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Charles Darwin wrote about expression in his book The Expression of the Emotions in Man and Animals. He derived some of his evidence from Guillaume Duchenne, who was interested in the physiology of emotion. Duchenne studied the muscle movements of the face using methods that we would consider highly unethical today- administering electrical shocks. Although they weren't the first to study expression or suggest universality, the work of Duchenne and Darwin was significant and led to extensive study a century later. You can read more about the work of Duchenne, Darwin and the history of expression on the my alCOM.y website.

Malcom Gladwell offers an interesting account of Tomkins' remarkable ability to read faces, as well as interactions between Tomkins and Ekman in his book Blink. An excerpt can be read here.

Some researchers have studied facial expression in blind people, hypothesizing that if expressions are universal, they would be displayed in the same way in both sighted and congenitally blind people. One such study, by Matsumoto and Willingham, examined culturally diverse, blind and sighted Judo athletes at the 2004 Athens Paralympic Games. They examined spontaneous expressions displayed immediately after winning or losing their match, when receiving their medal and when posing on the podium. They found that both blind and sighted athletes displayed expressions of emotion in the same way- and consistent with emotions likely to be evoked by winning or losing their match. This suggests that the display of expressions could not be a learned behavior.

In the 21st Century, many researchers agree that there are seven universal expressions (anger, fear, disgust, surprise, happiness, sadness and contempt), but could there be more? In 2016, researchers from Ohio State University discovered a potential eighth universal expression: "the not face." With a furrowed brow and lips firmly pressed together, it communicates negative moral judgement-- disapproval or disagreement.

Another interesting discovery is the microexpression, which was studied by Haggard and Isaacs in 1966. The microexpression is a fleeting expression which occurs within a fraction of a second. These have been linked to deception detection since they reveal a concealed or repressed emotion. You can read more about microexpressions and emotion spotting here.

Ekman and Friesen developed a coding system- Facial Action Coding System (FACS)- based on the work of Carl-Herman Hjortsjö. Researchers use this system to code individual muscle movements (action units) produced in the face, while studying the expression of emotion. More recently, researchers have created facial action coding systems for animals including cats, dogs, sheep, horses, orangutans, gibbons, macaques and chimpanzees. In some instances, these have been created to assess pain levels. Although less is known about expressions of emotion in animals, they are thought to be reflective of emotional processes, with evidence suggesting some expressions can be intentionally displayed, functioning as a deliberate signal to others. Interested in learning more about animal behavior? Watch Inside the Minds of Animals by Bryan B Rasmussen. Or Moral Behaviour in Animals by Frans de Waal.

The development of a Facial Action Coding System and other technologies that recognize emotion and automate coding, in both humans and animals, pave the way for future discovery and understanding. One use of this kind of technology is to diagnose pain in those that can't communicate verbally- apps are in use, for both human and animal pain assessment.

Can machines read your emotions? Find out in Kostas Karpouzis TED-Ed animation.

Supported by the Dalai Lama, Ekman created the Altas of Emotion, an interactive tool that helps to build an extensive vocabulary of emotions, helping people to discover how they are feeling and why, which is the first step in gaining emotional control.

There's some evidence that our expressions serve another purpose-to influence our own emotional state. This is called facial feedback hypothesis. So, when we express an emotion, we start to feel that emotion, and that's why emotions are so contagious. While interacting with others, our mirror neurons fire repeatedly for a fraction of a second each time. Eventually we start to feel their emotion. This is the basis for empathy and can improve group fitness. This short video animation explains this concept. The most compelling evidence for facial feedback hypothesis comes from studies using Botox injections, which target and paralyze specific muscles. Researchers have found that by targeting the muscles in the nose, for example, feelings of disgust are suppressed. Potentially this could reduce symptoms of obsessive compulsive disorder. On the downside, this would mean that by targeting the upper cheek muscles with Botox, feelings of happiness would also be suppressed.

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Are there universal expressions of emotion? - Sophie Zadeh

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The 40 or so muscles in the human face can be activated in different combinations to create thousands of expressions. But do these expressions look the same and communicate the same meaning around the world regardless of culture? Is one person's smile another's grimace? Sophie Zadeh investigates.

