I have heard from a friend of mine today who lives in Kansas City, MO, and is raising two toddlers. She is trying to raise her kids with Russian and English, but finds it difficult to find Russian literature at reasonable prices. Her son and daughter love Dr. Seuss books (and so does Sasha), and she tries to read those to them in Russian. And, of course, when someone translates on a fly, it's difficult to convey the message while preserving the structure of a poem. Her new find is these Russian poetic translations of Dr. Seuss famous "Cat in the hat", "Horton hears a who", "Horton hatches an egg", and a couple more.
They are published on a Russian poetry page where anyone can publish their poetry. In fact, here is another collection which belongs to a close friend of mine from college: http://www.stihi.ru/avtor/radavilova . Although, all her poetry is in Russian.
Thank you, Olesya, for the link to Dr. Seuss poetry translations. I hope others will also find these helpful.
Tuesday, February 22, 2011
Saturday, February 19, 2011
Fight Alzheimer's with bilingualism
If you weren't yet convinced (still?!) that being bilingual has tons of benefits, consider this: A new research by Canadian neurologists indicates that speaking multiple languages throughout your life helps delay onset of symptoms of dementia.
According to this new study, bilingual individuals were diagnosed with Alzheimer's almost 5 years later than monolinguals. And this cannot be contributed to better education, because in many cases the bilinguals actually had lower level of education, as they immigrated to Canada from other countries.
The researchers explain this phenomenon through the idea that bilingualism requires rapid "code switching" (in other words, you have to quickly go back and forth between two languages in your daily life), which is just another form of multi-tasking. Multi-tasking, as many other brain activities, helps stimulate the brain, thus prolonging its active life.
And one more time, it turns out that our brain is not confused by it, but, on the contrary, gets its exercise from bilingualism.
According to this new study, bilingual individuals were diagnosed with Alzheimer's almost 5 years later than monolinguals. And this cannot be contributed to better education, because in many cases the bilinguals actually had lower level of education, as they immigrated to Canada from other countries.
The researchers explain this phenomenon through the idea that bilingualism requires rapid "code switching" (in other words, you have to quickly go back and forth between two languages in your daily life), which is just another form of multi-tasking. Multi-tasking, as many other brain activities, helps stimulate the brain, thus prolonging its active life.
And one more time, it turns out that our brain is not confused by it, but, on the contrary, gets its exercise from bilingualism.
Tuesday, February 8, 2011
Sasha signs
So, I am wondering if we need to start a sign language vocabulary page for Sasha, as yesterday he has successfully used his first sign in a context. Greg was reading him books, one after another, and Sasha was signing "more" in between. There was no other interpretation for his sign, because he was actually complaining if you put him down and insisting on more by putting his fingertips together.
Truthfully, we did not teach Sasha sign language early on, when it would be helpful. Apparently, you can teach your baby to sign as early as at 3 months! The benefits are obvious - your child will communicate before he can speak. In our situation, we don't use sign language consistently, and the only signs Sasha uses so far is the pointing sign and "more".
For those who wonder whether communicating with signs diminishes child's ability to learn a spoken language, here is my linguistic opinion: No, it does not. A sign language (whether it is American Sign Language or British Sign Language or French Sign Language) is a language in it's own right. Different sign languages develop independently from each other and if you can sign in ASL, you cannot communicate with a Russian person who speaks Russian sign language. These languages have their own grammar, their own vocabulary and their own form. They also change with time.
So, if you are teaching your baby to sign, you are raising her in a bilingual environment. She might not be bilingual later on, but you are building the foundation to bilingualism with sign language.
Interestingly enough, ASL is widely used in speech therapy in America. I wonder if anybody has ever considered using a spoken language for speech therapy.
Truthfully, we did not teach Sasha sign language early on, when it would be helpful. Apparently, you can teach your baby to sign as early as at 3 months! The benefits are obvious - your child will communicate before he can speak. In our situation, we don't use sign language consistently, and the only signs Sasha uses so far is the pointing sign and "more".
For those who wonder whether communicating with signs diminishes child's ability to learn a spoken language, here is my linguistic opinion: No, it does not. A sign language (whether it is American Sign Language or British Sign Language or French Sign Language) is a language in it's own right. Different sign languages develop independently from each other and if you can sign in ASL, you cannot communicate with a Russian person who speaks Russian sign language. These languages have their own grammar, their own vocabulary and their own form. They also change with time.
