Issuu

Letter from the Editor

Imagine Artworks

Interview with the Principal

There’s a Starman

Contents 06

Interviews

A New World

Bilingual Interviews

Europe’s Hidden Gem Lithuania

How can Diversity affect a person’s life?

Orient vs Occident

How does Language affect the way we think?

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Storm Clouds over a Castle

The Creation

40 Rage

Expression of Indian Languages

Multilingual People

How do languages Contribute to Diversity?

Letter from the Editor

I am delighted to welcome you to the latest edition of the Oasis Magazine, where we delve into a theme central to the NLCS culture: Language and Diversity. In a world that is constantly evolving, our ability to communicate and understand one another is more vital than ever. Language is not merely a means of communication; it is the gateway to understanding, empathy, and unity—a fabric that binds diverse cultures, perspectives, and experiences. In this edition, we explore how language serves as a vessel for heritage, tradition, and knowledge exchange. Our contributors offer unique perspectives on the intricate relationship between language and diversity, from personal anecdotes to scholarly insights. Our aim is to shed light on the beauty of linguistic diversity and its role in fostering a more inclusive and interconnected global community As you immerse yourself in the pages of this magazine, I encourage you to reflect on the power of language in your own life and its influence on your own interactions. Consider how language has shaped your worldview and sense of belonging. At NLCS, we view embracing linguistic diversity as a responsibility, not just a choice. We hope this edition of Oasis Magazine inspires you to celebrate the richness of languages, both familiar and foreign.

Rameen Grade 11

Principal

By Zaria Muzaffar What inspired you to become a teacher and what stimulated your subject passion? There are two different things, and my subject passion came first. I have always loved maths and the sense of solving a problem and there being something I do not know, and I have to find a solution. Since, I have always loved maths and computing; that was my degree. I had a brilliant physics teacher when I was in school in the early 80s, and computing was not a separate subject. There was one computer in our school, and I remember the whole class standing around this computer when the physics teacher showed us how to program it and move things around the screen. He had a program that he designed that calculated the day on which we were born if we told him our birthday. We were all amazed by this and I got into computers as well. I saved pocket money for a zx-80, a basic black-and-white computer. Then, I upgraded to a zx-spectrum, and I bought memory chips to put in it. I enjoyed the concept of programming and finding a solution to a problem. Moreover, initially I did not want to be a teacher. My father was a head teacher, and my mother was a teaching assistant. I saw how hard my father worked and I could not imagine doing that. I finished my degree and was playing Rugby for England’s students, under 21s. I was headhunted to play for Cambridge University’s Rugby team and the course which gave me a full grant was the teaching course. So, I went to teach and train in rugby. Within the teacher training qualification, you had to spend a term working in a school. So, I worked in a school teaching maths and I loved it. I realized how fantastic it was and never looked back.

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What are the motivational factors which drive you as a teacher? When I was a teacher in the classroom. I’m not really there anymore. It was the feeling you get in the lesson you are teaching. The students are engaged, and they are firing off each other and loving the lesson. It makes you feel goosebumpy, and it’s a wonderful environment. It does not happen enough but when it does happen, it is truly an amazing feeling. As a head teacher, it is far more different, and the gratification is different. It is times like graduation when you see students at the culmination of their education or performances when they are singing confidently or acting. The student-led assemblies are when you see students speaking confidently and feeling that you played a small part in that young person’s journey. That’s what gives me energy and motivation.

What is that one feature of NLCS which makes it stand out? I am going to be cheesy and say the three pillars [Care, Courtesy and Consideration] which is easy to say are alive. The pastoral care is phenomenal and the commitment to enrichment activities is fantastic from six-thirty to five o’clock. The trips and opportunities the students have are exceptional. However, the one that stands out for me is the teachers nurturing the love for academics. I have not seen it to this degree in any school I have taught in which there are probably eight schools. It is remarkable the way you have all these teachers who love their subject, and they transmit that energy and inspire students to love their subject too. My daughter has really reflected that with her experience in the first six weeks.

What has been the most memorable event or incident so far? I think the first time I experienced the national anthem being played — it was quite a strange experience. I was in the office down the corridor by myself and the anthem played, and no one had warned me. I did not know what was happening and that was quite surreal. As I previously mentioned, the Thursday senior school assemblies led by the students are fantastic. The one for the language week was phenomenal. The way the students spoke, the mixture of activities and the messages they got across. The humor and seriousness. I thought it was fantastic.

What is your favourite thing about teaching? It is the relationships with young people, and it is not parents or staff who of course have a part in my job, but I love the interaction with young people. I love talking with them, making them feel comfortable and Encouraging them, as well as building relationships with them and making them laugh. It is a privilege to have that opportunity because young people are not cynical; adults have become cynical over time. Young people are so optimistic, and positive and it is wonderful to work with people who see opportunities. They see it as ‘floors not ceilings’ and they get that. It always gives me energy. The days I have a bad day are usually days I spend in the office by myself or in meetings. The best days are the days I get to go into lessons and meet students.

What advice would you give to students? Mrs. Dawson’s assembly was brilliant about a growth mindset versus a fixed mindset narrative, and I like the use of the word ‘yet.’ That is powerful. It’s not ‘I can’t do it’ it is ‘I can’t do it yet.’

Interview with

Ms Pierre Teacher of English

By Emilia Degtyareva - Grade 9 What inspired you to become a teacher and what stimulated your subject passion? I have always been a keen reader, so English is the obvious option but then just I’ve always been really good at it as well. So that was like ‘Oh well, I like it, and I am really good at it.’ which is why I did my degree in it. Being a teacher, I have always been a bit bossy, like telling people what to do. But it’s definitely really something that is in my heart, I have never done anything else but teach. So, I went to university and then I trained to be a teacher, and then I started teaching. What are the motivational factors which drive you as a teacher? I think things like results day, which push me to do better, they are great days; because the looks on people’s faces when they got the grade they want, or even went beyond what they thought they can do is always lucky to see. What is that one feature of NLCS which makes it stand out? Just how lovely and welcoming everyone is. On my first week, students who I don’t teach were like, ‘Hi Miss, are you new?’ and asked me questions. That’s been really reassuring and welcoming. My two children are also here and have said that everyone has been incredibly welcoming to them. I think that’s the thing I have enjoyed the most. [Where were you before NLCS Dubai?] I was teaching at Dulwich College in Beijing What is your favourite thing about teaching? It is building relationships with students, and imparting my love of English into my classes, and having a good time. I wouldn’t choose any other job; I’m never feeling like ‘Oh my god, when is the end of the day?’. Students go through lots of different subjects every lesson and I get to teach English every hour and that’s amazing. What advice would you give to students? Work hard, play hard, you’ve got to do both. Just work hard to reach your goals, but don’t be robots. Just do a bit of both and balance.

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Interview with

Ms Oni Teacher of English

By Zaria Muzaffar - Grade 10 What inspired you to become a teacher and what stimulated your subject passion? I have always been an avid reader, especially when it comes to dystopian fiction. So, I started reading all the popular books: “The Hunger Games” and “The Divergent Series” – before they were made into films. From then on, I just had a love for reading, which linked nicely with English. Regarding teaching itself, during university I went on a volunteer teaching trip to South Africa. I taught in a township school in Johannesburg for six weeks. I fell in love with both the children and the subject, and I knew I wanted to continue in that field. Right after university, that’s exactly what I did. What are the motivational factors which drive you as a teacher? Seeing students’ progress and come out of their shell over the year. Also, seeing them maybe not having a passion for the subject and trying to motivate them and getting to that stage where they have a lightbulb moment. Those are what I live for, and they keep me going. What is that one feature of NLCS which makes it stand out? I would say the curriculum. Not all schools have a curriculum that’s super rigorous. What has been the most memorable event or incident so far? One of the nights when parents came in, and I got to meet the parents of my tutees. That was really informative; it gave me an insight into how parents think and how involved that are. That’s another stand-out feature actually— not all schools have parents that are extremely involved at the parents of NLCS. That was a standout moment for me so far, but it’s only been a month, so we’ll see. What is your favourite thing about teaching? It must be the kids, I don’t enjoy planning and marking nearly as much as I enjoy being in the classroom with the kids. What advice would you give to students? What I normally tell my students is to fake it until you make it. If you’re not feeling confident about a particular subject or ECA or anything you are doing, you must fake the confidence initially and try to get better at it. That motivates you to keep going. So, even if you feel like you’re not the best at something, it has to start with your mindset. When you can change that, you can do whatever you want.

