Showing posts with label schools. Show all posts
Showing posts with label schools. Show all posts

Oct 21, 2009

BBC -|Attack shuts all Pakistan schools

Major Ethnic Groups in PakistanImage via Wikipedia

All schools and universities have been closed across Pakistan a day after suicide bombers attacked an Islamic university in the capital, Islamabad.

Four people died and at least 18 were wounded in the twin blasts at the International Islamic University.

The Taliban claimed the attack and said there would be more violence unless the army ended its offensive in the tribal areas of South Waziristan.

Meanwhile, at least four people died in more intense fighting in that region.

Pakistani troops are battling to gain control of the key Taliban-held town of Kotkai, but say they are meeting fierce resistance.

A Taliban spokesman said 40 soldiers had been killed in an attack on a security post near the town, but the army gave a much lower figure.

The army said it had killed 90 militants since beginning its offensive on Saturday.

Because of reporting restrictions, it is extremely hard to find out what is going on in South Waziristan.

The fighting has caused tens of thousands of civilians to flee the area.

'Sense of loss'

Wednesday's attack was the first since the army launched its offensive against the Taliban in South Waziristan.

The militants have threatened more such attacks if the army continues its offensive.

Following the attack, Pakistan's Interior Minister Rehman Malik said that Pakistan was now in what he called a state of war.

The government has ordered the closure of schools, colleges and universities to prevent them from being targeted by suicide bombers.

Some students said they were scared to go to classes.

"It's really a tragedy for us and there's a real sense of loss with the acts of terrorism," Islamabad student Shehzeen Anwar told the BBC.

"Students are terrified and they're afraid to go out. Roads are almost empty and people are staying at home."

Earlier, schools run by the armed forces and the government - and some public schools - closed for a week as a result of the South Waziristan operation.

The BBC's M Ilyas Khan, in Islamabad, says the present closure is indefinite.

However, schools, colleges and universities may reopen next week if the security threat decreases, he says.

A wave of attacks on Pakistani cities has killed more than 180 people during the month of October alone.

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Aug 19, 2009

In Pakistan's Swat Valley, boys – and girls – crack open schoolbooks once again

After nearly two years of Taliban rule and a recent military offensive, hundreds of students are returning to their studies. But many schools were damaged or destroyed.

| Contributor to The Christian Science Monitor

Hundreds of boys and girls returned to school in Pakistan's Swat Valley this month, returning to their lessons after being forced to flee fighting between the Army and Taliban. Even girls, who had been banned from school by the militants who dominated the area until April, showed up.

After nearly two years of Taliban rule and a destructive three-month military offensive, their attendance marks one of the first, tenuous signs of a return to normalcy in this northwestern area.

Many children don't have schools to return to. Instead they are studying in tents, under trees, or amid the rubble where their schools once stood. They have no desks, chairs, tables, or shade. At a middle school in Maniyar, just outside Mingora, girls used bricks from the demolished buildings as seats.

According to Fazal Ahad, an education official in Swat, 220 girls' and boys' schools were damaged or destroyed, along with 130 more in neighboring Buner and Dir districts, where fighting also took place. The total cost of damage in Swat – including of hospitals, roads, bridges, hotels, and private property – may total $2.5 billion, says Wajid Ali Khan, a provincial minister.

Refugees return – warily

Despite the damage, Swat residents are steadily returning from refugee camps and neighboring towns.

Ali, a resident of Swat whose brother was shot dead by Taliban in Mingora a few months ago, says the militants have been dealt a serious blow and will not be able to return and challenge the writ of the government.

Many are more skeptical, though, as reports swirl of Taliban sightings in Swat tehsils (subdistricts) such as Kabal, Charbagh, and Matta. The offensive killed some key Taliban leaders, such as Shahi Dauran, who had become a dreaded figure in Swat, and forced others to flee. But residents say they want to see top commanders, like Swat Taliban chief Maulana Fazlullah, arrested or killed.

Banned shops reopen; school reconstruction

Meanwhile, businesses shut down by the Taliban, such as barbershops and music stores, are slowly reopening, though more quickly in Mingora than in surrounding areas. Usman Gul, a barber from Kabal, is still too scared to start shaving beards again, a practice the Taliban had banned. Music, also considered taboo, can now be heard from shops and cafes, cars and buses.

