. Juste avant de partir, on a visité leur jardin d’abeilles situé au troisième étage. On a pris des φωτογραφίες (photos) (vous pouvez aussi les admirez!). Vers 14 heures 30 on a quitté ce bel endroit et nos nouveaux amis pour prendre la route du retour. Nous sommes rentrés au λύκειο (lycée) fatigués mais contents! La fin! Written work by students and Ms Davradou — 25 —

Art provided by Simran Nijjar

Bridging Cultures and Assignments

Student works by (from top right clockwise): Harleen Cheema and Erin Monastersky • Ashna Chandi • Inder Ghaman • Amisha Chand, Anreet Jaswal, Mishal Chaundry and Tanvir Sahota • Inderjit Atwal • Arishvir Dhaliwal. — 26 —

Creative Fusion!!!

Student works by (from top left counterclockwise): Janne Byukuenge • Navjot Deo • Jasmeen Rattanpal, Ashna Chandi, Janne Byukuenge and Ravina Grewal • Dev Saroya • Sharondeep Kaur Sidhu • Pavan Atwal.

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Spanish Language AT LAM This year we celebrated Cinco de Mayo!

CINCO DE MAYO Y LA BATALLA DE PUEBLA El cinco de Mayo es en principio una celebración mexicana. Este día se celebra ni solamente en México pero también en los Estados Unidos, especialmente en la región sudoesta de este país adonde viven mucha gente de ascedencia mexicana. El 5 de Mayo de 1862 (mil ochocientos sesenta y dos) en la ciudad de Puebla el ejército mexicano – apenas cinco mil soldados y civiles armados comandados por el General Ignacio Zaragora y Porfirio Díaz, el futuro presidente de México, ganó una batalla muy importante contra el ejército francés, uno de los más grandes y más poderosos de esta (εποχń) época . Este día sirve para celebrar con orgullo la cultura mexicana en las comunidades mexicanas por todo el mundo. Los immigrantes recuerdan su (πατρíδα) patrimonio mexicano con (μουσικń) musica mariachi, bailes folklóricos, varias otras actividades y, por supuesto, con la comida sabrosa mexicana.

Photo courtesy of Yearbook Staff

Spanish language and culture in LAM! On the 4th of May we celebrated the Cinco de Mayo with various activities, margaritas sin alcohol, nachos and guacamole, μουσική (music) and, of course, the dance of Macarena! Vocabulario del Cinco del Mayo How many of the following words do you know in English? 1.

La bandera

La batalla

La conmemoración

El desfile

La fiesta

La piñata

El pueblo

El ejército

El patrimonio

10.

Los ancestros

11.

Los bailes

12.

La comida

13.

El orgullo

14.

El πατριωτισμός

(patriotismo)

15.

La valentia

Did you know that the Spanish words ‘patrimonio’ and ‘patriotismo’ derive from the Ελληνική word πατρίς meaning homeland?

Choose your word from the words below! Have fun!

The army The heritage The ancestors

Sabes que . . . El General Ignacio Zaragora nació en Texas. En este época, Texas fue uno de los estados mexicanos. La guerra entre México y los Estados Unidos de 1846 hasta 1848 terminó con la derrota mexicana y la pérdida de las tierras mexicanas conocidas como Azlan y Chicano. The states of California, Nevada, Utah, most of the state of Arizona and New Mexico as well as part of Colorado were ancient Mexican territories up until that time. Sabes que . . . El Día de la Independencia de México se celebra el 16 de septiembre por cpnmemorar el 16 de septiembre de 1810, el día México empecó la lucha contra los conquistadores españoles. La Guerra de la Independencia terminó en 1821 con el (θρíαμβο) triunfo mexicano.

The parade

MAY THE 5TH AND THE BATTLE OF PUEBLA

The battle The party

May the 5th is mainly a Mexican celebration. However, this day is celebrated not only in Mexico but also in the United States and especially in the southwestern regions of the country, where people of Mexican ancestry live.

The flag The commemoration

On May the 5th in 1862 in the city of Puebla the Mexican army – only 5000 soldiers and civilians under the command of General Ignacio Zaragora and Porfirio Dias, the future president of Mexico, won a very important battle against the French army, which was one of the largest and most powerful at the time.

The πατριωτισμός (patriotism) The pride The pinata The food The village The dances The bravery

The day serves as a way to proudly celebrate Mexican culture in the various Mexican communities around the world. The immigrants have the opportunity to remember their Mexican heritage with mariachi music, folk dances, various other activities and, of course, delicious Mexican foods! Did you know . . . General Ignancio Zaragora was born in Texas. At the time, Texas, belonged to Mexico. The war between Mexico and the United States from 1846 to 1848 ended with the Mexican defeat and the loss of the ancient Mexican lands known as Azlan and Chicano. The states of California, Nevada, Utah, most of the state of Arizona and New Mexico as well as part of Colorado were ancient Mexican territories till that time. Did you know . . . The Mexican Day of Independence is celebrated on the 16th of September to commemorate the day Mexico initiated a series of wars against the Spanish conquerors in 1810. The war of Independence ended in 1821 with the Mexican (θρíαμβο) triumph.

Can you guess the origins of the English words patriot and patriotism? And, how about the French words patriotisme, patrimoine, patrie, patriotique, and patriote? — 28 —

Kiditos Connecting — A Spotlight on Japan Twice a year our school community receives students from a faraway land, the land of the Rising Sun, or, as we know it, Japan. In October, students and their instructors from the Nichidai School come to share with us games and activities as they engage in conversations with our students and staff. Before the end of the school year we are graced by the visit of yet another school, the Toko Gakuen School, and we embark, once more in a language exchange and sharing of cultures. Information piece: Please know that the names of the schools are written in Rōmaji1 and they do not reflect the writing of the Japanese language.2 What is Rōmaji? Romajī is the writing of the Japanese words as they sound, or in close approximation of their sounds, using the letters of the Latin αλφάβητο (alphabet). The Japanese people combine three writing συστήματα (systems): two συλλαβικά (syllabic) ones, hiragana (ひらがな) and katakana (かたかな) and the original Chinese ιδεογράμματα (ideograms), called kanji (かんじ). They can be included in the same sentence.