Interview with

Mr Hembrey Teacher of Mathematics

By Devica and Asya - Grade 10

What inspired you to become a teacher and what stimulated your subject passion? My maths teacher inspired me to become a teacher. He reminded me of myself as he was a bit weird; he had very similar interests to me such as maths and playing instruments. I felt that if I became a little bit enthusiastic like he was, I would be a good teacher. What are the motivational factors which drive you as a teacher? The motivational factors are the students. Teaching a nice class really motivates me and I want them to get good grades. What is that one feature of NLCS which makes it stand out? The one feature that makes it stand out is the reputation that it upholds of being an exceptionally good school as well as its heritage in the UK. Also, I know a lot of teachers from before that teach here. What has been the most memorable event or incident so far? The most memorable event was the house music practice this week where we danced to ‘Dancing Queen’. Moreover, the Nicholson lectures are interesting and in the classes that I teach the students are very motivated. What is your favourite thing about teaching? My favourite thing about teaching is the WOW moment, which is the moment of realisation that students get when something clicks, and they understand something. What advice would you give to students? To just keep going and trying hard as math is all about practice. Eventually, with enough learning, any student can understand something no matter how complex it is.

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Interview with

Mr Peacock Teacher of Mathematics

By Ji in Jun - Grade 9

What inspired you to become a teacher and what stimulated your subject passion? My dad was also a teacher, and he is an academic genius, which is why I was always surrounded by books related to math and physics. I would see my dad doing sums and solving mathematical problems which he was so passionate about. He was one of my biggest inspirations. What are the motivational factors which drive you as a teacher? As a math teacher, I was not a professional in math from the beginning. I studied and practiced it to become an expert. This applies for most people, which is a motivational factor for me. No one is an expert in the beginning. When I teach, I see the potential in every student, and this makes me addicted to math. What is that one feature of NLCS which makes it stand out? What stands out in NLCS are the classes. In math classes, teachers give students multiple workrelated activities at the students’ level to improve their math skills. At NLCS, we have extended math, which focuses on different levels of math, depending on the capability of each student. What has been the most memorable event or incident so far? I teach one of the low sets in some grades, and one student from one of those classes first struggled with a certain unit. However, after going through the unit in class the student understood it fully. This is something that always remains memorable. What is your favorite thing about teaching? By teaching I can help others develop useful skills, which is math for me. What advice would you give to students? Having a growth mind set is one of the most important things a student should have. If you do something continuously you will be able to develop it gradually.

Interview with

Ms Brunt Teacher of Biology

By Zaria Muzaffar – Grade 10 What inspired you to become a teacher and what stimulated your subject passion? I first decided to become a teacher when I worked at an aquarium in Toronto which I did for a summer job and then a permanent job after university. I was in education there, so I knew lots of people who were teachers. I was talking to people visiting the aquarium and there were lots of people from the public and I did not know as much about the environment, animals and natural life as I would like to have thought, which was the reason I wanted to get into teaching. My degree was zoology and I have always loved animals, biology and the environment. So, that’s what made me want to teach biology. What are the motivational factors which drive you as a teacher? I think it’s the little things — the positive interactions you have with students and especially when students have that lightbulb moment or that ‘a-ha’ moment when they really get something. Just seeing how excited they are about a certain topic, it’s more the little moments like that that happen day-to-day occasionally. What is that one feature of NLCS which makes it stand out? I love all the ECAs available to students so they can discover what they’re interested in and pursue it deeper than just attending lessons they have to take. They have a lot of choice in what they want to pursue. What has been the most memorable event or incident so far? Coming from a school that was much smaller, one thing I think I really like is how big the science department is. Specifically, there are many other biology teachers I can discuss things with, to talk about ideas and to plan with. I really like that sense of community we have. What is your favourite thing about teaching? Getting to know students as people rather than as students such as having meaningful conversations and talking about what interests them outside of school. In terms of biology topics, my favorite to teach are evolution and behavior. What advice would you give to students? Work hard at everything because even if it’s something you don’t enjoy its good practice for later in life to persevere through things that are maybe not what you enjoy most. However, also thinking in perspective. In a few years’ time will it really matter if one test didn’t go the way you wanted? Definitely work hard but don’t put too much pressure on yourself to be perfect all the time.

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Interview with

Mrs Wheeler Teacher of Chemistry

By Grisha Doshi - Grade 10 What inspired you to become a teacher, and what stimulated your passion for the subject? I completed a master’s in chemistry at the University of Birmingham. Originally, I went to university to become a doctor, attended medical school for two weeks, and I hated it. So, I decided to leave medical school and chose to study the subjects I liked the most at A-levels. I completed my 4-year degree, and I always knew I wanted to work with children. I even pursued a Ph.D. but left because I knew I wanted to be a teacher. So, why chemistry? I loved learning the theory behind the things we see in real life. Chemistry is all around us all the time. Chemistry is all about how to help people, down to the paintwork in every room in this school and the jewelry you wear; everything is designed with chemistry in mind. What motivates you as a teacher? I love seeing people reach their potential. It’s when you have someone who says, “I can’t do chemistry; it’s too hard, it’s so difficult,” and you teach them step by step, and their confidence improves. It clicks, and they say, “I get it now, thank you so much,” and you reply, “You’re welcome.” That’s such a good feeling. What is the standout feature of NLCS? The standout feature of NLCS is the opportunities it provides to students. You have an amazing education here with great teachers who know and love their subjects. Moreover, there are so many extracurricular activities to choose from, even too many sometimes. I’ve worked in schools where you don’t have that choice, and it makes a difference to you and your education. The drive to improve from the students is evident. When you walk into a lesson, you see students who want to be the best they can be, and that is unique to this school. Everyone here is so aspirational, and it’s the students here that make it stand out the most. What has been the most memorable event or incident so far? There was a student I taught the year before last, from grade 9 to grade 12, covering GCSE to A-levels in the UK. She always struggled with chemistry but was a hardworking student who loved it. In A-levels, she was getting low grades and always found it challenging. We had one-on-one mentoring, and I helped her with chemistry, and she always tried hard. On results day, we walked in, and she opened her results, receiving a grade B, and she got into her firstchoice university. It was such a lovely moment because we could see the hard work she had put in. She doesn’t have my personal email address, but the last I heard of her on my work email address, she was doing very well. What is your favorite thing about teaching? I love the variety in teaching. I get to teach from grade six, where we get to light Bunsen burners and mix alkalis and acids, and students are full of wonder about the world. All the way to A-levels, where I don’t teach diploma, but we delve into the intricacies of chemistry and really understand the “why” of the subject. There’s a huge variety, whether you’re doing a practical electrolysis with grade 10 or a combustion reaction with grade 7. Chemistry is amazing, and it’s a special subject. I’m totally biased, but there you go. What advice would you give to students? I would advise students to embrace every opportunity they are given. You have fantastic opportunities here, so try different things. Whether you want to try guitar lessons or go scuba diving, go for it. When you get older, you might become more hesitant to try new things, but while you’re young and still discovering your interests, try everything and don’t be afraid to be brave. 11

Interview with

Ms. Sotiropoulou Teacher of Physics

By Georgia Irwin, Grade 7

What inspired you to become a teacher and what stimulated your subject passion? I love being surrounded by children. I say that physics is everywhere, and I can show them things and teach them about the different concepts of physics. Since I was five years old, I had always wanted to become a teacher. In secondary school, I discovered my love for physics and maths and decided that I was going to pursue it. I am very dedicated to education, and I gained confidence in teaching physics. My grade eleven/twelve teacher always told us that “if one of your students remembers you in any context when they’re older, you succeeded in teaching them.” What are the motivational factors that drive you as a teacher? I want my students to be happy and I try my best to create that environment for them and to help them learn. My overall motivation is the kids and their success. What is one factor about NLCS that stands out? I love that NLCS has a warm and positive atmosphere. I decided to teach here because everyone was talking about how life at NLCS is and how happy students are there. As I strive for happiness, I decided that this was the perfect school for me. What has been the most memorable event or incident so far? I found the Nicholson Lecture on Thanatourism by Mr. May very interesting because it was the first time, I had learnt about it. What is your favourite thing about teaching? I love experiments and watching how students engage more and how excited they get doing practicals. My favourite practical is stationary waves which is done with my grade eleven students. What advice would you give to students? I would say that you should enjoy all the moments now because they will not come again. To relate to physics, if you are ever having trouble, then picture your scenario in your head then make it real.