School reconstruction will begin in September, says Gul Mina Bilal, a senior member of the province's ruling Awami National Party.

That will especially benefit girls, whom the Taliban barred from school early this year. Some 80,000 girls in Swat were getting educations, says Ziauddin Yousafzai, a school administrator. Although only a fraction of those have returned, the number of children back in school is growing. "We expect the number will grow as people continue arriving in the valley from camps and cities," he says, adding that the children seem happy to be back.

Eager students include Shama, a girl sitting on a rug under a tent at the middle school in Maniyar.

"My school was bombed by Taliban while we were living in tents in Mardan," she says. "They say it is going to be constructed soon. I'm happy that I'll get new books. I want to get education and become a teacher."

A hint of normalcy: children singing

In the mornings here and elsewhere in Mingora, schoolchildren can be heard singing the national anthem at assembly – an unbelievable sound for many people who stayed put during the days of Taliban.

Says Abdullah, one resident: "I've been listening to the sound of morning assembly in a school close to my house for the past three days, and trying again and again to assure myself again and again that things have changed now."

Aug 18, 2009

Suburban Ghetto

Jessica stood in a clearing in the woods where the ground was strewn with used condoms and broken bottles. Cicadas hummed in the country club grounds edging the campus of the Hempstead High School, a brick fortress with narrow windows and a weedy green lawn. Beyond the trees that separated the high school from the golf course, commuters from Eastern Long Island zipped along the expressway on their way to work in New York City. It was September of 2000, Jessica's first week of seventh grade, but she would not be going to class.

She felt both anxious and excited as one of the older boys standing next to her pulled out a black-and-white marbled notebook from his backpack and handed it to her. Scrawled inside it were the secrets of his gang, Salvadorans With Pride -- its handshakes, history, and symbols, and even some photographs of its teenage enemies. She was instructed to memorize it. She had 15 minutes, and then she would be quizzed. If she passed, she would move on to the beating.

She answered every question correctly and was even able to recite the gang's prayer before she was pushed into the middle of the circle. One of the boys looked at his watch and gave the signal. Two boys and three girls lunged at her, kicking and punching. A couple swung sticks. She fought back. She was supposed to. Jessica was small, but she was tough. She eventually succumbed to the beating and curled into a ball on the ground as their sneakers and fists rained down on her. At the end of 15 seconds, they picked her up gently. One of her attackers put his arm around her and lifted her into his car. Mercy Medical Center was a few blocks away. They dropped her off at the door.

After the nurses had bandaged her cuts, they left her lying in the emergency room bed alone. Her decision to join the gang was supposed to have severed her ties with her family, but the only person she could think of to call was her mother. She dialed, and her mom answered. She already knew what had happened. "Call a taxi," her mother said. Jessica walked home.

Until middle school, Jessica had lived in a house that neighbors dubbed the "crack house" for its often drug-addled residents and visitors. Her uncles were members of Mara Salvatrucha, a gang originally formed in Los Angeles by refugees of Central America's civil wars, and Jessica's living room was one of their main hangouts.

In first grade Jessica was placed in an English as a Second Language class, even though she was born on Long Island and spoke English fluently. Her mother was furious when she found out, but that wasn't until the end of the year. Her mom, an immigrant from Honduras, didn't speak English and couldn't read most of the report cards and notes Jessica carried home. The next year, Jessica was moved to an English class, where she sat in the back and stayed inconspicuous by keeping her head down on her desk. She quickly fell behind. The teacher began sending her to a remedial reading class during her lunch period. Her mother only got involved at school when Jessica was suspended for fighting. She had a reputation for throwing chairs, earning the nickname La Diabla from her classmates.

Jessica shuttled between the village's decrepit elementary schools several times. The harried teachers and guidance counselors had little time or resources to deal with a problem child like her. Two of the schools were eventually closed because the buildings, plagued by water leaks, structural hazards, mold, and rodents, were declared too dangerous to house students. No one noticed when one of Jessica's uncles began sexually abusing her when she was 11. She joined Salvadorans With Pride, the rivals of her uncles' gang, as a gesture of defiance.

Jessica met Sergio Argueta, a former gang member who had founded an anti-violence organization to help at-risk youth, at the pinnacle of her career in the gang two years later. She was one of the leaders, and she had been given her own gun, which she kept tucked under her mattress. She was an expert at stealing cars, and Salvadorans With Pride had dispatched her to make friends with a gang in a nearby town that had access to guns.