Photo courtesy of Yearbook Staff

Punjabi Language At LAM Celebrating Diwali by Avneet Saran

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Honouring Our Portuguese Heritage

Mrs. Maria Raycroft

Building αυθεντικές bridges: Le Monde de Langues Mustang Ms. Raycroft, welcome. Thank you for being willing to share with us some of your personal experiences and thoughts about your Portuguese heritage. So, let’s start! Where were you born? I was born in Portugal, in the province of Beira Baixa near the Spanish border. Nasci em Portugal, na província da Beira Baixa, perto da fronteira espanhola. Do you consider Portuguese or English as your first language? I came to Canada as a newborn, so I consider English as my first language. Eu vim para o Canadá quando eu tinha quatro meses de idade, então eu considero Inglês minha primeira língua. I know you speak Portuguese. Could you share with us the reason why you learned it? Portuguese is the language my family speaks and I wanted to be able to communicate with them. Português é a língua que a minha família fala e eu queria poder comunicar com eles. When was the last time you visited Portugal? At the age of fifteen. It was the last time I saw my maternal grandparents. Aos quinze anos. Foi a última vez que vi meus avós maternos. What does the Portuguese language mean to you? It is a connection between my generation and my Portuguese family and their culture. É uma ligação entre a minha geração e a minha família portuguesa e a sua cultura. Do you consider yourself a Canadian or Portuguese? I think a lot of times an immigrant appreciates Canada more than people who had the luck of being born and raised here. They don’t realize how lucky they are to live in a place where everyone is equal and where there is freedom of speech. They take this wonderful country for granted. I consider myself a Canadian first and foremost. As I grew up in Canada I was immersed in the shared values of both cultures and therefore also identify myself as being Portuguese Canadian. Eu acho que muitas vezes um imigrante aprecia o Canadá mais do que as pessoas que tiveram a sorte de nascer e crescer aqui. Eles não percebem a sorte que têm de viver em um lugar onde todos são iguais e onde há liberdade de expressão. Eles tomam este país maravilhoso para concedido. Eu me considero um canadensa em primeiro lugar. Como eu cresci no Canadá, eu estava imersa nos valores compartilhados das duas culturas e, portanto, também me identifico como canadensa portuguêsa. Are you planning on visiting Portugal again? I am hoping to travel with my children to Europe, especially to Portugal and Britain, to introduce them to their cultural and linguistic heritage. Tenho a esperança de viajar com os meus filhos para a Europa, especialmente para Portugal e Grã-Bretanha, para introduzi-los à sua herança cultural e linguística. —30 —

Language connects generations. Photo courtesy of Mrs. Raycroft.

Mr. Paulo Sarmento Building αυθεντικές bridges: Le Monde de Langues Mustang Mr. Sarmento, welcome. We didn’t have the time to say a proper goodbye and thank you last year. So, here we are! Thank you Sir for the years you shared with us in LA Matheson. You made our school community a better place with your compassionate nature and leadership skills. And now, could you share with us a few things about your place of birth and your first language? I was born in Horta, on the island of Faial in the Azores islands. Nasci em Horta, na ilha de Faial, nas ilhas dos Açores. Do you consider English or Portuguese to be your first language? I consider Portuguese as my first language since I grew up in Portugal. Considero o Português como minha primeira língua desde que cresci em Portugal. Do you have a favourite sport team? My favourite team is the Lisbon club Benfica! Great history both in Portugal and in Europe! It was my dad’s favourite team! A minha equipa favorita é o Benfica de Lisboa! Grande história tanto em Portugal como na Europa! Era a equipe favorita do meu pai! A favourite writer/poet/artist who comes from Portugal? Luís Vaz de Camões, who wrote Os Lusíadas, great epic verses of Portuguese history! Luiz Vaz de Camões, que escreveu Os Lusíadas, grandes versos épicos da história portuguesa!

This 14 feet tall bronze sculpture by Coast Salish and Portuguese Canadian sculptor/carver Luke Marston is a tribute to his great-great-grandfather, Joe Silvey, known as “Portuguese Joe” and to his Salish ancestors. An early pioneer from the Azores Islands, Joe Silvey settled in Vancouver in the middle of 1800s. With σύμβολα (symbols) from both the Coast Salish and Portuguese cultures and the two Coastal Salish women who were Joe’s wives, the artist brings together Ευρωπαίους (Europeans) and First Nations people in a thought provoking manner. Mr Sarmento and his family attended the unveiling and inauguration ceremonies on April 25th, 2015 at Stanley park at Brockton Point.

One reason why you are proud to be a Canadian and one you are proud to be Portuguese! Good question! I don’t really know, but I guess it’s that anyone can come to Canada and feel accepted. That doesn’t happen in many parts of the world. I’m proud to be Portuguese because it’s where I was born and where I learned lots about how to treat people. Portugal is also a friendly place. Boa pergunta! Eu realmente não sei, mas acho que é que qualquer pessoa pode vir para o Canadá e se sentir aceito. Isso não acontece em muitas partes do mundo. Tenho orgulho de ser português porque é onde eu nasci e onde aprendi muito sobre como tratar as pessoas. Portugal é também um lugar acolhedor. Anything else you would like to share with us about your cultural heritage? The older I get the more I appreciate my cultural background. I’m appreciating the music more and more and hoping to learn how to play Fado. You can YouTube Marisa singing Fado, a genre of folk music! My dad used to play guitar in Fado! Quanto mais velho eu fico, mais aprecio o meu passado cultural. Estou apreciando a música cada vez mais e esperando aprender a tocar o Fado. Você pode YouTube Marisa cantando Fado, um gênero de música folclórica! Meu pai costumava tocar guitarra no Fado! Please know we miss you at LAM. So grateful you made the time to reconnect with us! Obrigada!