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Interview with

Mr Vincze Head of Physics

By Asya Ghosh & Devica Sadarangani, Grade 10, Yibir

What inspired you to become a teacher and what stimulated your subject passion? Firstly, my mother was a teacher who was my primary inspiration. I had a large handful of good teachers in high school, and because of that I think it came naturally. I didn’t think too much about becoming a teacher. Physics as a subject was one which I have always found challenging, so, it was not a fact that I was good at this one thing, and not good at anything else. I did well in more subjects as well, but physics was something I thought a lot about, and I admired those who were good at the subject. They are people I look up to. Math was an enjoyable subject as well. What are the motivational factors which drive you as a teacher? One thing that is very effective is that when you teach something new, the students learn and adapt to it quite quickly. So they make the fast progress needed. For me, that was the most important thing. The highlight is when you walk out and they say “Thanks, sir!” which is always something nice to hear. What is that one feature of NLCS that makes it stand out? I have not been here very long, but I can say that the thing that makes the school standout is how busy it is. It is a really, really busy school. So, it is difficult to be able to focus on everything. Other than that, it is a very good school compared to other schools in terms of performance. I am very excited to find out in the future. What is your favorite thing about teaching? Students also say that the way I teach is a nice way of learning what they are supposed to know, which to me, creates a bond between the teacher and student. I really like that it makes it easier to become friends with the classes we teach. I am already happy to say that I have some strong relationships with my sixth form students, and with the grade tens as well. What advice would you give to students? I have noticed that students find it difficult to focus for a length of time. I do not know the reason behind it. But things should happen at a certain pace. If it is not kept up with or slowed down, the student may not finish everything they need or want to get done. Granted, it is a balance that the teachers should also find, but it is quite difficult. Perhaps one way to improve it is writing down valuable notes, with key ideas, and improving the understanding of the whole concept at home.

Interview with

Mr Nisar

Teacher of Physics

By Grisha Doshi What inspired you to become a teacher and what stimulated your passion for your subject? My old physics teacher during my A-levels was a very inspirational person. She made physics come to life, and I found it really cool. When it came to choosing a university course, I couldn’t decide, so I decided to study physics. Here I am, 33 years later. I’ve been teaching for 31 years, and no, I wasn’t four when I started teaching, as you might be thinking. What are the motivational factors that drive you as a teacher? My students. I love it when students learn something new in physics. I love it when students who previously found physics boring suddenly find it exciting and interesting. When that happens, it makes me very happy. It keeps me going. What is one feature of NLCS that makes it stand out? The outstanding students. Every single student is interested in what I have to say. They engage positively with my teaching methods and the learning experiences I create for them. That motivates me to be a better teacher because I want to provide the best for students who appreciate it. NLCS is one of the best schools I’ve worked in, and the students and staff were very welcoming. It’s a different stage of my life now, as my own children are grown, and I have more time and energy for school itself. So far, I’ve loved NLCS Dubai. It has been a wonderful experience. What has been the most memorable event or incident so far? Two of my grade eleven students decided to stuff balloons inside their jumpers - don’t ask why. They then threw themselves at each other to try and burst them during one of my lessons. My whole career flashed before my eyes when I saw them do that. I glanced away and then looked back up, and that’s what they were doing. I tried to stop them, but it was too late. They had blown up the balloons for a static electricity experiment, and I let them keep the balloons. They rubbed them on their sweaters to charge them up. They were saying, “We’re going to pop these, Mr. Nisar.” I said, “Sure, go ahead.” I didn’t see how they were going to do it, and they flung themselves at each other. Sadly, it was only three weeks ago. The students shall remain nameless, *points at the camera*, but you know who you are. What is your favorite thing about teaching? Interacting with my students, challenging them, and pushing them out of their comfort zones. I like to think you’re always learning something new. There is always something new in physics to learn. When I get bored, I move. I’ve moved so many times - from the UK to Borneo, to Bahrain, back to the UK, to Dubai, back to the UK, and now back in Dubai. No two days are the same. I get to move around and interact with young people, and I enjoy that. I like young people and physics, so all of these things together make teaching the perfect career for me. What advice would you give to students? Work hard but maintain a healthy work-life balance. You don’t know what the future holds for you. Just because you are, for example, focused on becoming a doctor right now, don’t worry if you don’t make it. You could excel in any career. My advice is to remember that you have a long and healthy life ahead of you, which is more important than the career path you choose or how well you do in exams. Do your best but maintain a healthy work-life balance and enjoy the journey.

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Interview with

Mrs Locke

Teacher of French

By Asya Ghosh & Devica Sadarangani - Grade 10 What inspired you to become a teacher and what stimulated your subject passion? As far as I can remember, I always wanted to be a teacher because I had excellent teachers when I was in school, and they really inspired me. There were just some subjects that I loved; English because my teacher was amazing, and my French teacher has a real passion in the way they taught. I think that is what really stayed with me. I also love being in a classroom, and I adore those interactions that take place. It always makes me see this as a real privilege because it’s like I am passing on my knowledge, but I also feel like I learn a lot from my students. It makes me rethink my default actions and the way I approach things, and I try too always better myself. I just love teaching because it is the real opportunity that is provided. What are the motivational factors which drive you as a teacher? This will sound slightly corny but seeing success in my students. For example, at the end of the year, when they find out their exam results and they get the grades they wanted or sometimes they’ve achieved beyond what they expected, it is a real goosebumps moment. It just feels that all the hard work has paid off and I am not talking about my hard work, but rather the student’s hard work which has paid off. It is one of the most beautiful moments for a teacher when you see the results of such incredible effort. What is that one feature of NLCS which makes it stand out? I really like school. I think it is very busy and there’s just so much happening all the time. But it’s purposeful and seeing it from a teacher’s and a parent’s point of view, you have so many opportunities to try so many different things. Also, with the variety of subjects offered, I really love the experience and my classes and students are just gorgeous. They’re just so lovely to work with and such enthusiastic learners. The facilities are also just spectacular, and it is just such a beautiful school. What has been the most memorable event or incident so far? I think that some of the most memorable times so far happened in my ECA after school which I teach for grade four and five native French students. I have never taught primary school before, so this was my first time. I would not say that I have a lot of experience, but I just love these kids. It’s just the questions that they have and the way they wonder about everything is just amazing. The whole point of the ECA is to develop their vocabulary even though they are natives. The conversations that we have always make me leave school and say to my husband, “You know, you would never guess what we talked about today!” because it really is just something else. So that ECA every week, always just puts a smile on my face. What is your favorite thing about teaching? Being with students. Just being in the classroom with them. During COVID, we had to teach online, and it was really, really difficult because you did not have those face-to-face interactions and those little conversations after the lesson. I remember that when we came back, when we were in Spain at that time, classes were back in the classrooms, and we had the ability to talk to each other. Though we could not see our full faces due to masks, you still had the connection which you don’t get when you are looking at a screen. That was really disappointing and really difficult. So yes, being in a classroom and just being able to interact with my students. What advice would you give to students? To accept that you are going to make mistakes and fail but not to see these moments as a negative because if think that you will never be good. Making mistakes and failing are big parts of growing as a person. If you accept that and are prepared to build on them, you will flourish and get better. You will really develop that sense of achievement that you wouldn’t get if you gave up every time. It is always better to just give it a go and language is often a subject that students are scared to build on, in fear that they will say something wrong, and that really narrows your opportunities. However, if you think, “No, I am going to make mistakes, but I am just going to learn from them along the way” I think that is the best approach to learning. 15

Interview with

Mr Redondo

Head of Modern Foreign Languages By Eva Di Capua - Grade 10

What inspired you to become a teacher and what stimulated your subject passion? My subject passion came from my family because my dad’s side of the family is Spanish. Growing up as kid, I was intrigued by this idea of there being codes in different languages. Saying basic things like table and chairs, I would say that sort of lit the intrigue that inspired me to want to understand the special code that some of my family had and I didn’t understand at the time. Traveling also inspired me significantly. I was very lucky to spend a lot of time in Spain in the summers. Wanting to communicate and understand people better stimulated me to take that path into languages. From then, I was lucky to have great teachers in school for languages. I studied French and German at school. They inspired me to carry on to A-levels, where I took French and German and then French and Spanish at university. I always saw languages as a way of accessing culture. After, I decided to travel, and taught English as a foreign language in Ecuador and Japan, which were two incredible experiences because they were culturally. By having that experience through teaching English as a foreign language, I fell in love with teaching and thought ‘how can I combine my love of languages to my love of teaching?’ the answer was a language teacher. I went back to the UK and trained to be a teacher; the rest is sort of history. I spent a lot of time overseas teaching, I did two years in Malawi, here in the UAE and some time teaching in the UK. What are the motivational factors which drive you as a teacher? Helping students see that what they do in the classroom, has a global context. That could be when a student comes back from holiday with their family and says, “I used my Spanish on holiday”. It truly works, because what students do in the classroom essentially helps them communicate with people around the world. I suppose that’s what drives me as well. Yes, grades are important, but more to help students connect with people across the world. What is that one feature of NLCS which makes it stand out? I think the truly international community. There’s so much diversity amongst staff and students which I support here at school. Every day I try to chat to a new staff member or student. It’s incredible the variety of cultures we have. From the staff that work in the dining room to teachers and to students, I find this international environment a dynamic place to work in. What has been the most memorable event or incident so far? It would have to be MFL week, where we had wonderful events. From Spanish dancing to Chinese chopstick challenges to the staff dressing up for French day or looking at the Berlin wall on German day. There was so much going on and to see the whole school community involved was really rewarding. What is your favourite thing about teaching? I shouldn’t say the holiday, should I? I think it’s seeing progress. I believe every human likes helping people, and I think there’s that aspect of where you feel like you support people on a journey. That doesn’t matter whether you’re working with a kid in kindergarten or with someone preparing for their final IB exam. It’s helping them manage their pathways. I think that’s a really, really rewarding aspect of working with people. Helping them achieve their goals. What advice would you give to students? Try and develop good learning habits. When I say that I mean that students want to perform best in their examinations. I do believe that to do this you’ve got to be working your best on pieces of homework and in class activities. It’s got to be hard to switch on your best just for an examination. I think everyone should try to learn this habit of: ‘what does your best look like?’ and not setting yourself limits to your potential and going into every activity with that mindset. 16 | THE OASIS | VOL 7 | NOVEMBER 2023