Sergio arrived at her house in the company of a social worker, who had opened a case on Jessica's older brother. It was 9 in the morning, and Jessica's mother mentioned that her daughter, a freshman in high school, had just come home from a night out. The social worker and Sergio exchanged glances. They asked to meet her.

Jessica started cursing as soon as she saw Sergio and the social worker. "What the fuck do you want? Why don't you people leave me the fuck alone!" she said by way of introduction. Jessica stormed out. Sergio was stunned. He would leave this case to the social worker.

Months later, however, he met Jessica again. A police detective had called Sergio to ask for his help in dealing with a high school student who believed her life was in danger. Sergio was dismayed when he saw the student he would be trying to help. But he didn't walk away this time. They didn't have many options, he told her. There was no official mechanism for dealing with children in Nassau County who were already involved in gangs. There was a state shelter for homeless runaways, but technically she was neither.

The biggest hurdle, however, would be Jessica herself. By this time, Jessica had been in and out of court, spent time in group homes for juvenile delinquents, and was drifting through high school even though she still struggled to read. If Sergio was going to help her, she had to promise him that she really wanted to change.

She stared down at her feet. She nodded. Yes, she wanted out.

***

In 2005, then-Attorney General Alberto Gonzalez gave a speech to the fraternal order of police in New Orleans warning about the "expanding danger of violent street gangs." The gangs were becoming more sophisticated, regimented, and competitive, he told the officers, but, even "worse, our latest data indicates new trends in gang violence that we must anticipate and prepare for: The gangs that are migrating, spreading, and expanding are increasingly influenced by the California-style of gang culture."

The gangs brought with them "more violent and targeted techniques for intimidation and control, as well as a flourishing subculture and network of communication," he told police. In even "the quiet community of Hempstead on Long Island," he said, "we've seen drive-by shootings riddle neighborhoods and innocent bystanders with bullets."

This popular narrative of the gangs' spread -- which posited that major Central American gangs such as Mara Salvatrucha and 18th Street were sending out emissaries to strategically expand their territory -- was contradicted by, among others, the National Youth Gang Center, a Justice Department subsidiary. The center researchers cautioned that many of the new cliques sprouting up in far-flung cities and suburbs were copycats and that, "in most instances, there is little, if any, real connection between local groups with the same name other than the name itself." The gangs might have originated in Los Angeles and Central America, but they flourished in places like Fairfax, Virginia, and Nassau County, New York, because of specific local conditions there that facilitated immigrants' alienation and anger. According to the center, the gangs were generally "homegrown."

But the argument that the problem was coming from within was largely ignored. It was easier and more politically expedient to blame outsiders. In the 1990s, the country experienced an influx of new immigrants -- most of them Hispanic -- that matched the waves of Irish and Italians a century before. The new arrivals landed in places that previous waves of immigrants had rarely ventured, skipping urban centers and moving directly to the suburbs. By 2002, the majority of Hispanics in the United States were living in residential rings beyond the inner cities that had long acted as the country's welcome mat. In the 1980s, the number of Hispanics living in cities compared to the number in the suburbs was about the same, but after the 1990s suburban Hispanics outnumbered their urban counterparts by 18 percent. And while the suburbs of New York, Los Angeles, and Miami saw substantial increases in their already-large Hispanic populations, the growth was just as fast in places where previously only a handful of Hispanics had lived.

The immigrants were following jobs, which proliferated in the booming economy of the 1990s, and their presence helped to buoy the country's prosperity. They came to work, and the United States needed their labor. Some took jobs in manufacturing and agricultural processing in new growth centers like North Carolina and Tennessee. Others were drawn to construction work as the housing industry exploded. Many had plans to stay, and those who came legally applied to become U.S. citizens in large numbers.

Although the country was enjoying an economic boom, it was reaching levels of income inequality not seen since the first half of the 20th century. Communities and schools across the country, especially suburban ones, were becoming more racially segregated, and the opportunities the immigrants came searching for were increasingly elusive. The first generation of Hispanic immigrants on Long Island, many with battle scars from wars back home, found their presence was not just unwelcome but infuriating to many of their new neighbors -- some of whom aggressively campaigned to send them back home. Others reacted violently. Nationally, hate crimes against Hispanics rose 40 percent between 2003 and 2007. Immigrants on Long Island were victims of regular attacks that included the 2003 firebombing of a Mexican family's house and the 2008 fatal beating of an Ecuadorian man. The immigrants' children attended schools and played in streets as segregated as the Jim Crow South, and the racial achievement gap between the races, particularly for Hispanic students, was widening.

