" As the kids discovered these commonalities, I began to feel as though I were watching something like the living embodiment of a linguistic tree. The classroom and the relationships forming inside of it were an almost a perfect map of language proximity around the globe. Generally, students chose to communicate most with others whose home languages shared large numbers of cognates with their own, which meant their first friendships often developed along the same lines as language groupings. As this took place around me, I grew to see my own position on the world’s tree of languages more clearly. English speakers can easily grasp the vast coterminology of all the Indo- European languages— our own limb of the global tree— but we are generally deaf and dumb to the equally large influence of Arabic, Chinese, or Hindi across parts of the globe where English does not dominate. We cannot hear or see the tremendous coterminology that has resulted among various other language families, such as between Arabic and the African languages. It was to our detriment, not understanding how tightly interconnected other parts of the world are. When we make enemies in the Middle East, for example, we alienate whole swaths of Africa, too— often without knowing. "

― Helen Thorpe , The Newcomers: Finding Refuge, Friendship, and Hope in an American Classroom