So, if you are teaching your baby to sign, you are raising her in a bilingual environment. She might not be bilingual later on, but you are building the foundation to bilingualism with sign language.
Interestingly enough, ASL is widely used in speech therapy in America. I wonder if anybody has ever considered using a spoken language for speech therapy.
Tuesday, January 25, 2011
That's it!
My son is reaching that stage of development that docs call "the terrible twos", a period of testing the boundaries and mama's patience, the period of defiance and opposites. How do I know?
Imagine Sasha standing by the bookshelf, removing the books, one by one, and throwing them on the floor into a porridge of toys, water bottles, hand towels, etc. I am standing in the kitchen and raising my voice: "Саша! Нельзя! Нельзя, я сказала!" (Sasha! You may not! You may not, I said!), to which he replies: "Зя!" (Yes, I may!). And so we continue yelling back and forth: "Нельзя!" - "Зя!" - "Нельзя!" - "Зя!"
For those readers who grew up in the same cultural realm as I did, the humor is obvious, but for those American readers of mine, here is the video from the '80s that sums it all up:
These wonderful actors were part of the comedy group Лицедеи (Lizedeyi). This skit is absolutely applicable to all parent-child situations where the child rebels. Exactly my conversation with Sasha this morning.
Needless to say, there is no word зя in Russian language. Нельзя is a remnant of the old system, probably Old-Slavonic. The opposite of нельзя is можно (may). It's impossible to say не можно. One may either say нельзя or можно. But Sasha does not know the word можно (because he never asks me if he may do something, he just does it, and then I say that he may not). Instead, he figured out that не stands for not, and he creatively subtracted it from нельзя, while adding a new unit to his vocabulary - зя.
Imagine Sasha standing by the bookshelf, removing the books, one by one, and throwing them on the floor into a porridge of toys, water bottles, hand towels, etc. I am standing in the kitchen and raising my voice: "Саша! Нельзя! Нельзя, я сказала!" (Sasha! You may not! You may not, I said!), to which he replies: "Зя!" (Yes, I may!). And so we continue yelling back and forth: "Нельзя!" - "Зя!" - "Нельзя!" - "Зя!"
For those readers who grew up in the same cultural realm as I did, the humor is obvious, but for those American readers of mine, here is the video from the '80s that sums it all up:
These wonderful actors were part of the comedy group Лицедеи (Lizedeyi). This skit is absolutely applicable to all parent-child situations where the child rebels. Exactly my conversation with Sasha this morning.
Needless to say, there is no word зя in Russian language. Нельзя is a remnant of the old system, probably Old-Slavonic. The opposite of нельзя is можно (may). It's impossible to say не можно. One may either say нельзя or можно. But Sasha does not know the word можно (because he never asks me if he may do something, he just does it, and then I say that he may not). Instead, he figured out that не stands for not, and he creatively subtracted it from нельзя, while adding a new unit to his vocabulary - зя.
Thursday, January 13, 2011
The very puzzling caterpillar
As I wrote before, I often read English books in Russian for Sasha. It is very interesting to see his reaction to certain books. There are sometimes pages that puzzle him, and he keeps returning to those again and again. For example in Tubby Time by Leslie Patricelli, Sasha always pauses on the page where the baby got soap in her eyes. He keeps pointing at it and asking something in his own language, and my only guess is that he thinks that the baby is crying and he wants to know why. And I cannot find the right way to explain to him that the baby got soap in her eyes.
And so is the case for The Very Hungry Caterpillar by Eric Carle. Sasha keeps turning to the page where the caterpillar is extra fat, right before it turns into a cocoon.
I keep going through the book and explaining that the caterpillar ate through everything and turned into a cocoon to eventually become a butterfly, but Sasha seems confused... Until one day he just pats on the brown cocoon and says: "Kaka, kaka i pakaka", which sounds exactly like my expression: "Какал, какал и покакал!" (Pooped, pooped, and pooped it all out!).
It may be funny to you, but this is the most logical explanation to the child who is often constipated after his parents feed him all kinds of stuff. It definitely makes more sense than some cocoon. And hey, at least, Sasha does not think that the caterpillar is a "wasteful capitalist"!
And so is the case for The Very Hungry Caterpillar by Eric Carle. Sasha keeps turning to the page where the caterpillar is extra fat, right before it turns into a cocoon.