Many of the immigrants who arrived in Hempstead in the 1990s, including Jessica's family, found themselves in neighborhoods where they were easy targets for established American gangs; many were undocumented and did not have bank accounts, so they carried cash in their pockets on payday. When they were robbed, they were usually too scared of deportation to call police. To defend themselves, the men banded together. One group chose a name that borrowed the English of their aggressors: the Redondel Pride. They grew quickly.

The group was more than a gang. It also functioned as a support organization for the men, most of them day laborers. They raised a pot of money for members to draw from if they fell behind in rent or got sick, and they helped each other find work. Some members broke from Redondel Pride, which dissolved in the late 1990s, and named themselves Salvadorans With Pride. The plan was to promote themselves as a self-help group and to make it clear that they disdained violence. But as new members joined, their good intentions began to unravel. A series of altercations with other gangs escalated to a full-blown war. By the time Jessica joined, SWP was as much a gang as Mara Salvatrucha or 18th Street.

***

When news of a central American gang crisis hit in 2003, it ignited a nation well-primed to expect that violent immigrants were on the verge of invading its cul-de-sacs. The national reaction fit a well-documented pattern. Research on fear about crime has found that usually the people who are most afraid of it are not the ones most likely to be victimized. Gang members usually attack other gang members, but women and the elderly tend to be just as fearful of being targeted. Often their anxiety has little to do with actual crime levels. Instead, it stems from perceptions that a community is changing and, the fearful populace usually believes, for the worse.

Both local and federal politicians were quick to react to the national mood -- and the potential for votes. The gang problem became a popular topic on the campaign trail and the number of federal programs to combat gangs surged. Most focused on tracking down gang members and throwing them in jail. In 2005 the Department of Homeland Security started an anti-gang task force, Operation Community Shield, that carried out immigration sweeps in search of Mara Salvatrucha gang members. And in the years that followed, the federal government poured more and more money and resources into gang-prevention efforts. In 2007, the year men linked to Mara Salvatrucha shot a group of teenagers execution-style in a school playground in Newark, the Department of Justice dedicated millions of dollars to an in-school prevention program, Gang Resistance Education and Training (G.R.E.A.T.), which was modeled on D.A.R.E. (Drug Abuse Resistance Education), a federally funded anti-drug program. It received mixed reviews by researchers studying its effectiveness.

Both Democrats and Republicans continued to sound alarms about the gang problem. The Homeland Security secretary under President George W. Bush, Michael Chertoff, regularly listed Mara Salvatrucha among the top threats to the country. "This is not yet an ideological organization, but it is an organization which has the capability to do an enormous amount of damage," Chertoff said in an April 2008 speech.

Yet the more attention paid to them -- and the more gang members swept up and sent back to Central America or to jail under the new federal initiatives -- the more the gangs seemed to spread. In 2005, the FBI had tracked Mara Salvatrucha to 33 states; by 2008, the agency said the gang was operating in 42. The FBI estimated that by 2008 there were at least 10,000 members of Mara Salvatrucha in the United States and ranked the gang's threat level as "high." The breathless media and law enforcement reports that characterized Mara Salvatrucha and 18th Street as the largest, most dangerous gangs in the world had become a self-fulfilling prophecy.

In June 2008, the National Conference of State Legislatures, an elected body that serves as a think tank for state lawmakers, declared that gangs were still on the rise despite half a decade of concentrated law enforcement efforts and billions of dollars spent to bring them down. Echoing Gonzales' speech from three years earlier, the group warned that "while it was once only an inner-city problem, today gangs have spread nationwide to suburbs, small towns, and Native American reservations." The conference suggested that gangs had more money and power than before and that their fancier cars and guns were luring more young people to join.

But the truth was that the gangs' rise to power revealed not what they offered to a new generation of immigrants and their children but what America did not: safety, dignity, and a future.