Bilingual INTERVIEWS

By Lucia Castillo - Grade 7 What does it mean to be bilingual? Bilingual means knowing more than two languages fluently. It is important to note that there are three types of bilinguals, compound bilingual, coordinate bilingual and subordinate bilingual. Compound bilingualism is when both parents are bilingual and speak these two, or more languages, with their child. Coordinate bilingualism is when a person who regularly uses two languages, the second language having been learned independently from the first and within a different environment than as the first one. Lastly, Subordinate bilingual is when an adult learns a new language. Name: Lucia Castillo - Grade 7 What languages do you speak? I speak Spanish, English and I am in the process of learning Dutch. I spoke Spanish fluently since I was around two years old. I spoke English fluently when I was four years old because of school. I love speaking two languages because I know some people don’t speak two languages, and I feel like I see the world differently which I enjoy. Which one is your mother tongue? I feel like my mother tongue is Spanish rather than English, despite speaking English more than Spanish. My heritage is still Spanish as well as my ancestors. What’s it like to be bilingual? Sometimes I change my voice, especially when I’m in Spain. So, I sometimes change the way I see and think, it’s having two perspectives of the world or like two people, but they have the same thoughts but in different languages. What language do you speak at home? I speak a mix of languages at home like I might start a sentence in Spanish and then if I forgot the word or don’t know how to say it in Spanish, I will finish the sentence in English instead. Do you have trouble remembering words? Yes, I mostly forget the word in one language and then just say it in another, so it’s not really a problem for me, but this does occur often. When I do forget a word in both languages, I probably just don’t say the sentence in the end. How, where and when did you learn your second language? I started leaning my second language when I was two years of in nursery. This nursery was in Dubai, and I had just started learning but I learnt to speak it fluently at around the age of four years old. 17

What language do you think or dream in? I think in English, and I think that’s because I speak English a lot more then Spanish. I start to think Spanish if I speak Spanish more for a while, but it goes back to normal when I go to school. I also dream in English and have never had an occurrence of dreaming in Spanish. Are you worried about losing your mother tongue? No, because the school has provided an education where I can improve my mother tongue at school. Even when I leave this school for college, I speak Spanish with almost all my family members and since the language is used so often, I always have a friend that speaks Spanish as well. Name: Ayami Eguichi - Grade 7 What languages do you speak? I speak English and Japanese. I spoke English fluently at the age of two and Japanese at the age of four. I really enjoy speaking to them because they make me feel smart. Which one is your main language or Mother tongue? I speak English more, because it was the first language I learnt. I speak both languages every day and I speak Japanese at home and English at school, but English is my mother tongue because I spoke it first and it means more to me. What’s it like to be bilingual? I do not really see a difference I feel as I see the world the exact same. I do not believe there is a huge advantage yet, but maybe when I move on to universities and job they will like, I speak 2 languages fluently, but so far it seems normal to me. What language do you speak at home? I speak both languages with my parents, but with my sister I only speak English. For example, I might start a sentence Japanese and finish it in English - if that makes any sense. Do you have trouble remembering words? No, not really, but when I do it is normally in one language so I can just finish the sentence in the other language, so I don’t have any difficulties. Sometimes I change accents, so for example, I say something in English and pronounce it in a Japanese accent. How, where and when did you learn your other language? I learned English growing up in Singapore, at school. I did not learn Japanese at school when I was in Japan, instead I learned the language at home, but it took me two more years to speak Japanese fluently then English. What language do you think or dream in? I think and dream in English, perhaps because I speak it more often but maybe if spent a year just speaking Japanese I would think in Japanese. Are you worried about losing your mother tongue? No, because I speak it every day at school and none of my grandparents speak English, so I connect with them in Japanese. Name: Anonymous What language do you speak? I speak English and Turkish. I learned Turkish at 2.5 years old and English at. I do prefer Turkish though because I learned it before English, and I was born in Turkey so it’s more important to me. Which one is your mother tongue? My mother togue is Turkish because I learned it first and use it more with family, I also used to like in Turkey, so I spoke it a lot there too. What’s it like to be bilingual? It’s interesting to be at 2 places at the same time. Half of my brain is in the language Turkish and then I have to speak English at school. And sometimes I might get confused with words sometimes I might say a sentence with my 2 languages. How do you speak at home? Both of my parents speak Turkish at home and with my family I only speak Turkish. Do you sometimes have difficulty remembering words? Yes, mostly with Turkish because I now speak English more at school then Turkish so when I’m at home I sometimes get confused. How here and when did you learn your second language? I learnt English when I was nine years old in Turkey and I had English lesson at school, but I built up to learn English fluently at 9 years old. 18 | THE OASIS | VOL 7 | NOVEMBER 2023

Europe’s Hidden Gem

Lithuania By: Ayami Eguchi - Grade 7

Lithuania is a country in the Baltic region in Europe. Lithuania shares land borders with Latvia, Belarus, Poland and Russia. The land borders with Latvia to the north, Belarus to the east and south, Poland to the south, and Russia to the southwest. Their population is about 3.4 million, and their capital city is Vilnius. As you know, Italian and Spanish words may be similar, and the same goes to Lithuanian and Latvian. The Lithuanian language has an estimation of around 500,000 words in the dictionary whilst in the English dictionary has only 171,146, that is 4 times more that the English word count in the dictionary. Fun fact, the Lithuanian language is the oldest ever living language in Europe. Meaning, it is even older than Greek and Sanskrit. Interesting things to note, are that the most common and popular sport played in Lithuania is basketball and Lithuania was the last country in Europe to be converted to Christianity. Lithuania has two Independence Days, one on February 16th and another on March 11th. The main holiday of the warmer season is ’The Midsummer’s Night.’ It is celebrated on the shortest night of the year, June 24th, and is very romantic. On this day, many areas have diverse ways of celebrating it, but an example is in the hill forts of Keranavė, women make garlands of grass and flowers, huge bonfires are lit, people dance and sing, and when it gets dark, they put out a search party for the mysterious, blooming fern. As well as that it is also the name day for the famous name, Jonas.

Lithuanian dishes are very dependent on root vegetables such as potato, beetroot and meat and dairy products which are grown in Lithuania’s cool climate. Some of the most famous and traditional dishes include Cepelinai (Zeppelins) which are large dumplings made of a mixture of raw and cooked potato dough, filled with pork and doused in a ladle of sour cream and bacon sauce. It was originally called Didzkukuliai, but the name was changed as tourists kept pronouncing it wrong and because of its resemblance to Zeppelin airships. Another famous dish from Lithuania is Saltibarsciai, it is served seasonally, and this beetroot and kefir soup is accompanied with hard boiled eggs and boiled potatoes. The most notable part of this soup is the shocking color of bright pink and is an indicator that summer has arrived in Lithuania. Some of the most well-known and famous people from Lithuania are Zydrunas Savickas, also known as Big Z, is a retired Lithuanian strongman and one of the most successful competitors in sports history. He was the strongest man in the world in 2020. Then there’s something people may not believe but Queen Elizabeth II of the United Kingdom (1926-2022) had links to the Grand Duchy of Lithuania, and her ancestors were representatives of the Lithuanian Gediminas dynasty. Thus, Queen Elizebeth the second had at least eight percent Lithuanian blood although the Lithuanian ancestors may link back to many decades ago. Did you know that Lithuania used to be the biggest country in Europe in the 14th century? Historically, in Europe, Lithuania was the largest country known as present-day Belarus. Ukraine, and parts of Poland and Russia were territories of the Grand Duchy of Lithuania. It was a multi-ethnic and multicultural state, with a great diversity in languages, religion, and cultural heritage. The consolidation of the Lithuanian lands began in the late 13th century. Fun fact, at its peak size in the early 15th century, the Grand Duchy of Lithuania had land area 930000 square kilometers (about twice the area of California). It was comparable in size with the whole Holy Roman Empire which was 105,0000 square kilometers (about the area of Egypt), but not a state. 19