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Vive le quèbec

Building αυθεντικές bridges: Le Monde de Langues Mustang Monsieur Lam bienvenue au Département de Langues LA Matheson. Parlez-nous un peu de vous. Je suis né en Chine, à Hong Kong. Donc, l’ anglais c’est ma deuxième langue. Vous parlez et vous écrivez la langue chinoise? Oui, C’est vrai. Le Mandarin et le Canconese. Bravo! Je suis très fière de vous! J’ aime bien et J’ai appris comment écrire les charactères chinois. Continuons! Pourquoi avez-vous appris la langue française? Principalement c’est ma curiosité qui m’a mené à l’ apprendre.

Monsieur Philip Lam

Quand avez-vous commencé vos études de la langue? Au collège, pendant trois ans. J’ai aussi participé à un programme d’ echange au Québec, à Jonquière où j’ ai vecu pendant deux ans. Deux ans! Quelle opportunité manifique! Pouvez-vous nous parler un peu de ce programme? Volontiers! Le progamme Odysée est une opportunité pour les jeunes à voyager et à travailler dans une autre région du Canada. J’ai été employé comme un moniteur de langue anglaise, de l’huitième y compris l’ onzième. C’ était une expėrience inoubliable autant qu’éducative. Meilleurs souvenirs de votre séjour au Quėbec? La nourriture, les amitiés, les paysages hivernaux? Numėro 1, je mangeais du pâté chinois (Shepard’s pie) quatre à cinq fois par semaine! C’est un plat traditionel au Saguenay, au nord du Québec. Les hivers et ses températures incroyablement froides! J’ai marché à l’ école en moins 55 degrés avec 10 mètres de neige. Monsieur Lam, just avant vous dire ‘au revoir’ pourriez-vous écrire votre nom en Chinois? Bien sûr que oui! Je vous remercie d’avoir partager vos expériences culturelles avec nous.

Art and written work provided by Shazia Rahiman

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Building αυθεντικές bridges: Le Monde de Langues Mustang Mr. Jones, thank you for joining us! Welcome! Let’s begin our short interview with the following question: Is English your first language? Yes, it is! My maternal ancestors immigrated to Canada from England in the early 1800s, in 1812 to be exact. My paternal cultural heritage is a combination of English/Irish and Welsh! My parental grandfather spoke Welsh. He was from Cardiff, the capital city of Wales. I know you lived in Japan for a number of years. I also know you speak the Japanese language. Would you share with us some of the difficulties you encountered in learning Japanese? I’ll say two things. The writing would be one since the Japanese use different alphabets than our own. They have four ways of writing their language: Katakana, hiragana, kanji and romaji. The last is the way Japanese is read by foreigners, that is non-speakers of Japanese. I was fascinated by kanji because they are a word/picture way of writing. I know and I agree. I have also studied the Japanese language and I have encountered the same challenges. Another challenge? Yes, the grammar, its structure is also very different than English. I would agree once more. I have invested in the study of their grammar endless hours. Mr. Jones, as an instructor of English – your own language, and as a learner of Japanese, a language very different than your own, would you like to offer some advice to a learner of a new language? Yes, indeed. Every language, while one is learning it, presents pronunciation and other challenges. I would suggest to not just learn the language but rather experience it! I mean, involve yourself in the culture, find an element you enjoy and use it a s a pivotal point to engage you deeper with the language. In a way, you create a gateway into the heart of the language. It makes it more fun! Well said! One last question: Our students, those who take ELL, come from various cultural backgrounds, as the majority of Canadians do. Which countries and languages do you encounter the most? This is a good question however we will need a lot of space to write all the languages our students bring to our school community. Well over 30 countries are represented in ELL classes such as Afghanistan, Kenya, Vietnam, Colombia, Somalia, Palestine, Syria, Panama, Nigeria, and many more. In some of those countries they speak more than one language and so our students are able to speak more than one language as well. We learn as well from our students as we teach them English. Mr. Jones, thank you so much for the time we shared. I realize you are busy and I appreciate you made the effort to connect and to contribute to our vision. We wish you καλή συνέχεια, as we say in my first language, Ελληνικά .

Art provided by Priya Kant (left) and Rosie Parmar (right).

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Mr Keith Jones

Petit coin ακαδημαϊκή (academique)

Ms Davradou’s Page:

A tribute to the Ελληνική (i.e. Hellenic/Greek) language.

Why should we care about Greek? Allow me to guide you in very brief journey into the timeless contributions of the Ελληνική language. We will discover that the ελληνικό αλφάβητο (Hellenic/Greek alphabet) is the foundation of many writing συστήματα (systems) used in today’s world.1 We will also discover ‘how,’ ‘why’ and ‘when’ the thousands of words we use in many European languages, including our two official languages, are indeed Ελληνική/Greek. The birth of a complete φωνητικό (phonetic) αλφάβητο (alphabet). “It’s all Greek to me!” An expression readily used in English when we do not understand something. A misleading expression indeed since we all speak and understand Greek although we do not always know it! But, did you ever wonder about the origin/root of this expression? Reading Gilbert Highet’s book, The Classical Tradition 2, one discovers that during the Dark, and for the most part, the Middle Ages as well, the Ελληνική language was not readily available as it had previously been. As a result of this, the medieval copyists, although very competent in the Latin language, were not able to understand the Ελληνική when they encountered it. In frustration they would include a note explaining that ‘because this was in Greek, it was unreadable.’ What they did not know though was that the ελληνικές words were always present in the texts they were copying: they were written with Latin letters as they were imported from ancient Ελληνικά to Latin. It is with their cultural identity concealed they were transmitted from Latin to the other Ευρωπαϊκες (European) languages at later times. Did you know that the world’s first αλφάβητο (alphabet) to include vowels was the ελληνικό (Greek)? Did you know that, in ancient times, the Ελληνική (Greek language) was spoken and written in various διαλέκτους (dialects) and that there were various pronunciations and a number of local variations of the ελληνικό αλφάβητο? 3 Did you know that the Latin alphabet was derived from one of those versions? •

The first scripts of the Greek language date as far back as 1600 BC. This was called Γραμμική Β (in English Linear B). It was during the times of the Μυκηναϊκό (Mycenaean) civilization. Linear B was a συλλαβική (syllabic) αλφάβητο similar to today’s Japanese Kana writing alphabets: hiragana and katakana. Vowels were already included.4 What is amazing is that we didn’t know it was Greek until 1952 when Michael Ventris, a British αρχιτέκτονας (architect) and a passionate lover of languages, deciphered it.4 Then, around 12th century BC most was lost with the destruction of the Μυκηναϊκό (Mycenaean) civilization.