Five years later, Jessica accompanies Sergio to presentations in schools, where she tells other kids her story: the cold nights sleeping in the park when her mother kicked her out, the time she held a friend in her arms after he was shot. She also tells them about the times she considered suicide. She explains how helpless and lonely she felt. Young people sometimes come up to her after her speeches to tell her their own stories. The helplessness has transformed into purpose. She has been hired as a counselor at a summer camp, and she thinks about her future and saving money.

Her dream is to get off of Long Island, and out of the suburbs, as soon as possible.

This article is adapted from Gangs in Garden City: How Immigration, Segregation, and Youth Violence are Changing America's Suburbs, published by Nation Books, 2009. Reprinted here with permission.


Aug 9, 2009

As Classrooms Go Digital, Textbooks May Become History

At Empire High School in Vail, Ariz., students use computers provided by the school to get their lessons, do their homework and hear podcasts of their teachers’ science lectures.

Down the road, at Cienega High School, students who own laptops can register for “digital sections” of several English, history and science classes. And throughout the district, a Beyond Textbooks initiative encourages teachers to create — and share — lessons that incorporate their own PowerPoint presentations, along with videos and research materials they find by sifting through reliable Internet sites.

Textbooks have not gone the way of the scroll yet, but many educators say that it will not be long before they are replaced by digital versions — or supplanted altogether by lessons assembled from the wealth of free courseware, educational games, videos and projects on the Web.

“Kids are wired differently these days,” said Sheryl R. Abshire, chief technology officer for the Calcasieu Parish school system in Lake Charles, La. “They’re digitally nimble. They multitask, transpose and extrapolate. And they think of knowledge as infinite.

“They don’t engage with textbooks that are finite, linear and rote,” Dr. Abshire continued. “Teachers need digital resources to find those documents, those blogs, those wikis that get them beyond the plain vanilla curriculum in the textbooks.”

In California, Gov. Arnold Schwarzenegger this summer announced an initiative that would replace some high school science and math texts with free, “open source” digital versions.

With California in dire straits, the governor hopes free textbooks could save hundreds of millions of dollars a year.

And given that students already get so much information from the Internet, iPods and Twitter feeds, he said, digital texts could save them from lugging around “antiquated, heavy, expensive textbooks.”

The initiative, the first such statewide effort, has attracted widespread attention, since California, together with Texas, dominates the nation’s textbook market.

Many superintendents are enthusiastic.

“In five years, I think the majority of students will be using digital textbooks,” said William M. Habermehl, superintendent of the 500,000-student Orange County schools. “They can be better than traditional textbooks.”

Schools that do not make the switch, Mr. Habermehl said, could lose their constituency.

“We’re still in a brick-and-mortar, 30-students-to-1-teacher paradigm,” Mr. Habermehl said, “but we need to get out of that framework to having 200 or 300 kids taking courses online, at night, 24/7, whenever they want.”

“I don’t believe that charters and vouchers are the threat to schools in Orange County,” he said. “What’s a threat is the digital world — that someone’s going to put together brilliant $200 courses in French, in geometry by the best teachers in the world.”

But the digital future is not quite on the horizon in most classrooms. For one thing, there is still a large digital divide. Not every student has access to a computer, a Kindle electronic reader device or a smartphone, and few districts are wealthy enough to provide them. So digital textbooks could widen the gap between rich and poor.

“A large portion of our kids don’t have computers at home, and it would be way too costly to print out the digital textbooks,” said Tim Ward, assistant superintendent for instruction in California’s 24,000-student Chaffey Joint Union High School District, where almost half the students are from low-income families.

Many educators expect that digital textbooks and online courses will start small, perhaps for those who want to study a subject they cannot fit into their school schedule or for those who need a few more credits to graduate.

Although California education authorities are reviewing 20 open-source high school math and science texts to make sure they meet California’s exacting academic standards in time for use this fall — and will announce this week which ones meet state standards — quick adoption is unlikely.

“I want our teachers to have the best materials available, and with digital textbooks, we could see the best lessons taught by the most dynamic teachers,” said John A. Roach, superintendent of the Carlsbad, Calif., schools. “But they’re not going to replace paper texts right away.”

Whenever it comes, the online onslaught — and the competition from open-source materials — poses a real threat to traditional textbook publishers.

Pearson, the nation’s largest one, submitted four texts in California, all of them already available online, as free supplements to their texts.