It may be funny to you, but this is the most logical explanation to the child who is often constipated after his parents feed him all kinds of stuff. It definitely makes more sense than some cocoon. And hey, at least, Sasha does not think that the caterpillar is a "wasteful capitalist"!
Thursday, January 6, 2011
Hi stands for Hawaii
It was only expected that the trip to Grannie and Gramps would help Sasha acquire more English words. While still in the air, Sasha had already somehow picked up the word "Hi!", and he was using that consistently for 15 minutes on the lady in the seat behind us. Once we arrived to Hawaii, that Hi! grew stronger and stronger each day. Coming down the stairs for breakfast, he would start saying Hi! before we turn around the corner into the living room.
Among other things that Sasha has mastered in Hawaii (such as pulling himself up to standing in the crib or showing with his finger how the blades of a fan rotate) was also the ability to throw objects on the floor and say: "Uh-oh!", as well as communicating with fingers and expression "Gak!" to get whatever he desired at that very moment. He also was heard to say: "Ducks!", when the viewing of such was suggested.
Interestingly enough, his American Gramps is known to Sasha under Russian word дедушка (he doesn't say it, but he turns to Gramps when he hears it). Why - nobody knows. There were plenty of opportunities for Sasha to learn the English word, but it just didn't happen, so far.
Another oddity: Upon arrival back to Denver, Sasha doesn't say Hi! as enthusiastically and as often as he did in Hawaii, but he did start waiving Goodbye!, except that he squeezes his hand instead of waiving.
As I have previously read in "Raising a bilingual child" by Barbara Zurer-Pearson, the progress in one language can potentially drive the progress in the second language. And I think, it is really the case for Sasha: his comprehension of Russian has improved drastically since the trip to Hawaii. He understands more words and more sentence types. I can ask him a question, and he responds with yes or no. Here is a a couple of our typical conversations, as translated from Russian:
- Do you want more?
- No-no!
- Do you want water?
- No-no!
- Do you want to nurse?
- Yes-yes-yes!
- Do you want to go for a walk?
- No-no!
- Do you want to play with your trucks?
- No-no!
- Do you want to read some books?
- Yes-yes-yes!
(after reading books for 30 minutes and playing with trucks for 15 minutes)
- Do you want to go for a walk?
- Yes-yes-yes!
So, the next step would be to introduce him to questions that require the answer other than yes or no. Something like multiple choice questions. So far, I was unsuccessful communicating with him that way. I think he focuses more on the end of the sentence and says yes or no to whatever is the last choice. That's something to work on.
Among other things that Sasha has mastered in Hawaii (such as pulling himself up to standing in the crib or showing with his finger how the blades of a fan rotate) was also the ability to throw objects on the floor and say: "Uh-oh!", as well as communicating with fingers and expression "Gak!" to get whatever he desired at that very moment. He also was heard to say: "Ducks!", when the viewing of such was suggested.
Interestingly enough, his American Gramps is known to Sasha under Russian word дедушка (he doesn't say it, but he turns to Gramps when he hears it). Why - nobody knows. There were plenty of opportunities for Sasha to learn the English word, but it just didn't happen, so far.
Another oddity: Upon arrival back to Denver, Sasha doesn't say Hi! as enthusiastically and as often as he did in Hawaii, but he did start waiving Goodbye!, except that he squeezes his hand instead of waiving.
As I have previously read in "Raising a bilingual child" by Barbara Zurer-Pearson, the progress in one language can potentially drive the progress in the second language. And I think, it is really the case for Sasha: his comprehension of Russian has improved drastically since the trip to Hawaii. He understands more words and more sentence types. I can ask him a question, and he responds with yes or no. Here is a a couple of our typical conversations, as translated from Russian:
- Do you want more?
- No-no!
- Do you want water?
- No-no!
- Do you want to nurse?
- Yes-yes-yes!
- Do you want to go for a walk?
- No-no!
- Do you want to play with your trucks?
- No-no!
- Do you want to read some books?
- Yes-yes-yes!
(after reading books for 30 minutes and playing with trucks for 15 minutes)
- Do you want to go for a walk?
- Yes-yes-yes!
So, the next step would be to introduce him to questions that require the answer other than yes or no. Something like multiple choice questions. So far, I was unsuccessful communicating with him that way. I think he focuses more on the end of the sentence and says yes or no to whatever is the last choice. That's something to work on.