•

From the beginning of 800 BC it is γενικά (generally) accepted that the Greeks adopted some of the λογογράμματα (logograms)5 used by the Phoenician people, altered them, and adapted them to the needs of their own language. Careful though: they did not just copy! The Phoenician script had only consonants. Vowels for these people were not as important because their languages allowed the removal of vowels without losing the meaning of the words. That was not the case for the Ελληνικά (Greek) and other Indo-European languages. On the contrary, for languages heavily depending on a variety of vowels, we could say that their words were written in an ‘abbreviated’ form. Consider the following example:

Here is how writing without vowels would look if we were to write an English word in this manner: ‘sn’ instead of son, sun and sin. Which one is it? We can hear it when we say the word but if we do not record the sound, the meaning is lost outside of the original context and without us being present to utter the word! •

The Greeks incorporated the various sounds of vowels into the writing σύστημα (system) they created. Here are the vowels – A, E, I, O and Υ. They also added some new letters to convey sounds the Phoenician people did not have: Φ, Χ, Ψ and Ω, the last one being a long ‘O’ sound. A long ‘I’ sound was represented later on as well by the letter ‘H.’ This was the world’s first complete φωνητική (phonetic) αλφάβητο.6

•

Around 700 BC, the ancient people, known as Etruscan, living in regions of the country today known as Italy, copied the western version of Greek alphabet and from them, and about 100 years later, it was taken by the early Romans (Latin speaking people).

Spotlight on origin of propre names: Alexander: A proper name found in so many cultures and with many different spellings; but did you know it is an Ελληνικό (Hellenic/Greek) name? The proper name Αλέξανδρος comes from the verb αλέξω (to help, to protect, to defend) and the genitive of the noun ανήρ (man). It means brave man! Other commonly used Ελληνικά (Hellenic/ Greek) names are: Philip (Φίλιππος), Ellen or Helen (Ελένη), Sophie (Σοφία, the Ελληνική word for wisdom). 1

http://www.britanniaca.com/topic/Greek-language

Highet, Gilbert. The Κλασσική (Classical) Tradition. Greek and Roman Influences on Western Literature. Oxford university Press. 2015.

Cook,B.F. Greek Inscriptions. – Reading the Past. British Museum Publications Ltd, 1987. Please see table on page 10 of this publication.

The ‘unknown’ script was first discovered in early 20th century by Arthur Evans on tablets at Κνωσσός (Knossos) in the island of Κρήτη (Crete). Later on, more similar tablets were discovered in mainland Greece. Ventris,M. and J.Chadwick. Documents in Mycenaean Greek, Cambridge (1973). 4

Logograms represent entire words (e.g. aleph meant ‘ox’, beth meant ‘house, gimel signified ‘camel’ and so on). Letters represent individual sounds. So, the ‘letters’ of the Phoenician script did not function as the letters we know now. This radical shift in thinking is due to the ancient Hellenic (Greek) people.

Horrocks, J. Greek: A History of the Language and its Speakers. 2ndedition, Wiley-Blackwell, 2010.

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Ιωνία

ΑΘήνα

Κόρινθος Άργος

Ionia Athens Corinth Argos

Editor’s comments and clarifications: a) Archaic Greece spanned from 8th to the early 5th century BC. b) (Please know that this table includes only Euboea (cf. Etruscan) a few of the many Greek dialects present in that time.) The ancient Greek region of Iωνία (Ionia), in present day Turkey, included many city-states such as Μιλητο (Miletus) and Σμυρνη (Smyrna). Εΰβοια (Euboea), an island, had city-states as well including Κυμη (Kyme), Ερετρια (Eretria) and Χαλκιδα (Chalcis). It is from the latter the Etruscans adopted the western version of the Greek αλφαβητο. Αθήνα (Athens), Κόρινθος (Corinth) and Άργος (Argos) were city-states themselves. Εΰβοια

ΘΕΑΤΡΟΝ THEATRE THÉÂTRE

Ωδείο του Ηρώδου του Αττικού (Odeon of Herodes Atticus) Completed by 161 A.D., during the Roman Empire, by the Έλληνα Ηρώδη Αττικό (Herodes Atticus). Image from: Ancient Theatres. Αρχαία Θέατρα. Ημερολόγιο. Calendar 2016. Μίλητος Miletus Modern

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κωμωδία τραγωδία διάλογος μονόλογος παρωδία σκηνή χορός θέμα χαρακτήρας πρωταγωνιστής ανταγωνιστής δράμα μύθος μίμος τριλογία πρόλογος ορχήστρα ρητορική μέθοδος τεχνική επεισόδιο ύβρις αντίθεσις έπος ήρως αμφιθέατρο ακουστική συμμετρία φαντασία ιστορία σύνθεσις πρόγραμμα σάτυρος σύνοψις διδακτικό δίλημμα αλληγορία μεταφορά

comedy tragedy dialogue monologue parody scene chorus theme character protagonist antagonist drama myth mime trilogy prologue orchestra rhetoric method technique episode hybris antithesis epic hero amphitheatre acoustic symmetry fantasy history synthesis programme satire synopsis didactic dilemma allegory metaphor

Όμηρος (Homer)’s επικά (epic) ποιήματα (poems) Ιλιάδα (Iliad) and Οδύσσεια (Odyssey) are the oldest written works of επική ποίηση (epic poetry) in the Western world. Although their written copies date around 750 B.C. their oral, original conception is placed around 850 B.C.

Homer Socrates Plato (800-724 BC) (470-399 BC) (427-347 BC)

Πλατωνική Ακαδημία (Platonic Academy) is the first learning σχολή (school) in the Western world and a prestigious κέντρο (centre) of learning in antiquity. It was founded by Πλάτων (Plato) (c.428-347 B.C.) around 386 B.C. Plato was an Αθηναίος (Athenean) φιλόσοφος (philosopher) and the student of Σωκράτης (Socrates) (469-399 B.C.).Σωκράτης was especially known for his διαλεκτική μεθοδολογία (dialectic methodology) and φιλοσοφικό διάλογο (philosophical dialogue).