“We believe that the world is going digital, but the jury’s still out on how this will evolve,” said Wendy Spiegel, a Pearson spokeswoman. “We’re agnostic, so we’ll provide digital, we’ll provide print, and we’ll see what our customers want.”

Most of the digital texts submitted for review in California came from a nonprofit group, CK-12 Foundation, that develops free “flexbooks” that can be customized to meet state standards, and added to by teachers. Its physics flexbook, a Web-based, open-content compilation, was introduced in Virginia in March.

“The good part of our flexbooks is that they can be anything you want,” said Neeru Khosla, a founder of the group. “You can use them online, you can download them onto a disk, you can print them, you can customize them, you can embed video. When people get over the mind-set issue, they’ll see that there’s no reason to pay $100 a pop for a textbook, when you can have the content you want free.”

The move to open-source materials is well under way in higher education — and may be accelerated by President Obama’s proposal to invest in creating free online courses as part of his push to improve community colleges.

Around the world, hundreds of universities, including M.I.T. and King Fahd University of Petroleum and Minerals in Saudi Arabia, now use and share open-source courses. Connexions, a Rice University nonprofit organization devoted to open-source learning, submitted an algebra text to California.

But given the economy, many educators and technology experts agree that the K-12 digital revolution may be further off.

“There’s a lot of stalled purchasing and decision making right now,” said Mark Schneiderman, director of federal education policy at the Software & Information Industry Association. “But it’s going to happen.”

For all the attention to the California initiative, digital textbooks are only the start of the revolution in educational technology.

“We should be bracing ourselves for way more interactive, way more engaging videos, activities and games,” said Marina Leight of the Center for Digital Education, which promotes digital education through surveys, publications and meetings.

Vail’s Beyond Textbooks effort has moved in that direction. In an Empire High School history class on elections, for example, students created their own political parties, campaign Web sites and videos.

“Students learn the same concepts, but in a different way,” said Matt Donaldson, Empire’s principal.

“We’ve mapped out our state standards,” Mr. Donaldson said, “and our teachers have identified whatever resources they feel best covers them, whether it’s a project they created themselves or an interesting site on the Internet. What they don’t do, generally, is take chapters from textbooks.”

Aug 5, 2009

Can Students Learn Without Books?

It’s hard enough to get through high school. It just became more so in East Timor, where students and teachers often spend valuable class time speaking different national languages. 

“At our public high school in Aileu, that’s what we have--a mix of four languages,” said Maryknoll Sister Julia Shideler.  “Is it a surprise that students are confused, teachers are frustrated, and parents disappointed?” 

Sister Julia teaches full-time in Aileu, a small city not far from the northern coast of this Southeast Asian island the country shares with Indonesia. That country ruled East Timor, a former Portuguese colony, for years until the Timorese voted to oust Indonesia in a UN referendum ten years ago this August.
East Timor is now an independent state. Portuguese, long banned in East Timor, has been declared a new official language. Education is seen as a way out of poverty--and a national literacy rate of only 43 percent. But with all the changes taking place here, how do families find security in daily life following the political violence that took place after the referendum? 

Image
In East Timor, children suffer when schools lack enough resources.
Sister Julia is a calming presence. Her background as a teacher is helping East Timor make the transition to a literate society. Sister Julia mentors a youth group at her school, sings in a teachers' choir, and takes part in children's advocacy, teaching, and pastoral tasks.
Still, can students learn if they don't have the right textbooks?
 “Not only do most Timorese teachers understand and speak Portuguese poorly, they also lack textbooks and materials to facilitate this transition,” Sister Julia said. “So most second- and third-year classes are still using Indonesian textbooks, curriculums, and exams.” 

Some new textbooks in Portuguese are finding their way into East Timor's classrooms, but not enough. Religion and civics classes education are still taught in Tetum, the local language, while English is taught to all. The Indonesian language still dominates in most Timorese schools.

 “For me, I take it all in stride as one of those things to accept, adapt to, and approach positively,” Sister Julia said. In addition to having a college degree in Spanish, Sister Julia also knows French and Tetum, as well as English.

“Many people wondered, knowing I have a background in Spanish, why I’d chosen to mission in East Timor. Little did I know that it would help me learn and teach Portuguese, which resembles Spanish.”

Watch Sister Julia's video and discover the ways children benefit from her ministry.