By the Multi-Level Elementary Class of Donna L. Clovis, Riverside School, Princeton, New Jersey
Editor’s Note: This “vintage” treasure from the Dragonfly Magazine archives (March/April 1997) reminds us that even in the early days of the web, technology’s greatest power was its ability to connect human hearts across vast distances.
The Spark
We attend an interesting and unusual elementary school in New Jersey called Riverside School. We have 335 students speaking 21 different languages! One day, a student named Carmela joined our class, and she spoke the 22nd language: Quechua. She was an Inca Indian from Peru and didn’t understand English yet. We wanted to be her friend and make her smile, but for many months, she never said a word. We became worried and started thinking of ways to help her.
The Prediction
We thought that if we could just learn a little bit of Carmela’s language, we could communicate better with her and finally see her smile. We predicted that somewhere in the world, there must be a way to learn the grammar and sounds of Quechua, even if no one in our town knew how to speak it.
How We Investigated
First, we tried the traditional way. We made picture cards by cutting images out of magazines and pasting them onto index cards with the English words written next to them. We even called three different universities, but no one knew much about the language.
Then, our teacher talked to us about using the biggest communication system in the world: the Internet [Editors Note: Remember that this was back in 1997!]. We used the computer to post a “Dragonfly Mail” call for help to people all over the world.
What We Found
We couldn’t believe it—the world opened up to us! Within only 24 hours, we had eight responses.
- A lady in California told us her aunt knew Quechua.
- A professor from Cornell University gave us the name of a helpful book.
- We learned that Quechua is primarily an oral language; in Carmela’s village, they farm and tell stories rather than reading or writing.
Our teacher made special lessons for Carmela based on what we learned. Then one day, it finally happened. While we were using our picture cards, Carmela smiled and said, “Thank you”. We were so happy! The Internet helped us solve a problem and, more importantly, make a new friend.
Go Wild: Your Turn!
Is there someone in your school or community who speaks a language you don’t know?
- The Greeting Challenge: Use the internet (with an adult’s help) to find out how to say “Hello” or “Welcome” in that person’s native language.
- The Visual Bridge: Like the Riverside students, try creating “Universal Picture Cards.” Can you communicate a complex idea—like “Are you hungry?” or “Want to play soccer?”—using only a drawing and no words? Test it on a friend!
The Field Guide (For Educators)
- Subject/Grade Level: Social Studies / Language Arts / Technology (Grades K–5)
- Inquiry Focus: Global Communication, Problem Solving, and Cultural Literacy.
- The Science Behind It: This inquiry explores the transition between oral traditions and literary cultures. Quechua is a family of languages native to the Andean region of South America. Understanding the difference between phonetic-based written languages and oral-based traditions helps students develop empathy and better instructional strategies for English Language Learners (ELL).
- Standards Connection:
- CCSS.ELA-LITERACY.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
- ISTE Standards: Global Collaborator — Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others.
- Materials Needed:
- Computer with Internet access
- Magazines (for clipping)
- Index cards and markers
- Access to library databases or local university experts