Top Table:Cook,B.F. Greek Inscriptions. – Reading the Past. British Museum Publications Ltd, 1987. Page 8. (The Greek names were added by the editor.) Bottom Table: http://www.omniglot.com/charts/print/greek.pdf

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TRANSLATION AS A FORM OF LITERARY LEARNING: FROM GREEK TO LATIN AND BEYOND Did you know? Scriptores Classici*, was the term created by the Romans to refer to the Έλληνες authors whose αυθεντική (authentic) language and literary skills became the model for their own writings. The leading Roman λυρικός (lyric) ποιητής (poet) Horace (c.65 B.C.– 8 B.C.) is known for his famous statement “Graecia capta ferum victorem cepit.” In other words, “Captive Greece captured her rude conqueror.” *Classici is a transliteration of the ελληνική word κλήσις, from καλείν=to call, to summon. From the 3rd century B.C. Romans start imitating and/or appropriating ALL forms of Ελληνική culture via its language. This was expressed in the word imitatio, a term they used to express the need of Ελληνικές sources as a foundation for the creation of literary works in Latin. In a way they mirrored ελληνικούς μύθους (Greek myths), θέματα (themes) in literature, medicine, γραμματική (grammar), ποιήση (poetry), Θέατρο (theatre), αρχιτεκτονική (architecture), etc. Romans aimed at recreating in Latin the best of the Έλληνες and in their efforts to create new words they i) latinized the ελληνικές and ii) created new words out of the existing ones to replicate the ways words were used by the Έλληνες (Greeks). In this way, the Ελληνική language became the δυναμικό (dynamic) vehicle for them to develop and perfect their own language. During Renaissance Humanism (1600s-1800s), thousands of Ελληνικές words/concepts find their way into the Western Ευρωπαϊκές (European) ones via direct translations of literary and scientific ελληνικών (Greek) manuscripts. Ελληνικά is taught in many universities and privately. Did you know? Ελληνικά letters are used as σύμβολα (symbols) in sciences, μαθηματικά (mathematics), names of places, names of fraternities in universities, etc. From the 15th century B.C. to late 4th ancient Ελλάδα (Hellas) was composed of many City-states (called πόλεις) and various kingdoms. Out of the various local διαλέκτους (dialects) spoken and/or written, only a few had acquired a πανελληνικό (panhellenic) status and they were considered ‘literary,’ worthy of serving as literary tools to communicate specific works throughout the Ελληνικό (Hellenic) world. Here are some of the people you may have heard about and the dialects they used to communicate their works: Όμηρος (Homer) used eastern Ιωνική (Ionic) with some Αιολικά (Aeolic) elements, Ιπποκράτης (Hippocrates) wrote in Ιωνική (Ionic), Αρχιμήδης (Archimedes) in Δωρική (Doric), the λυρικοί ποιητές (lyric poets) Σαπφώ (Sappho) and Αλκαίος (Alcaeus) in Aeolic, Πλάτων (Plato) and Αριστοτέλης (Aristotle) in Αττική (Attic). All the preΣωκρατικοί (Socratic) natural φιλόσοφοι (philosophers) wrote in Ιωνική (Ionic), the name derives for the region they lived, Ιωνία (Ionia, in today’s Turkey). The πολιτική (political), οικονομική (economical) and cultural expansion of the City-state of Αθήνα (Athens) during the 5th century B.C. was one of the reasons why the Αττική/Ιωνική (Attic/Ionic) also gained so much prestige over the other διαλέκτους (dialects) of that time. It was the language the Ελληνιστική περίοδος (Hellenistic period) would see spreading in faraway lands with Μέγα Αλέξανδρο (Alexander the Great). This language eventually overshadowed the other διαλέκτους (dialects) and became the κοινή (common) language out of which eventually evolved the Greek language of the Eastern Roman Empire, Βυζάντιο (Byzantium) and later on the modern Ελληνική language. Θεραπεία (THERAPY ) - ΙΠΠΟΚΡΑΤΗΣ (Hippocrates) He was born on the island of Κώς (Cos) (480 BC – 357 BC). He founded the first medical σχολή (school). His works are the oldest sources of western medicine. They cover all fields of medicine known at his time and name a wide range of illnesses and their συμπτώματα (symptoms). He was the first to approach illness using deductive reasoning and consistent observation and recording. Having no medical tradition of their own, Romans imported the Ελληνική – terminology* and πρακτική (practice). Since their language had no words for the terminology used by the Éλληνες they imported the ελληνικές words! Around the 1st century AD, the Roman Aulus Cornelius Celsus wrote De Medicina, an εγκυκλοπαιδική (encyclopedic) collection of knowledge based (from βασίζω=to support) on the ελληνικές sources. It appeared in print for the first time in 1478. Later on, in the 2nd century BC, the works of another prominent Έλληνας physician*, Γαληνός, known as Galen from Πέργαμον (Pergamon) added a highly regarded source of medical knowledge. A Latin translation of his works appeared shortly after Celsus publication. Linguistic interest: Celsus applied three different ways in writing his book: a) incorporated the original Ελληνικές words b) wrote the ελληνικές words with Latin letters, and changed their endings to Latin ones and c) translated the ελληνικές words into Latin, thus created a new latin word while he retained the original ελληνική imagery in ανατομική (anatomical) terminology* *termin-o-logy: combines latin prefix with ελληνικό (Hellenic) suffix. *physician: comes from the ελληνική word φυσικόν=related to the body, to the matter, to nature. In the 1800s medical Latin was slowly replaced by the emerging national medical languages. However, all these languages had a common thread: most of the medical terms derived from Latin. New discoveries and new concepts require new words to be expressed and communicated. The flexibility, richness, and adaptability of the Ελληνική language as well as its prefixes and suffixes continue to supply a vast reservoir of words to satisfy these needs. Did You Know? Ιπποκράτης had also established an ηθικό (ethical) code of conduct among doctors and between doctor and patient. Among others, he called for respect and confidentiality. Source: Wolfe, R.H. The Language of Medicine. J. R. Soc. 2004. Vol.97:187-188.