How Can a Person’s life? By: Asya Ghosh, Grade 9 North London Collegiate School of Dubai is a diverse place. It can be gathered from the curriculum it follows itself, as the IB (International Baccalaureate). It however also has a few British roots due to the school’s origins. It can be said that with these aspects alone, it completely changes the atmosphere within the school and its people inside, regarding staff and students. The one question remains, and it is how does it have these large impacts? According to the Oxford Dictionary, the definition of diversity is the practice or quality of including or involving people from a range of different social and ethnic backgrounds and of different genders, preferences, etc. It is present in every person’s life in many areas. Take NLCS Dubai as an example, there are different grades and ages present, the students and staff are from different ethnicities, both genders present, etc. IB schools are some of the most diverse places to exist, and this brings out lots of changes within the people and atmosphere. Environments already create a very direct impact. Due to development and industrialization, every country’s population is mixed due to jobs and personal reasons. So much so, that some populations consist of more foreign nationalities rather than their own. This alone exposes everyone to diversity. Being open to diversity allows people to see new perspectives. Whether it is noticeable or not, the way one goes through is dependent on privileges with diversity and seeing others with differences makes us see new perspectives. The sole ability to be able to see into new and different perspectives makes the world an easier place to live in as we have been constricted to the habits we know. However, once we get to open other people’s doors, we get to step into their shoes and learn from them. This helps reduce bias, judgement, and conflict and in general, it leads to a larger understanding of culture and cultural awareness, being exposed to more than just our own. Being exposed to diversity has both positive and negative impacts. As mentioned above, diversity can affect a person’s mentality in an extremely negative way to the great extent of an identity crisis. However, it can also benefit a person’s way, especially work ethics. Work ethics can also be affected by the environment, alongside other factors such as old habits. The people and the atmosphere that one surrounds themselves by can alter the way a person lives. Take a school for example, the more different people one encounters, the more competition and determination they are met with, which could either make a person work harder or give up under pressure. That said, diversity could easily impact performance due to that large exposure of other lifestyles and work ethics. With more exposure, it develops skills within us. We gain a deeper sense of empathy, being able to see how others deal with certain situations. Learning about new perspectives and ideas allows people to gain a better skill of problem solving, in any way, shape or form. Being open to diversity also creates an open mindset and promotes creativity, communication, and collaboration. Working with different people makes us used to being social with others, and to producing different ideas one would not have come up with. Being open to more diversity can also make us question ourselves and who we really are. It is quite common in this generation to be from one singular place, but have never lived there, instead living in a different country, and adapting to their culture. This can slowly lead to an identity crisis, due to not knowing where one belongs. A very prominent example which shows example of this is the term “white-washed”. As the urban dictionary states, the term “whitewashed” is a derogatory term which is used towards people who have caved to western society and culture and where they have not abandoned their own culture, but rather embraced another. It is typically used to insinuate that a person has lost all their native culture and succumbed to “normal” society. This alone leads to anxiety and stress of the betrayal one might have had on their own culture. Different atmospheres and environments allow people to find themselves and what they are truly like, but at what cost? We may not be able to see it or notice it, but diversity is all around us in obvious manners or in a much more discreet sense. It is incredibly vital and impactful on the way we live life as it changes everything about us from the way we dress to the way we act. It shapes the person we come to be, and our futures are based on that. The impact may not always be positive and in some ways bring more problems, but in the end, it paves our deeper understanding of the world. 20 | THE OASIS | VOL 7 | NOVEMBER 2023

How does language affect the way we think?

Orient VS Occident Our fear of the other; a commentary on how humans react to difference By: Shaza Khan, Grade 11 22 | THE OASIS | VOL 7 | NOVEMBER 2023

Human beings have always been inclined towards fear and apprehension when confronted with things that are different or unfamiliar to them. This innate tendency is particularly evident when comparing the cultures of the Orient and Occident. The Orient and the Occident represent two vastly different cultural worlds, with distinct traditions, beliefs, and ways of life. The differences between the two cultures have often led to misunderstandings, stereotypes, and even conflicts. The Orient and the Occident are two terms used for centuries to describe two distinct cultural spheres. The term Orient refers to the eastern world, particularly the Middle East and Asia, while the Occident refers to the western world, particularly Europe and North America. Despite time and advances in globalization, the cultural and ideological differences between the two spheres persist. Additionally, humans have an innate tendency to fear what is different, and this fear often manifests in a negative attitude towards people and cultures that are not familiar to us. In this article, we will explore the history of the Orient and the Occident and the psychological reasons behind our fear of the unknown. The Orient, also known as the East, is a term used to describe the countries and cultures of Asia, particularly China, Japan, and India. These countries have a rich and complex history dating back thousands of years. The Orient is often associated with spiritualism, mysticism, and a deep sense of tradition. However, the Occident, also known as the West, encompasses the cultures of Europe and the Americas. The West is generally associated with modernity, scientific progress, and individualism. The history of the Orient and the Occident is a long and complex one. The term “Orient” is derived from the Latin word “oriens,” which means “east,” and was used by the Romans to describe the eastern Mediterranean region. In the 19th century, the term “Orient” came to be associated with the exotic and mysterious cultures of the Middle East and Asia. During the colonial era, the Occident dominated the Orient, imposing its culture and values on the native populations. This period of domination was marked by exploitation, discrimination, and racism. The Western powers saw themselves as superior to the “uncivilized” peoples of the Orient and believed that it was their duty to bring civilization and progress to these lands. The differences between the Orient and Occident are evident in various aspects of life, such as art, religion, and social customs. For instance, the art of the Orient is characterized by a strong emphasis on symbolism and spiritualism. The traditional art forms of China and Japan, such as calligraphy and woodblock prints, often incorporate images of nature and animals, which have symbolic meanings. In contrast, Western art has been heavily influenced by the Renaissance, which emphasized realism and the portrayal of human emotion. Religion is another area where the differences between the Orient and Occident are particularly striking. The major religions of the Orient, such as Hinduism, Buddhism, and Taoism, are often characterized by a belief in reincarnation and the importance of meditation

and spiritual practice. In contrast, the major religions of the West, such as Christianity and Islam, emphasize the existence of a single, all-powerful God and the importance of following specific codes of conduct. The social customs of the Orient and Occident also differ significantly. For instance, the concept of personal space is different in the two cultures. In the West, people generally prefer more personal space and may feel uncomfortable when someone stands too close. In the Orient, personal space is often less of a concern, and people may stand closer together during conversations. Additionally, the importance of family and community is often emphasized in the Orient, while individualism is emphasized in the West. De spite the diffe re nce s be twe e n the Orie nt and Occident, both cultures have contributed significantly to human civilization. The Orient has given the world a wealth of knowledge and innovations, including paper, the compass, and gunpowder. It has also produced some of the world’s greatest thinkers, such as Confucius, Lao Tzu, and Buddha. The Occident, on the other hand, has contributed to human civilization through its scientific and technological advancements, such as electricity, the telephone, and the internet. It has also produced some of the world’s greatest artists, writers, and thinkers, such as Michelangelo, Shakespeare, and Einstein. Despite the contributions of both cultures, humans have an inherent tendency to fear and mistrust that which is different. This fear of others has often led to misunderstandings and conflicts between cultures. For instance, the Opium Wars between China and Britain in the 19th century were fueled by misunderstandings and cultural differences. Similarly, the conflict between the United States and Japan during World War II was also characterized by misunderstandings and stereotypes. The fear of the other can also manifest in more subtle ways, such as in the form of stereotypes and prejudices. For instance, the Orient has often been stereotyped as mystical, exotic, and inscrutable, while the West has been stereotyped as individualistic, materialistic, and arrogant. These stereotypes can lead to misunderstandings and perpetuate negative attitudes towards other cultures. The fear of cultures different from our own is often rooted in ignorance and lack of exposure. One effective way to overcome this fear is to educate oneself about the different cultures through reading, watching documentaries, or attending cultural events. It’s also important to approach new cultures with an open mind and a willingness to learn and understand. Engaging in respectful and empathetic communication with people from diverse cultural backgrounds can help build mutual respect and trust. It’s also helpful to challenge our own biases and assumptions and actively seek out opportunities to interact with people from diverse backgrounds. With patience and persistence, we can overcome our fear of different cultures and appreciate the richness and diversity of the world we live in. 23

Language How does

affect the way we think?