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The safest, simplest way to make video for education. 🍎

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When your students walk in the door, so does half of your curriculum.

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When your students walk in the door, so does half of your curriculum.

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Food Cart

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I am ...

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Delicate Handmade Candy Making / 정교한 수제 사탕 만들기 / Korean Candy Store

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Word Collections 1

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Favorites

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8 Hours - Relaxing Music with Sea Turtles in Hawaii | Great Escapes

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Why Mindfulness Is a Superpower: An Animation

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To review when bummed out.

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4K Wildlife of the Forest TV Background - Birds Chirping, Relaxing Background Music, Wild Animals

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Playful Turtle Follows His BFF Mom Like a Dog | The Dodo

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“Thank You, Omu!” Read By Julian Winters | Kids Books Read Aloud With Gotham Reads

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Welcome to Lily LaMotte - Lily LaMotte Writing books for kids about food, family, and friendship

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Lily LaMotte writes picture books and middle grade graphic novels. MEASURING UP, a middle grade graphic novel, with HarperCollins is available October 27, 2020.

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Reading With Your Kids - Love Sugar Magic

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Nawal's Culturally Nourishing Texts Roundup

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Nawal's Culturally Nourishing Texts Roundup

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Making Southern Soul Food With Chef Millie Peartree | NYT Cooking

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Let's Eat - Award Winning Animated Short Film

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Wandering around the Albuquerque Airport Terminal, after learning
my flight had been delayed four hours, I heard an announcement:
"If anyone in the vicinity of Gate A-4 understands any Arabic, please
come to the gate immediately."

Well-one pauses these days. Gate A-4 was my own gate. I went there.

An older woman in full traditional Palestinian embroidered dress, just
like my grandma wore, was crumpled to the floor, wailing. "Help,"
said the flight agent. "Talk to her. What is her problem? We
told her the flight was going to be late and she did this."

I stooped to put my arm around the woman and spoke haltingly.
"Shu-dow-a, Shu-bid-uck Habibti? Stani schway, Min fadlick, Shu-bit-
se-wee?" The minute she heard any words she knew, however poorly
used, she stopped crying. She thought the flight had been cancelled
entirely. She needed to be in El Paso for major medical treatment the
next day. I said, "No, we're fine, you'll get there, just later, who is
picking you up? Let's call him."

We called her son, I spoke with him in English. I told him I would
stay with his mother till we got on the plane and ride next to
her. She talked to him. Then we called her other sons just
for the fun of it. Then we called my dad and he and she spoke for a while
in Arabic and found out of course they had ten shared friends. Then I
thought just for the heck of it why not call some Palestinian poets I know
and let them chat with her? This all took up two hours.

She was laughing a lot by then. Telling of her life, patting my knee, answering questions. She had pulled a sack of homemade
mamool
cookies-little powdered sugar crumbly mounds stuffed with dates and
nuts-from her bag-and was offering them to all the women at the gate.
To my amazement, not a single woman declined one. It was like a
sacrament. The traveler from Argentina, the mom from California, the
lovely woman from Laredo-we were all covered with the same powdered
sugar. And smiling. There is no better cookie.

And then the airline broke out free apple juice from huge coolers and two some medicinal thing, with green furry leaves. Such an old country tradi-
little girls from our flight ran around serving it and they
were covered with powdered sugar, too. And I noticed my new best friend-
by now we were holding hands-had a potted plant poking out of her bag,

tion. Always carry a plant. Always stay rooted to somewhere.

And I looked around that gate of late and weary ones and I thought, This
is the world I want to live in. The shared world. Not a single person in that
gate-once the crying of confusion stopped-seemed apprehensive about
any other person. They took the cookies. I wanted to hug all those other women, too.

This can still happen anywhere. Not everything is lost.

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Gate A-4 - Wandering around the Albuquerque Airport Terminal, after learning

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Episode 4: Knowing Your Students

Ms. Charene Chapman-Santiago, an 8th grade English Language Arts teacher at Ebbets Field Middle School in Brooklyn, tells us how she gets to know her students - despite not always sharing their language backgrounds.

For more information, see: Chapter 3: Documenting Students' Dynamic Bilingualism from: García, O., Johnson, S. I., & Seltzer, K. (2016). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia: Caslon Publishing.