Photo by Maria Davradou

ΦΙΛΟΣΟΦΙΑ (PHILOSOPHY) From the natural φιλοσόφους (philosophers) of ancient Ιωνία in Μικρά Ασία (Ionia in Asia Minor, in today’s Turkey), to the επιστημολογία (epistemology) and the various μεθόδους (methods) introduced by Σωκράτη (Socrates), Πλάτων (Plato) and Aριστοτέλη (Aristotle) to ηθική (ethics), πολιτική θεωρία (political theory), and μεταφυσική (metaphysics), the Ελληνική language gave all it could to inspire, intrigue and invite those interested in its ιδέες (ideas) to embark on a lifelong inquiry into the Life’s deepest questions, using her not only as a vehicle but to express their own languages and traditions.

Sagan, C. Cosmos. Random House Publishing Group. 1980. • Stage, W.T. A Critical History of Greek Philosophy. (16th Ed.) MacMillan St. Martin’s Press. Great Britain.1969

Featuring AΡΙΣΤΟΤΕΛΗΣ/ARISTOTLE (384 BC – 324 BC). It is with great sadness I discover that the majority of people, even those interested in the works of Αριστοτέλη (Aristotle) ignore that fact that he was not an Αθηναίος (Athenean). Αριστοτέλης was from the town of Στάγειρα (Stageira or Stagira), in Χαλκιδική (Chalkidiki) in Northern Ελλάδα. He was coming from a long lineage of medical doctors of the Μακεδόνες (Makedonian/Macedonian)* kings and his own father was the doctor of king Αμύντας (Amyntas), the grand-father of Αλέξανδρο, later known as Μέγας Αλέξανδρος (Alexander the Great). So, Αριστοτελης spent part of his childhood in Πέλλα (Pella), the capital of the kingdom of Μακεδονία at that time. He went to Αθήνα (Athens) in 367 BC to study in Πλατωνική Ακαδημία (Plato’s Academy). He studied and taught for 20 years and then, after the death of his teacher, Πλάτωνα, in 347, he left Athens and the Academy. Later on, in 342, he was hired by the Μακεδόνα king Φίλιππο (Philip) as a tutor for his son, Αλέξανδρο. Around 335, Aristotle returned to the ‘intellectual hub’ of his time, the πόλις of Athens, where he founded his own σχολή (school) named Λύκειον (pronounced Lykeion), known later as Lyceum, the Latin way of writing the original Ελληνική word. (Source: Lavine, T.Z. 1984. From Socrates to Sartre: The Philosophic Quest. Bantam Books.) *Clarification: The recently formed state, appearing in maps as Macedonia, emerged as an independent republic in 1991 during the civil wars in Yugoslavia and it is not related neither to the ancient lands not to the culture of the Ελληνικό (Hellenic/Greek) kingdom of Μακεδονία. It is a Slavic state, with a Slavic language closely related to Bulgarian. The Slavs arrived in the greater area of this region around the 6th century AD. United Nations temporary name for the new re[ublic is “Former Yugoslav Republic of Macedonia (F.Y.R.O.M).”

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Petit coin d’activités linguistiques ou bien, petit coin d’ετυμολογία

(in Italian: etymologia, in French: étymologie, in Spanish:etimología, in German:Etymologie and in English:etymology) Both Danielle De Clercq – Douillet in the publication Etymons Grecs et Latins du Vocabulaire Scientifique Français and James Morwood with Mark Warman in their book Greek and Latin Roots highlight the fundamental role of the ancient Ελληνική language and of Latin in our understanding and intimate appreciation of other European languages. Furthermore, Francisco Rodríguez Adrados, member of the Real Ακαδημία (Academia) Española (in English: Royal Spanish Academy) and Jacqueline de Romilly, member de l’ Ακαδημία (Académie) Française put great έμφαση (emphasis) on the pre-eminence of the Ελληνική language due to the διαχρονικό (diachronic) impact of its αλφάβητο (alphabet), λεξικό (lexicon), σύνταξη (syntax), γραμματική (grammar), and literary styles to the spiritual and intellectual development of other languages.(refer to the end of this section for the above used references). To my students, who are bewildered by my passion for words, I explain that words connote ιδέες (ideas) and without appropriate words our understanding of intellectual, scientific, artistic, and other matters is inadequate. Why? Simply because we do not have explicit language to engage us in meaningful discourse. A) Can you match the Latin word with its ancestral Ελληνική word? ΚΑΛΥΞ METONYMIA ΔΙΛΟΓΙΑ MAGMA ΔΙΑΜΕΤΡΟΣ MACHINA ΔΙΑΖΩΜΑ POLYPUS ΕΥΡΟΣ DIAZOMA ΜΕΤΕΩΡΙΑ METEORIA ΜΕΤΩΝΥΜΙΑ CALYX ΠΟΛΥΠΟΥΣ EURUS ΜΑΓΜΑ DILOGIA ΜΗΧΑΝΗ DIAMETROS

B) Can you match the English word with its ancestral Ελληνική word? ΔΙΑΣΠΟΡΑ GLOSSARY ΑΛΛΗΓΟΡΙΑ BACTERIUM ΧΡΟΝΙΟΣ DRASTIC ΚΙΤΡΟΝ MEANDER ΔΡΑΣΤΙΚΟΣ ALLEGORY ΟΡΙΖΩΝ MASS ΜΑΖΑ HORIZON ΒΑΚΤΗΡΙΟΝ CITRON ΜΕΑΝΔΡΟΣ DIASPORA ΓΛΩΣΣΑΡΙΟΝ CHRONIC

