Author Archives: gbertagna

Pride in Being a Tour Guide

On the last day of my study abroad program in San Sebastián, Spain, I had to move out of my apartment by 12:00 noon. I was sad to leave my roommates, but the timing was perfect. My mom was on her way to meet me, and she and I were both excited for the last leg of my stay in Europe. It was pouring rain as I walked to the bus station with my suitcase, duffel bag, and backpack in tow. I didn’t care, though. By this point, I knew my neighborhood like the back of my hand, so the route was easy to navigate; besides, I was too preoccupied to be bothered by the rain. I kept checking the time as I speed-walked through Gros and along the river towards the bus station. I was eager to meet my mom as she arrived from Bilbao.

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Being a Respectful Outsider

For six weeks this summer, I lived two blocks away from the most popular surfing beach in Donostia-San Sebastián, la Zurriola. Most of my memories from Zurriola are positive: getting to know my roommates as we basked in the sun, diving through the waves before sunset, and watching intense matches of beach volleyball. However, there was one night at Zurriola that stuck with me more than any other and taught me the importance of demonstrating respect while studying abroad.

This night reminded me that, no matter what, I would always be an outsider in Donostia. I would always be American, not Spanish or Basque. Therein lies the point of studying abroad: to be an outsider, to learn what that means, to appreciate it, and to “do it” to the best of your ability so that you can effectively connect with the city and its people. Studying abroad means using a foreign language, trying foods you’ve never tried, celebrating holidays you haven’t heard of, gaining skills of independence while soaking up the history and culture of your host country. It should be uncomfortable in many ways, since so much of it is novel.

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Building Connections, With and Without Language

In 2015, I met my mini-me. I was fourteen, she was eight. We met at her home outside the city of San Pedro de Macorís, Dominican Republic, on an enclosed campus that houses over 200 disadvantaged children. Despite our age gap, I felt more connected to this child than to most of my friends. We met on a sunny morning after my eighth grade class arrived for a week of service. We were on a tour of the home when two little girls snuck up beside us, giggling to each other. One of them was my mini-me. She grabbed my hand and I asked her, “¿Cómo te llamas?” It was that simple question that sparked a now five-year relationship. We never left each others’ sides for the rest of the week, building our friendship through nothing more than the basic Spanish I knew and shared human experiences that didn’t require language. It was a unique combination. I was appreciative that most of our activities didn’t require us to speak. Heading into the trip, I was fearful that that only words would allow me to bond with the children, but I was quickly proven wrong. My mini-me and I walked around the terreno hand-in-hand, we played countless games of tic tac toe, and she painted my nails five different colors. Still, I asked her simple questions and she gave me simple answers. I struggled to find words and she filled in the blanks. There were times when oral communication was necessary but too difficult, and we had to resort to physical gestures.

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