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Teaching Bilinguals (Even If You're Not One) | CUNY-NYSIEB

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Ms. Charene Chapman-Santiago, an 8th grade English Language Arts teacher at Ebbets Field Middle School in Brooklyn, tells us how she gets to know her students - despite not always sharing their language backgrounds. For more information, see: Chapter 3: Documenting Students' Dynamic Bilingualism from: García, O., Johnson, S.

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Diane Figueroa holds a M.A. in Bilingual-Bicultural Childhood Education from Teachers College, Columbia University. Her teaching philosophy centers recognizing students' language identities and creating an environment where students have the agency to navigate through different intersectional spaces. Prior to her masters, she studied at UC Berkeley with a double major in Spanish language and literature and Social Welfare with a minor in Education. She has worked with communities in the Bay Area, Los Angeles and abroad.

Diane Figueroa tiene una maestría en educación infantil bilingüe y bicultural de Teachers College, Universidad de Columbia. Su filosofía de enseñanza consiste en reconocer las identidades lingüísticas de los estudiantes y crear un ambiente en el que los estudiantes tengan la agencia para navegar a través de diferentes espacios interseccionales. Antes de su maestría, estudió en la Universidad de California Berkeley con una doble especialidad en lengua y literatura en español y Bienestar Social con una subespecialidad en educación. Ha trabajado con comunidades en el Área de la Bahía, Los Ángeles y en el extranjero.

Prior to teaching in elementary schools, Ashley Busone Rodríguez taught English for speakers of other languages to adults in Harlem, Boston, Tanzania, and Chile. Her interest in bilingual education stems from her research on Chilean bilingual schools. Ashley's teaching philosophy is grounded in the Freirian notion that education is a political act and that every student deserves to partake in the co-creation of their education. Ashley holds a M.S. Ed in Bilingual Education from The City College of New York and a B.A. in Spanish and Community Development.

Antes de ser maestra de primaria, Ashley Busone Rodríguez enseñó inglés a adultos en Harlem, Boston, Tanzania y Chile. La educación que imparte Ashley está basada en la filosofía de Freire donde la educación es un acto político y cada estudiante debe ser involucrada en la creación de su propia educación. Ashley tiene una Maestría en Educación Bilingüe de The City College of New York y su título de licenciatura es en Español y Desarrollo de Comunidades.

Take a Peek into Diane & Ashley's Classrooms

School/Escuela

Dos Puentes Elementary School, Washington Heights, New York City
Escuela pública Dos Puentes en la ciudad de nueva york.

DIANE'S Classroom

Fast Facts

3rd Grade Dual Language Bilingual, Spanish side
Model: Side by Side; one teacher teaches in English and the other (Diane) teaches in Spanish. Two groups of students alternate daily between the rooms.

Language use: Diane also designed separate, "transformational translanguaging spaces" in her classroom. These spaces occurred during Inquiry (Social Studies).

ASHLEY'S Classroom

Fast Facts

3rd Grade Dual Language Integrated, Co-Teaching (ICT)
Model: Self-Contained language model; two teachers provide instruction to one group of children: some with and others without learning differences and Individualized Education Plans (IEPs).

Language use: In addition to having designated times (alternating days) for students to learn in English and in Spanish, Ashley and her coteacher designed separate, "transformational translanguaging spaces" in her classroom. These spaces occurred during Inquiry (Social Studies).

La clase de DIANE

Información breve

3er grado, Dual/Bilingüe, Lado del español
Modelo: Lado a lado/Paralelo; una maestra enseña en inglés y la otra enseña en español. Dos grupos de estudiantes alternan diariamente entre los salones.

Uso del lenguaje: Diane designó un tiempo aparte para "espacios transformativos de translenguaje", cuales tomaron lugar durante los periodos de Investigaciones (estudios sociales).

La clase de ASHLEY

Información breve

3er grado, Clase Integrada y Dual/Bilingüe, Co-enseñanza (ICT)
Modelo: Una clase integrada (ICT), las dos maestras enseñan en el mismo salón; algunos estudiantes tienen diferencias del aprendizaje y Planes Educativos Individualizados (IEPs).