By: Rameen Ali, Grade 10 The minute I lose my temper and my irritation spews out like an effervescent soda, my thought process resorts to my native language. A perfect string of indecent remarks whips out of thin air just like a magician pulls out a string of handkerchiefs from mid-air.

Moreover, other than Urdu and English, I have been blessed to have been exposed to the regional languages of my country. Punjabi in particular. Many of my childhood memories have been based on my Punjabirelated experiences.

I am so grateful for the linguistic and cultural immersion that has gifted me with a unique perspective and a way of communicating that transcends language barriers. However, this cultural immersion has also brought about interesting experiences, particularly when I overhear conversations in Urdu that are not intended for my ears! Growing up as a bilingual speaker of English and Urdu and a splash of Punjabi, I have been exposed to societal norms and values pertinent to my Pakistani culture. I have heard phrases and expressions since childhood, to which I have little to no exposure now, and I associate them with a specific set of feelings. This has undoubtedly affected the way I think about so many things in life. Language is a funny thing. It’s amazing how a few words strung together in a specific way can create an entire world of meaning.

I remember hearing my grandmother yell her favourite words, it’s become somewhat of a trademark. Despite her age, my grandmother is still loving, kind and determined, but she tends to say things like ‘ai haye’, an expression of exasperation or surprise, or ‘Tusi lok samjhde nahin!’ (don’t you people understand!) This is a typical Punjabi phrase which is my mother’s provincial language.

Gradually as I grew up, during my time at school I was exposed to English yet, the home environment facilitated Urdu. This bilingualism was always an element which helped broaden my perspectives. Furthermore, this also came about as a result of my love for reading in English and I eventually started to manoeuvre my perception. My thoughts at time reflected the ideas I absorbed from my surroundings and the literature I read. I gathered humorous inspirations and imaginative elements; I developed fears and anxiety and created a base of variable information through the books I read. On the other hand, while I have not delved extensively into Urdu literature, I understand that Urdu has a rich cultural heritage and diversity which defines the people of Pakistan. In addition, Urdu literature has a large variety of genres, including poetry, prose, drama, and fiction. Urdu is renowned for its poetic beauty and has always been an emblem of my cultural identity and the heritage of my community. Consequently, Urdu has allowed me to feel and express my emotions powerfully. For example, the minute I am hit by a powerful emotional awakening, my Urdu thinking mood automatically turns on. In addition to this personal experience, the remarkable ability of Urdu to convey complex emotions and sentiments has played a pivotal role in shaping the artistic and literary traditions of South Asia. Its profound impact continues to inspire generations of writers and poets worldwide, and its timeless beauty serves as a testament to the power of language to bridge divides and connect people from diverse backgrounds and cultures.

The richness increases further as even Punjabi is branched out into many dialects that have deeply embedded meanings and are based on various ideological beliefs. Hence again sculpting the way we think. Research in labs at Stanford University and MIT has reignited the long-debated question of whether language shapes the way we think. They have collected data from around the world: from China, Greece, Chile, Indonesia, Russia, and Aboriginal Australia. They concluded that people who speak different languages indeed exhibit distinct patterns of thought and that even subtle nuances in grammar and syntax can profoundly influence how we perceive and interact with the world around us. Furthermore, The Sapir-Whorf Hypothesis supports the idea that language shapes our thought process. This hypothesis suggests that “language either determines or influences one’s thought”. In other words, we can say that people who speak different languages can see the world differently, based on the language they use to describe it. This leads one to the concept of Linguistic determinism which states that “language and its structures limit and determine human knowledge or thought, as well as thought processes such as categorization, memory, and perception.” Conclusively, I believe that language plays an integral part in a person’s life since it is associated with a plethora of intricate connections. These include cognitive abilities, cultural experiences, societal norms, thought processes, behaviour and so much more. In the end, it’s clear that language is more than just a tool for communication - it’s a lens through which we see the world. From shaping our thoughts and perceptions to connecting us with diverse cultures and experiences, language truly has a profound impact on our lives.

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imagine

By : Ela Yakut, Grade 10

By : Amani Hassani, Grade 10

By : Amani Hassani, Grade 10 28 | THE OASIS | VOL 7 | NOVEMBER 2023

By : Shreya Khetarpal, Grade 10

By : Ela Yakut, Grade 10 29

By: Amani Hassani - Grade 10 In the backwaters of the universe, between the dark corners shadowed by behemoth planets, he looked into the horizon of stars and novae—exploding with memoires of life and magic, science and death—and decided that he truly was the universe’s cruelest cosmic joke. Compelled by gravity and time, he floated amongst his fated ring and watched as stars collided, worlds were born, and moons had died. Space was cold. It was negligent to its inhabitants, uncaring and indifferent to what had the pleasure of living and destroying, and to what had the displeasure of falling into the callous hands of the abyss as it wrapped barbed twine around naked necks. Time would pass, he thought, and he would watch as a new chorus serenaded the galaxies that lay around each quadrant; they would be young, newly birthed from stardust, and happy, dancing with glamour and passion and leaving trails of heaven in their wake. Sometimes, the young stars would speak to him; they would ask him questions, ever curious, and behaved as a pilgrim would to his god in their innocence. He would oft hear space’s choirboys whistle in the absence of the wind and appeal to the loneliness of all like him. Their melodies were pretty, but hollow. Their honeyed words fell upon his sordid ears and felt like a vengeful mockery, and not a thing of glory. Sometimes, he would grow bored, and there would be the rare occurrence where he would visit a new planet, a new civilization, and would find one interested in the scarce beauties of the universe. They would worship space, and worship its beauty. He recalled when he first visited a peculiar planet, their populace lonely, waiting for their slain god and religions to speak, yet left neglected as he was upon his creation. He heard a man who would pray to the stars and speak to them every night. He would compliment their endless brightness and their inscrutable charms, speaking of them as if they were a design worthy of love. And he had heard these prayers—these appreciations of beauty, these acknowledgements of the lost— and would visit him, every night. Upon this peculiar planet were these peculiar bars. He thought of them as places unlike his home. They were full and vibrant, and loud with the noise of humanity; there were the screams of drunkards angered by everything that moved, laughs of enjoyment, and seductive tones that slithered amongst the rest. It would be sweaty and hot, smell of alcohol and olives—perhaps, on a good day, of pungent soap—and each time he was enamored. It was bright in a way that was obnoxious, and loud in a way that was infuriating, yet so alive. Those that walked through its doors and out again were not simply born of dust and left to discover on their own, but a good man’s daughter, or a disgraced woman’s son. “How do you always appear when I think of you the most?” 30 | THE OASIS | VOL 7 | NOVEMBER 2023

He turned and saw the man that spoke of the stars with interest unparalleled. He smiled an uneven and twisted smile, approaching the small table with a plush, yet torn, green backboard. “I would say that’s a question better suited for yourself.” The man laughed, “and why’s that?” He shrugged. The chair did not creak as he sat down, and the table did not move as he placed his hands upon its wooden surface. There was a bottle of something amber, acidic smelling, sitting unassumingly in the middle of the table—one finger had been poured, droplets nesting on its glass edges, and had been emptied. His legs crossed. They sat in still silence, the man pouring himself another glass. He played with the drink, watching as it raged against the tumbler and frothed with anger. Taking a sip, he motioned for a bartender. “Do you want anything?” he asked. “Not particularly.” “Well,” he looked at the bartender, “get another tumbler, will you?” The bartender appeared confused. She left without word, and a simple nod. The man looked back at him. There was something familiar yet haunting in his eyes; they were betrayed by something sour. A bat that hung loosely inside the dulled golden shell of a belfry. He smiled, then. “Any grand questions for me today?” He thought for a moment, looking at the man plainly. He shrugged again. “Not particularly, either.” There was a pause. “Why do you study the stars?” he asked the man. “You ask me this every time,” he sighed. “But you never answer me. Do you know why you study the stars?” The man leered. “Maybe I just find them pretty.” He laughed like the man, “that cannot be incentive enough to dedicate your entire life to something.” “Why not? If—when I marry, I’ll marry something pretty. Something that’s nice to look at, and—” he snorted at the man, “—what? Marriage is a dedication, right? I will be dedicating myself to someone else. And I want that someone to be pretty, otherwise where’s the joy? And who said entire? Maybe I’ll forget about stars, and space, and whatever else, in a few years, and move onto something else. Like the arts. Maybe I’ll dedicate my life to, I don’t know, music and such. I’ll become a pianist, and perform for a few years, then change again.” Another tumbler arrived at the table. The man took it into his hands before pouring the amber liquid into it. He passed it to him. “We both know you won’t do that.” The man looked up at him, a little cruelly yet a little admirably. “Because the stars are pretty.” “Why do you find them pretty?” he asked, “maybe they seem pretty because they are so far. How do you know that the moon isn’t terrible from up close? There are holes and cracks in all of its surface, and it’s a terrible color.”