Thursday, December 16, 2010
Compliments of the Season
We are leaving for Hawaii tomorrow. I am not sure how many blogging opportunities I will get, but I just wanted to congratulate everyone on their holidays. Whether it's Christmas, or Hannukah, or Al Eidha, or Kwanza, or New Years, or Russian Christmas, or Russian Old New Years - I am celebrating with you! The great thing about winter is that everyone has something to celebrate.
To me, one thing that really sums up my holiday spirit is a tangerine: bright, sweet, with a tangy surprise that you need to unwrap. When I was growing up in Soviet Union, we didn't have that many fruits in winter, as there are available now. For New Year's - our only winter holiday - we used to get подарок (literally - a gift), a bag filled with goodies: 1 apple, 1 orange, 3-5 tangerines, suckers, Lemon Drops, fudge, some chocolates, and walnuts. This was a classic present that every Soviet child received throughout their kindergarten and grade school years. Of course, our parents bought us other gifts, but this was a highlight of celebration, because the entire class would chip in on those goodies, and parents would sort them in individual bags.
Every year, I would get a photograph of myself in a carnival costume holding my podarok, with tangerines in it. Knowing that this would be one of the few opportunities to eat them, I would prioritize all the stuff in my goodie bag to ensure the continuity of my tangerine indulgence. The last thing in the bag would be a tangerine.
Then, the year when my aunt left the Soviet Union, my parents traveled to Moscow and to Lithuania for her stuff and brought home ... a huge case of tangerines! Right in time for New Year's! They spread them on a blanket in the corner of our living room in order to prevent rotting, and for the first time we could eat all the tangerines we wanted. The continuity of indulgence was guaranteed by a pile remaining on the blanket. I was sick that winter and had to be quarantined (or maybe it was just an excuse for more tangerines?). I remember picking out just 3 to 5 tangerines at a time, placing them on a brass tray and eating them slowly, enjoying every segment. I don't think I ever got to the point where I couldn't eat them anymore. I just kept going back to the pile with my brass tray, until only bad ones were left...
A couple of years ago, here in Denver, I was walking home from work. It was just a couple of days before Christmas, lots of snow, and pretty chilly. On the 14th & Grant, a homeless man asked me if I had any change to spare. I didn't. "But", I said. "I have some tangerines. Would you like some?" He enthusiastically replied yes. I reached in my purse and pulled out 3 bright tangerines and placed them in his hands which he held like a bowl. "Thank you", he said, and from his voice I could really tell that he would enjoy them. I don't remember his face or what he was wearing. Just those tangerines in his bowl shaped hands. Bright orange surrounded by white, cold snow.
What strikes me is that we really enjoy things if we don't have that many of them. In other words, we cherish things when they aren't overly abundant. We remember those moments of abundance as happy moments, if the abundance is not all the time. I am not saying that we should all become homeless, but I probably wouldn't appreciate tangerines today as much as I do, if I had them year around growing up. Maybe the key to happiness is to find a tangerine moment in everything we do.
Happy Holidays!
To me, one thing that really sums up my holiday spirit is a tangerine: bright, sweet, with a tangy surprise that you need to unwrap. When I was growing up in Soviet Union, we didn't have that many fruits in winter, as there are available now. For New Year's - our only winter holiday - we used to get подарок (literally - a gift), a bag filled with goodies: 1 apple, 1 orange, 3-5 tangerines, suckers, Lemon Drops, fudge, some chocolates, and walnuts. This was a classic present that every Soviet child received throughout their kindergarten and grade school years. Of course, our parents bought us other gifts, but this was a highlight of celebration, because the entire class would chip in on those goodies, and parents would sort them in individual bags.
Every year, I would get a photograph of myself in a carnival costume holding my podarok, with tangerines in it. Knowing that this would be one of the few opportunities to eat them, I would prioritize all the stuff in my goodie bag to ensure the continuity of my tangerine indulgence. The last thing in the bag would be a tangerine.