C) Can you match the French word with its ancestral Ελληνική word? ΔΥΣΠΕΨΙΑ HYDROPLANE ΑΣΤΙΓΜΑΤΙΣΜΟΣ IDYLLE ΥΜΝΟΣ BIO- (PREFIX) ΥΔΡΟΠΛΑΝΟ CHOREGRAPHIE ΖΩΟΛΟΓΙΑ DYSPEPSIE ΕΙΔΥΛΛΙΟ ASTIGMATISME ΑΚΟΥΣΤΙΚΗ PROTAGONISTE ΒΙΟΣ HYMNE ΠΡΩΤΑΓΩΝΙΣΤΗΣ ZOOLOGIE ΧΟΡΟΓΡΑΦΙΑ ACOUSTIQUE

D) Can you match the Spanish word with its ancestral Ελληνική word? ΑΓΩΝΙΑ BIOMASA ΔΙΑΓΡΑΜΜΑ BRONQUITIS ΜΑΓΙΚΟ ANATOMÍA ΠΛΗΘΩΡΑ PLÉTORA ΒΙΟΜΑΖΑ CARTA ΑΝΑΤΟΜΙΑ DIAGRAMA ΧΑΡΤΗΣ AGONÍA ΥΠΝΟΘΕΡΑΠΕΙΑ MÁGICO ΔΙΧΟΤΟΜΙΑ HYPNOTHERAPIA ΒΡΟΓΧΙΤΗΣ DICOTOMÍA

E) Now try to match the Italian word with its root Ελληνική word? ΚΑΛΛΙΓΡΑΦΙΑ POLEMICO ΔΙΑΙΤΟΛΟΓΟΣ SIMBOLICO ΣΥΜΒΟΛΙΚΟ ELICOTTERO ΟΡΧΙΔΕΑ DISCO ΕΛΙΚΟΠΤΕΡΟ ANONIMO ΔΙΣΚΟΣ DIETOLOGO ΙΔΙΟΣΥΓΚΡΑΣΙΑ CALLIGRAFIA ΑΣΤΕΡΟΪΔΕΣ ASTEROIDE ΠΟΛΕΜΙΚΟ ORCHIDEA ΑΝΟΝΙΜΟ IDIOSINCRASIA

F)Now try to match the German word with its root Ελληνική word? PHANTASTISCH ΘΡΙΑΜΒΟΣ NAME ΚΡΥΣΤΑΛΛΟΝ NACHT ΟΝΟΜΑ BARBAR ΒΑΡΒΑΡΟΣ KLINIK ΔΟΓΜΑ KRISTALL ΠΡΟΓΡΑΜΜΑΤΙΖΩ TRESOR ΝΥΞ TRIUMPH ΘΗΣΑΥΡΟΣ PROGRAMMIEREN ΚΛΙΝΗ DOGMA ΦΑΝΤΑΣΤΙΚΟ

G) We will take a bigger risk now. Without any hints, can you guess the English and/or French words that came from the following ancestral Ελληνικές words? 1. ΑΠΟΛΟΓΙΑ 11. ΜΕΤΑΜΟΡΦΩΣΙΣ 2. ΚΛΙΜΑ 12. ΑΠΑΘΕΙΑ 3. ΔΙΑΜΕΤΡΟΣ 13. ΦΑΡΜΑΚΕΙΟΝ 4. ΗΡΩΑΣ 14. ΣΥΜΠΤΩΜΑ 5. ΚΡΙΤΗΡΙΟΝ 15. ΦΟΒΙΑ 6. ΙΕΡΑΡΧΙΑ 16. ΦΥΣΙΟΘΕΡΑΠΕΙΑ 7. ΔΥΝΑΣΤΕΙΑ 17. ΚΡΙΣΙΣ 8. ΜΑΓΝΗΤΙΣΜΟΣ 18. ΠΕΡΙΦΕΡΕΙΑ 9. ΕΞΑΓΩΝΟΝ 19. ΣΥΓΧΡΟΝΙΖΩ 10. ΠΑΤΡΙΩΤΗΣ 20. ΡΕΥΜΑΤΙΣΜΟΣ

Sources: Adrados, F. R., Historia de la Lengua Griega. De los origenes a nuestros días. Editorial GREDOS, Madrid, 1999. De Romilly, J., et Monique Trédé, Petites leçons sur le grec. Éditions Stock, 2008. Etymons Grecs et Latin du Vocabulaire Scientifique Français Conçu par Danielle De Clercq - Douillet et réalisé par Philippe Delsate pour le Centre de Documentation pour l’ Enseignement Secondaire et Supérieur, LLN. Morwood, J. and M. Warman. Our Greek and Latin Roots. 2nd edition, Cambridge University Press, 2008. DID YOU KNOW? Etymon comes from the ελληνική word Έτυμον = sincere, truthful. Etymology comes from the composite ελληνική word ετυμολογία = the ανάλυσις (analysis) of a word in order to find its origin. The suffix –logy comes from the ελληνική word λόγος= oral expression, speech, narration

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Answer key: 1. apologie/apology, 2.climat/climate, 3.diamètre/diameter, 4.héros/hero, 5.critère/criterion, 6.hiérarchie/hierarchy, 7.dynastie/dynasty, 8.magnétisme/magnetism, 9.hexagone/hexagon, 10.patriote/patriot, 11.métamorphose/ metamorphosis, 12.apathie/apathy, 13.pharmacie/pharmacy, 14. symptôme/symptom, 15.phobie/phobia 16. physiothérapie/physiotherapy, 17. crise/crisis, 18. périphérie/periphery, 19. synchroniser/synchronize and 20.rhumatisme/rheumatism

CAN YOU SEE MY LANGUAGE? POUVEZ-VOUS VOIR MA LANGUE? It is yours as well!

ΙΔΕΕΣ

C’est la vôtre aussi!

Ελληνική Πολιτιστική Κληρονομιά | Le Patrimoine Hellénique | The Hellenic Heritage In the Royal BC Museum, in Victoria, the 21st of June 2014 marked the opening of the exhibition Our Living Languages: First Peoples’ Voices in BC . There were audio recordings from the 34 distinct First Nations’ languages in our province, videos, art pieces and various artifacts, button-activated interactive maps and speakers and more. But there was also something else that I observed: my own language, Ελληνική, with its presence obscured and its contributions silenced, demanded my attention.