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“Well,” he took a sip, “perhaps that’s just what makes it pretty. I like that. Space isn’t beautiful for the sake of beauty, it’s beautiful because of its functionality. It’s a perfect system. And I like to think that if I go into space, there is no wrong way to go. Here, there are plenty. I could fall into a life of crime, or decide against an opportunity only for it to be my worst decision. But if in every direction there is a bright star, and should I fly into the universe blind, every direction would be the correct one. And should I fly into the universe, when I open my eyes and see the stars, I like to think that I would see them all at once.” He looked at the man. In his search across his face, he saw how his nose was slightly crooked, and his eyes upturned. His hair splayed with white, and a thin grey streak caressed the black canvas. His face was gaunt but handsome, and his eyes crinkled. “Why do you not see it for what it is?” The man raised his brow. He continued, “the universe doesn’t like you. It doesn’t feel, as much as you like to think it does,” he reached his hand across the table toward the man, “in space, everything is immaterial. Distance becomes immaterial, and speed, and time becomes something inconsistent. God didn’t design the universe to be a perfect system. He designed it to be a mockery of the intellectual; in its infinite continuum, there is nothing to do but look at the universe and only hope what you think is correct. Your…” he waved his hand around, “empirical ways of thinking are inconsequential to the universe. It does not adhere to your rules, because you cannot understand it. It is absurd.” His eyes met the man’s. “It is all absurd. Your existence and mine. The universe is beautiful because it is so unkind. I like to think that everything up there… everything sings. It sings because it is beautiful, and because it is absurd.” “You just said the universe wasn’t beautiful,” the man said. His hand remained close. “No, I said it is beautiful because it is so unkind. Its ignorance is unique. When two stars collide, they both die, and in their death, they create something new. The universe is cold, and it is mean. You are cursed to forever go forward only to move backwards again. No matter how much you study your stars, it will never surmount to anything.” The man frowned, “I don’t think so. I think it’s more than that. I think what I learn, what I get the privilege of knowing about how the stars are sculpted, and how they behave, I think that’s plenty enough for myself. And one day, as you say, maybe I’ll get to hear them sing.” “And you will find it enough?” “And I will find it enough.” He looked at the man with some semblance of fondness, and shrugged again. A peculiar world. They looked toward their respective drinks. In his, the liquid still looked angry. It looked disappointed. In it, he saw thousands of noble moons, like those he knew, and saw how they disagreed with his sloshing, and thus hid away in the borders of the drink. And though the man did not notice, nobody else in the bar looked at him, the visitor, and yet they looked at the man.

A NEW World By: Magdalena Dosis, Grade 10

Silence. That is what greeted Evangeline at the end of the narrow and winding path. Absolute and complete silence lay at the end of the dark and endless void, waiting for her. The solemn, lonely light that guided her all these miles now started to flicker before finally fading. She was left with the luminescence of the million orbs that floated around her. Stars. Turning around herself, she gazed at the unimaginable. Flecks of gold, yellow, orange, red, white, blue, all glittering around her, engulfing her in a solemn yet alluring expanse. Tearing her gaze from the beauty around her, she forced herself to focus on her other surroundings.

Death. The first thing Evangeline spotted was the inevitable demise beneath her. Looming below her very feet lay now not the secure paved path that she previously walked , but a fragmented and unstable trail made of rotting planks of deep auburn wood. Below that, she knew not. How the planks managed to hold her weight, Evangeline did not dare ask herself. She could save that for after she made it off safely. Cautiously turning her head towards a larger sphere in front of her, that blazed brighter than all others, she felt a sudden yearning to draw nearer to it. As she stepped closer, she became aware of the microscopic yet visible variations of color. Countless streaks of shades danced throughout the globe, drawing imaginative lines. Heaving a sigh of relief, Evangeline gingerly stepped off the unstable platform onto the cave surface. Evangeline made her way closer to the sphere, when a sudden crack caught her attention. She spun around, not a moment too soon, for the wooden plank that held her not a moment ago fractured, disintegrating. She could only watch helplessly as her only means for escape fell weakly into the gaping maw of the inscrutable abyss below. Moving towards the sphere that still radiantly blazed, Evangeline inspected its edges. Whispers of white smoke twisting along its edges separated from the void around it. Noticing that not only the colors moved across its perimeter, but that the entire orb was, she took in a shaking breath. As if noting her sudden movement, it acted in return. It was alive.

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Storm Clouds over a

Castle

By: Zaria Muzaffar - Grade 10 The sky was a grim grey, dark clouds smothering the sun, occasionally allowing a glimpse of blue to peek through. Swirling lazy above, the clouds moved between each other like smoke passing from a snuffed-out candle. A light pitter-patter could be heard from the heavy raindrops making contact with the earth. It was like sprinklers had been set off, the grassy hill now covered in drew drops. The sky grumbled, the thunder drowning out the rain. The thunder served as a notice, seconds later long spindles of light descended from the heavens, the branches of white against the dark background of the sky forming a spider’s web for a brief second. The roaring, clapping and booms, continuing to act as calls before the electricity zipped across the sky and to the rocky earth. Flashes of light came and went, the bright light refracting through the thick, dusty windows. Droplets of water fought to the bottom of the sill; they left streaks of water on the outside of the glass panes, making them cold to the touch. Within the fortress walls, the windows stood tall, home to dozens of creatures: moths, spiders, and dust mites. The windows held themselves with dignity, the small scratches and stains on the clear glass hiding close to the framework. The dark oak framing was deteriorating around the edges, its lacquer in need of a fresh coat. Serving as view to the outdoors, the hills were still visible through the inner layer of dust and outside’s screen of raindrops. 36 | THE OASIS | VOL 7 | NOVEMBER 2023

Dew sat on the short grass and moss of the hillside. Rocks and rubble broke out between the solid patches of green. Disturbed earth sat near the bottom of the walls surrounding the fortress, what was buried beneath forever unknown; perhaps it was the bodies of those who fought on the land decades before, perhaps it was some precious item. Weeds and leaves sprouted from the ground; the soil dampened from the rain drops. Loose dirt slipped down the scarred stone, the warm greys and taupes being stained a dark, watery brown. From behind the stray bushes, creepers and ivy sprawled out on the ancient brick of the fortress walls. Sat on the steep hill, the fortress walls were marred and cracks within the bricks were like the wrinkles on a piece of crumpled cloth, spreading throughout the whole structure. The heavy rain turned the washedout bricks to saturated browns, greys and creams. The metal bordering the top slightly rusting from its age. The rough stones were stood together, creating unique patterns. Miniscule holes started to form from the overgrowth of the hillside and rodents passing in and out of the borders of the fortress. Dark patches of moss made themselves home around the crevices, creating pops of green within the otherwise bland earth-toned wall. Through years and years of lack of maintenance, the plants made themselves home around the stone walls, now soaking up the rain descending from the sky above.

The

Creation By: Sufi Ali, Grade 10 It was time. Every limb in her body felt ready to collapse, but she was kept awake only by her unremitting thirst for triumph. She was on the precipice of success. The stars, watching anxiously, knew her power; she could defy the confines of this Earth. As the grey sky flashed with blinding light, she started, closing her eyes. She had never been so sure of any decision: this was her purpose. But, in this fleeting moment, a glimpse of doubt crept into her heart. But, as rain began to cascade around her, she recalled the nights of isolation, the days of companionless toil. She could not turn back. Her ardent desire, deep and bottomless, had allowed her to achieve this great task; to transcend the laws of the universe. Isolated and persistent, she had given every fibre of her being to accomplish her greatest longing. As the last, most disfigured, crows let out harrowing cries, and flew from their grimy perches, she knew this was her purpose–her calling. She watched as this last remembrance of nature disappeared into the horizon, then, filled with anticipation and terror, activated her creation. Immediately, the air surrounding her began to convulse, ripping open. Her mind immediately compelled her to escape from this insurmountable force, but she fought her own nature, standing paralysed in place. She looked up at the stars: distressed, they could never imagine what was yet to occur. A sudden plummet in temperature caused ice-cold shivers to run down her spine. It was working. Adrenaline ran through her veins as anticipation consumed her. Drenched, and cold as a broken vow, she had never felt more alive. Her eyes were wild and hungry as the first glow emerged from the folds of the universe itself. It was growing, mutating, devouring the skies and the stars, becoming a monster, disgustingly beautiful. In an abrupt moment, the entire Earth stilled. Suddenly, the air felt crisp with darkness, and the sky became stagnant. But her creation remained, a break in this deceptively tranquil environment. She gaped in disbelief at this extraordinary conjuring. It was an eternal obsidian, infinitely alluring, but endlessly terrifying. It was unimaginably dark, yet it emitted an unearthly glow. It was unlike anything comprehensible by the human mind: a perpetual void. It summoned her, urged her, to embrace this otherworldly force. She could find a realm which no divine power had created, where the patronising laws of nature and science did not constrain her. She looked up at the sky, the stars wished to keep her here; but they were helpless, forced to witness her achievement. She was greater than any human being. She needed to prove that she was worthy, that she deserved more than what this Earth had offered her. So, she stepped forward, into the gateway, and out of anything she had ever known.