Then, the year when my aunt left the Soviet Union, my parents traveled to Moscow and to Lithuania for her stuff and brought home ... a huge case of tangerines! Right in time for New Year's! They spread them on a blanket in the corner of our living room in order to prevent rotting, and for the first time we could eat all the tangerines we wanted. The continuity of indulgence was guaranteed by a pile remaining on the blanket. I was sick that winter and had to be quarantined (or maybe it was just an excuse for more tangerines?). I remember picking out just 3 to 5 tangerines at a time, placing them on a brass tray and eating them slowly, enjoying every segment. I don't think I ever got to the point where I couldn't eat them anymore. I just kept going back to the pile with my brass tray, until only bad ones were left...
A couple of years ago, here in Denver, I was walking home from work. It was just a couple of days before Christmas, lots of snow, and pretty chilly. On the 14th & Grant, a homeless man asked me if I had any change to spare. I didn't. "But", I said. "I have some tangerines. Would you like some?" He enthusiastically replied yes. I reached in my purse and pulled out 3 bright tangerines and placed them in his hands which he held like a bowl. "Thank you", he said, and from his voice I could really tell that he would enjoy them. I don't remember his face or what he was wearing. Just those tangerines in his bowl shaped hands. Bright orange surrounded by white, cold snow.
Happy Holidays!
Tuesday, December 14, 2010
Tune in
So, here is a new idea for exposing your child to even more foreign language media - online radio stations for kids. It took me literally 5 seconds to find a Russian radio station, which streams directly from Moscow (there is a down part about this - the shows run on Moscow time, ceasing all children programming around 9 pm) and offers variety of shows for children and parents, including story times, music hour, educational shows and shows on parenting and pediatrics for parents - all in Russian! Obviously, Sasha is a little bit too young to follow what they say on the radio, but this will be a great tool to promote more Russian around the house.
Another great thing about those radio stations is that their websites usually have archives of previous shows, as well as games, resource links, and coloring pages. A couple of quick searches - and I found a some stations in other languages, too. Here are all my finds:
I couldn't find anything in Spanish, tough. Maybe Google translator messed up my translation of "online radio for children" into Spanish?
In my opinion, listening to online radio is better than listening to audio classes in the same language, because a bilingual kid does not need a language instruction, he just needs more exposure to various media and people who speak that language. Of course, it wouldn't be right to just stick your child in front of the computer (since this is internet radio) and walk away. Parents should be listening, too, and singing along, playing along, and following up after a story or a show to make sure that the child understood what was going on. It helps to read the programming schedule and show description in advance, so that you are prepared to guide your child through the new information he will be getting from the radio.
Another great thing about those radio stations is that their websites usually have archives of previous shows, as well as games, resource links, and coloring pages. A couple of quick searches - and I found a some stations in other languages, too. Here are all my finds:
Russian - www.deti.fm
German - www.radioteddy.de
Italian - www.laradiolina.it
French - www.radiojunior.com
I couldn't find anything in Spanish, tough. Maybe Google translator messed up my translation of "online radio for children" into Spanish?
In my opinion, listening to online radio is better than listening to audio classes in the same language, because a bilingual kid does not need a language instruction, he just needs more exposure to various media and people who speak that language. Of course, it wouldn't be right to just stick your child in front of the computer (since this is internet radio) and walk away. Parents should be listening, too, and singing along, playing along, and following up after a story or a show to make sure that the child understood what was going on. It helps to read the programming schedule and show description in advance, so that you are prepared to guide your child through the new information he will be getting from the radio.
Tuesday, December 7, 2010
Funny words
Sasha finds шпатель (Russian for spatula) funny. I don't know why, but every time he pulls out the spatula out of his treasure basket and I name it, he giggles or at least smiles. He also tries to repeat the word. There must be something about how this word sounds that makes him giggle, I suppose.
He also really enjoys when I mimic cats, tigers, and lions. Cats purr and meow, and Sasha loves my meow sounds and tries to repeat. And tigers and lions roar, which in Russian is just a rolled R, and that makes Sasha very eager about rolling his Rs, although he has been unsuccessful in that, as of yet.
And, of course, Sasha himself says some stuff that make me giggle: bookabooka, takalaka, gheegaleega, and many more. I am pretty sure that bookabooka is just another way to say book, or it might be even a combination if English word and Russian grammar (Russian word for book - книга - ends with a which marks feminine gender of the word).
As for the other funny words, it's hard to say what he means. In one situation recently, he said a very long undecipherable sequence while looking at me, like he was trying to communicate something to me, and when I asked him: "What did you say?", he giggled and said yet another long sequence that did not sound anything like the first one. This might be just another form of mature babble, where he just uses a lot of syllables without naming a specific object. (Maybe he wanted me to play him cartoons on DVD. Who knows... Recently, he has been showing a lot of interest in that DVD player.)