Editor and Teacher Susan Croll, in her article INFUSING Aboriginal ways: What does the revised curriculum say about Aboriginal education? stresses the importance of recognition of the cultural identity of aboriginal people and clarifies that “Appropriation is akin to stealing, or taking someone’s story without asking for permission and/or giving credit to the story’s originator.” To my amazement, in the same article, there were several words of Ελληνική/ Hellenic/Greek culture obscured and unidentified: stories, ideas, antidote, analyzes, strategies, based, decade, historical, stereotypes, histories, graphic, anthropologized, authentic, topic, and school. I wonder why the Ελληνική language continues to remain unacknowledged while, at the same time, it is excessively used in every possible context: medical, τεχνολογικό (technological), educational, all forms of literary, θεατρικό (theatrical) and all areas of scientific. Croll, Susan. INFUSING Aboriginal ways: What does the revised curriculum say about Aboriginal education? Teacher. January/February 2016 — 38 —

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Self-Healing

Once again, I invite you to engage in your own creative healing journey. Dare to collage your own images, write, doodle or draw, as you respond to the visual and written cues provided by me. To share with me: davradou_m@surreyschools.ca.

Sunrise at my Neighbourhood Café Do you recall . . . a time when in the wake of a change, a habitual act assumed great importance?

The Gull-Γλάροςwas leading the way, and the Sun was lending his golden rays to the pavement to show me the boundaries of thought. In preparing for the long journey, I stepped into the old café to order a cappuccino: οργανικό (organic) fair trade coffee, soya, and a lot of foam. Davradou, M. 2013. Intriguing Compositions. Inspirational Journeys into Mundane Encounters and Other Vistas. A Collection of Collage Narratives and Other Thoughts. Friesen Press, Victoria, BC. (pgs. 79, 101)

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Reflections Through Imagery & the Written Word

The Path Weaver

Do you recall . . . a time when the only path available to you was the one you had to create on your own and the one you dreaded the most?

Between two nights, the weaver weaves his day’s works. This varies from one day to the next, from one night to the other. What cannot change is that he has to always weave just one path. Or, am I wrong?

Davradou, M. 2013. Intriguing Compositions. Inspirational Journeys into Mundane Encounters and Other Vistas. A Collection of Collage Narratives and Other Thoughts. Friesen Press, Victoria, BC. (pgs. 61, 97)

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We All Appreciate Life & Language

In the fall of 2014 I attended the 8-week workshop ‘Compassion Cultivation’ facilitated by Ms. Magdalena Szpala. In the following spring, my journey continued with yet another course, this time online, The Science of Happiness, offered through UC Berkeley. Both educational experiences reinforced my lifelong commitment to personal development and healing as the core source of any deep social and community work. For more than 10 years I have been sharing the πρακτική (practice) of conscious breathing and gratitude with those entrusted in my care via my service as an educator. It is my firm belief one’s language can be a healing force. It is with great pleasure I share this section with you! By Ms Maria Davradou

Art provided by Tamim Alhmoud

The Power of Languages “The power of language; defines who we are, unites us and can divide, conquer and defeat us. Through language, either the spoken word, the written word or simple expression, we interact with everyone and everything around us. It is the tool of evolution and the mechanism of progression. Knowing this, means that we must treat it with reverence and respect at all times! Choosing our words and expressions carefully, being mindful of syntax and spelling and being artful in crafting thoughts and ideas is crucial in helping us communicate. Unintended errors in translation can cause a shift away from meaning resulting in a completely different outcome. For me… Language is very important. I always try to choose my words carefully and am always working on improving my vocabulary and expression.” — Mr. Hayes Arabic language provided by Tamim Alhmoud

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Tagalog language provided by Charlene Aviles Spanish language provided by Alonso Loo Ortiz

Ilocano dialect provided by Charlene Aviles

I like to do many things during my free time. What I like the most is to play tennis. I have many hobbies but tennis is the one I like the most. During summer, I always play for hours and hours without a break. It doesn’t matter if it rains or if it is cold, I always play. I’ve always wanted to play in a club, but are far from my home. There is no other sport like tennis.

Bisaya dialect provided by Lloyd Castillo

“I do not want followers who are righteous, rather I want followers who are too busy doing good that they won’t have time to do bad. I don’t speak because I have the power to speak; I speak because I don’t have the power to remain silent.” - Alicia Ohana Italian language provided by Preet Kaur

Gujarati language by Paresh and Meera Patel

Art provided by Meeta Chand

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Vietnamese language provided by Cynthia Nguyen

“Herzliche Grüße, mein Name ist Mr.Hubbick und einige der deutschen Sachen die ich liebe sind Wolpertingen, Dessert knoedel, der Reinheitsgebot von 1516, die Musiker D-Nox und Beckers, der Filmemacher Warner Herzog, die Stadt Heidelberg und mein lieber Freund Uwe. Ich liebe auch, dass Deutschland ein sehr soziales, politisch und ökologisch fortschrittliches Land ist. Wenn du jemals auf eine Radtour gehen willst, geh nach Deutschland!” “Greetings and salutations, my name is Mr.Hubbick and some of the German things that I love are Wolpertingen (Jackalopes), dessert knoedel (dumplings), The Purity Law of 1516, the musicians D-Nox and Beckers, The filmmaker Warner Herzog, the City of Heidelberg, and my dear friend Uwe. I also love that Germany is a very socially, politically, and ecologically progressive country. If you ever want to go on a cycling trip, go to Germany!” Urdu language provided by Seemab Kamal

Art provided by Ravneet Cumo

Et vous? De quoi êtes - vous reconnaissant(e)? Fermez vos yeux, inspirez, expirez, . . . And you? What are you grateful for? Close your eyes, inhale, exhale, . . . Spanish language provided by Rebeca Granados Calderon

“Hi, my name is Rebeca. I was born and raised in Vancouver, Canada. But my parents are from El Salvador. Spanish is important to me, because it is my first language. It is the main way I communicate with my family. The Spanish language is part of my roots and it makes me very proud. I like to read in my free time. I also like to explore new places.” - Rebeca Granados Calderon — 44 —