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By: Ayaan Saksena - Grade 6 Distraught, I was, as I died standing, my culture, my way of living, all gone. Down the drain, yet I stood there, fighting, losing, but yet still fighting. Tears fell rapidly down my dry, puffy cheeks like daggers flying from the sky. A nightmare I was living, groaning in anger, I paced through the dark, empty pavement. Searching for a key, a key out of my cage, a cage to escape the merciless monsters of this cruel world. If only there were a way, a way back to the past, a way to destroy those who enrage me. How pathetic it is, they think it’s all over, it’s never over while I’m alive. Hatred filling my soul as I hid within the shadows, patiently waiting for my time to strike.

By: Shaza Khan - Grade 11 The Indian subcontinent is a melting pot of cultures, languages, and traditions. From the foothills of the Himalayas to the tip of the Indian peninsula, the region is home to a vast array of dialects and languages, each with its unique history and significance. The spread of language in the Indian subcontinent can be traced back to the ancient civilizations that once thrived in the region. The Indus Valley Civilization, for example, is known to have used a script that has yet to be deciphered, leaving historians and linguists to speculate about the language they spoke.

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Over the centuries, the region witnessed an influx of various conquerors and traders, each bringing their language and culture to the land. The Aryans, for instance, who migrated to the region in around 1500 BCE, introduced Sanskrit, the language of the Vedas, which became the language of the elite and the intellectuals in the subcontinent. As time passed, other languages emerged, each carving its own niche in the linguistic landscape of the region. Dravidian languages, for example, were spoken in South India, while the Austroasiatic and Tibeto-Burman languages were spoken in the northeast. However, it was the arrival of the Mughals in the 16th century that had the most significant impact on the spread of language in the Indian subcontinent. The Mughals brought with them Persian, which soon became the language of the court and the administration, as well as a language of poetry and literature. It was during this period that Urdu, a blend of Persian, Arabic, and Hindi, emerged as a language of the masses. Urdu, which literally means ‘camp language,’ was the lingua franca of the Mughal army, and over time, it became the language of the people, particularly in North India and parts of Pakistan. With the arrival of the British in the 18th century, English was introduced as the language of education, administration, and commerce, and it soon became the language of the elite. Today, the Indian subcontinent is a vibrant tapestry of languages, each with its unique flavor and history. From Hindi and Bengali to Tamil and Urdu, the languages of the subcontinent continue to evolve and adapt, reflecting the rich cultural heritage of the region. The spread of language in the Indian subcontinent is a testament to the region’s diversity and resilience, and it serves as a reminder of the beauty and complexity of human communication.

Multilingual le eop By: Eva De Capua - Grade 10

Multilingual people, Monolingual people…What is the difference? Language surrounds us. It connects and allows us to communicate with others. In the community we live in, hearing other languages being spoken around us is habitual. Many of our friends and family speak the same language we do, that is how we best communicate. Now if you can speak more than one language (you might speak a different one at school) that means you belong to a larger community of bilingual and multilingual people. Speaking different languages makes you more open to dialogue. Consequently, it broadens your appreciation for other cultures, allowing you to talk more easily to people from other countries and backgrounds with an open understanding mindset. All these aspects can help improve your intercultural communication skills. The term, intercultural communication is the ability to talk and connect to people that have a different social background. Being a bilingual or a multilingual person means that you have a higher ability to empathize for other people’s problems. Now this is not necessarily saying that people who speak more than one language are smarter or more intelligent. It just means that having been exposed to other cultures through languages, the person has been provided with a wider sense of open-mindedness both physically and emotionally. Firstly, to understand how multilinguals communicate it is important to identify the different ways one has learnt the second language. There are three general types of bilingual people: compound bilinguals, coordinate bilingual and subordinate bilinguals. Compound bilingual people learn two languages simultaneously. They usually learn them at an early age and in the same environment. This allows them to acquire one concept with two verbal expressions. This might be applicable to you. As a young child you might have learnt your first language at home with your parents, and simultaneously English in school. A coordinate bilingual is a person that learns the second language independently but inside a different contextual environment (for example, a student learning a second language in school after having already learnt his or her native language). Lastly, Subordinate bilinguals applies for adults learning a second language by filtering it through their native language. Being a bilingual or multilingual person naturally increases our skills to socialize with other people. This skill develops and functions in our brains because as humans we are hardwired to bond with others. Neuroscience is the study of the nervous system, specifically the structure, function, development, and degeneration of the nerves. It explains how we are all neurologically wired to connect with other people and how the mirror neurons in our brains are stimulated during interaction. Mirror neurons respond to actions that we observe in others. For example, if you see someone smile, your specific mirror neurons for smiling initiate too, giving you a sensation of association to the other person. These neurons are also responsible for human behaviour and thought processes, which is why we always look for similarities in patterns subconsciously and later relate to them. Multilingual people do not have more mirror neurons, that is not why they can communicate more. The reason is that the signals are higher and more used because there is more action occurring when speaking different languages. But why is it that if there are more signals occurring in the brains of multilingual people there still a struggle to communicate? The main disadvantage that multilingual people face daily is finding a way to express themselves. Studies show that people that speak more than one language spend more time thinking about the optimal sentence structure, or a specific word that fits best into context. Furthermore, once a person is familiar with several different languages many words or sayings are lost in translation. For example, there are approximately 171,476 words in the English language, however many sayings of those in other languages do not exist and cannot be directly translated. In Italian there are sayings that do not make sense in the English language, and the need to describe the definition is always a few words long. “Apericena” (is dinner and appetisers as one complete meal), or “Pennichella” (the afternoon nap) and “Abbiocco” (tiredness willing to sleep). This happens in every existing language. For multilingual people, it takes longer to figure out how to properly address a phrase or a sentence. The difficulty is not necessarily what the person is about to say but how to get the idea across correctly. 44 | THE OASIS | VOL 7 | NOVEMBER 2023

There are many advantages of being multilingual, some directly affect our brains. Learning more than one language increases the activity in specific areas of the brain. Meaning that it can delay diseases such as Alzheimer and dementia by 5 years. Therefore, physically in the long term, it is beneficial. However, being a bilingual could slow the time of reaction. Some studies have verified this in the cross-language tests. There is a small decrease in accuracy shown by multilingual people when speaking their second language and overall, a slower performance time. However, exercising the brain to this high level, strengthens the dorsolateral prefrontal cortex. Located towards the front of the brain, it controls the executive function. It manages problem solving skills, the ability to switch focus during tasks and planning. So, no, being a multilingual does not necessarily make you smarter than everyone else, but it does have endless benefits to your health and your relationships with those around you.

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How do languages

Contribute to Diversity? By: Aisha Imanzhanova, Grade 6 In our world today, over 7000 languages are spoken. Those languages should be the key to diversity, right? If so, why do the problems occur? There is always conflict with one crucial factor, inclusion. If you look around at the people that we surround ourselves with, they come from all over the world. The food that we rely on to keep us here comes from diverse cultures. The clothing we wear daily is made from a variety of materials, coming from a variety of countries. All the smallest details in our everyday lives all contribute a great deal to diversity. The evidence of diversity in our world is sitting right there, right in front of our eyes. Yet, it is such a challenge to accept it. If you were to imagine yourself in a room with two other people, both different from each other and you. They have different races, clothing, and opinions. Wouldn’t that be a diverse set of people? It would, but would it be an inclusive one? What if one person, not including someone else just because of one thing? Race, clothing, opinion. A tiny thing that one might find to discriminate someone else, can give the diversity zero meaning. Diversity will not matter if the people will not acknowledge others as people. In our modern-day world, discrimination, miscommunication, and shaming is, unfortunately, present. Of course, with 8 billion people roaming this earth it will not be possible for everybody to be inclusive and diverse, yet. Taking steps closer to acceptance, inclusion and diversity is crucial for any change. This is where languages come in. An important part of inclusion and diversity is languages. They are a form of communication, and communication helps people to connect and share. The importance of languages is great, they are key to diversity. They help the people on our earth understand, which is something people get into disagreements about. The reassurance people can feel from knowing that someone else out there can understand them, can be enough to acknowledge diversity and feel inclusion.

Art work by Aryan Doshi