But as we know, no verbal utterance is just utter. If a child communicates, he does it for reason.
A friend of mine shared with me recently that she knows a mother that does not really "trust" my friend's opinion on communicating with young children. Basically, my friend was asked what was the point of talking to a 10 month old, if they just babble senselessly. A recent study from Cornell University showed that the way mothers respond to babble utterances impacts how fast infants learn all sounds of their language. So, definitely, talking to a small child - even if you don't understand the word he says - makes a difference in their language acquisition. Of course, you cannot strike a conversation with your infant about the scandalous WikiLeaks publications or tell him a hilarious joke by Jon Stewart, but it makes all the difference if you just narrate their daily life and their moves through their environment, so that some day he can tell you about a bookabooka by Malcolm Gladwell that he recently read.
He also really enjoys when I mimic cats, tigers, and lions. Cats purr and meow, and Sasha loves my meow sounds and tries to repeat. And tigers and lions roar, which in Russian is just a rolled R, and that makes Sasha very eager about rolling his Rs, although he has been unsuccessful in that, as of yet.
And, of course, Sasha himself says some stuff that make me giggle: bookabooka, takalaka, gheegaleega, and many more. I am pretty sure that bookabooka is just another way to say book, or it might be even a combination if English word and Russian grammar (Russian word for book - книга - ends with a which marks feminine gender of the word).
As for the other funny words, it's hard to say what he means. In one situation recently, he said a very long undecipherable sequence while looking at me, like he was trying to communicate something to me, and when I asked him: "What did you say?", he giggled and said yet another long sequence that did not sound anything like the first one. This might be just another form of mature babble, where he just uses a lot of syllables without naming a specific object. (Maybe he wanted me to play him cartoons on DVD. Who knows... Recently, he has been showing a lot of interest in that DVD player.)
But as we know, no verbal utterance is just utter. If a child communicates, he does it for reason.
A friend of mine shared with me recently that she knows a mother that does not really "trust" my friend's opinion on communicating with young children. Basically, my friend was asked what was the point of talking to a 10 month old, if they just babble senselessly. A recent study from Cornell University showed that the way mothers respond to babble utterances impacts how fast infants learn all sounds of their language. So, definitely, talking to a small child - even if you don't understand the word he says - makes a difference in their language acquisition. Of course, you cannot strike a conversation with your infant about the scandalous WikiLeaks publications or tell him a hilarious joke by Jon Stewart, but it makes all the difference if you just narrate their daily life and their moves through their environment, so that some day he can tell you about a bookabooka by Malcolm Gladwell that he recently read.
Thursday, December 2, 2010
A new school with Russian immersion program
As I was writing previously, Global Village Academy was applying for a new charter school north of Denver. The school would feature four dual language immersion programs, including Russian-English. So, the great news that I received a couple of days ago is that their application has been approved. Here is the full email from them:
This is especially thrilling because there is a total of 2 or 3 other Russian immersion programs in the US. So, our options for Sasha's dual immersion education were very limited, but now there is this new school in Denver Metro Area. Well, by 2015, we have to move to the suburbia in order for Sasha to attend that school. He is already on the waiting list with them for that year. I will let you know further details, as I get more messages from them.
Global Village Academy Announcement |
We are pleased to announce that the Adams 12 Five Star School Board unanimously approved the Global Village Academy charter! GVA will open for the 2011-2012 school year. We are in final negotiations for a building in the Northglenn area and a final decision will be made by the end of January. We know that many of you are anxious to start with volunteer work and more information on that will be coming by the end of the week. Where you can help the most is with student recruitment. Tell all your friends and neighbors about GVA! Thank you for your enthusiasm and support during this process. This could not have happened without you. We look forward to working with you in the coming months. Sincerely - Christina Burton Executive Principal John Kaufman Vice Principal Charmaine Nicolau Communications Coordinator |
This is especially thrilling because there is a total of 2 or 3 other Russian immersion programs in the US. So, our options for Sasha's dual immersion education were very limited, but now there is this new school in Denver Metro Area. Well, by 2015, we have to move to the suburbia in order for Sasha to attend that school. He is already on the waiting list with them for that year. I will let you know further details, as I get more messages from them.
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