Uso del lenguaje: Ashley diseñó un tiempo aparte: "espacios transformativos de translenguaje", cuales tomaron lugar durante los periodos de Investigaciones (estudios sociales).

Unit Overview
This webpage provides 3 lesson snapshots from a larger inquiry unit: Why does Language Matter?

Diane and Ashley began working on this project by building off of a Social Studies (Inquiry) unit previously taught around the essential question: "Why does geography matter?". After studying countries of the world, their landforms, and their people, students became especially interested in the languages spoken around the world in different communities. To build on their inquiries and on the work students had already done, the teachers came up with a new question: "Why does language matter?"

As part of this mini-inquiry unit, students examined, investigated, and explored their own language identities by analyzing the self, their family, and their community. This inquiry unit served the purpose of creating a learning space for understanding language as a fluid and ever-changing facet of students' intersectional identities

Why does Language Matter?
¿Por qué importa el lenguaje?

Resumen de la unidad
Esta página les dará un vistazo a 3 lecciones de una unidad de investigación: ¿Por qué importa el lenguaje?
Diane y Ashley empezaron a trabajar en este proyecto por medio de una unidad de Estudios Sociales (Investigación) que previamente se enseñó utilizando la pregunta esencial: "¿Por qué importa la geografía?". Después de estudiar a los países del mundo, sus accidentes geográficos, y sus culturas, los estudiantes se interesaron especialmente en los idiomas que se hablan en diferentes comunidades del mundo. Para desarrollar la curiosidad de los estudiantes, a las maestras se les ocurrió una nueva pregunta: "¿Por qué importa el lenguaje?

Como parte de esta unidad de investigación, los alumnos examinaron, investigaron, y exploraron sus identidades lingüísticas personales, familiares, y comunitarias. Esta unidad de investigación sirvió para crear un espacio de aprendizaje para entender el lenguaje como una faceta fluida y cambiante de las identidades interseccionales de los estudiantes.

Lesson Snapshot: Personal Linguistic Maps
Vistazo de una lección: Mapas lingüísticos

Students explored the question, Why does Language Matter?, on a personal level by making personal linguistic maps addressing the different ways they language, and how their language practices vary depending on the people or places they interact with.

The teachers modeled their own linguistic maps first. The transparency of teachers sharing their linguistic histories and aspirations with students first was an important facet of this project and one that sparked many meaningful conversations and reflections.

Finally, students embarked on the creation of their own language maps. Each map shows all the linguistic identities of the student. Students used these maps as springboards to ask one another questions about their linguistic identities and the importance of language in their own lives.

Los estudiantes exploraron la pregunta, ¿Por qué importa el lenguaje?, primero en un nivel personal creando mapas lingüísticos que incluyen las diversas maneras que usan el lenguaje, y cómo varían sus practicas lingüísticas dependiendo en las personas y los lugares.

Las maestras primero modelaron sus propios mapas lingüísticos. Compartir sus historias y aspiraciones lingüísticas con los estudiantes fue una faceta importante de este proyecto, cual provocó muchas conversaciones y reflexiones significativas.

Finalmente, los estudiantes crearon sus propios mapas lingüísticos. Cada mapa muestra todas las identidades lingüísticas del individuo. Los estudiantes usaron estos mapas para hacerse preguntas del uno al otro sobre sus identidades lingüísticas y la importancia del lenguaje en sus propias vidas.

Lesson Snapshot: Family Interviews

Students interviewed their parents and guardians about their language practices with questions like "When did you learn the languages that you know? Why?" and "Why do you think it's important for me to be bilingual?". After these interviews, during Family Friday where parents spend the first period of the day with students learning in the classroom, students taught their parents to make linguistic maps and together they explored the language trajectories of their families.

Vistazo de una lección: Entrevistas familiar

Los estudiantes entrevistaron a sus padres y guardianes acerca de sus prácticas lingüísticas con preguntas como '¿Cuándo aprendiste los idiomas que sabes? ¿Por qué?' y '¿Por qué crees que es importante que yo sea bilingüe?' Después de estas entrevistas, durante el Viernes familiar, donde los padres pasan el primer período del día con los estudiantes aprendiendo en el aula, los estudiantes les enseñaron a sus padres a hacer mapas lingüísticos y juntos exploraron las trayectorias lingüísticas de sus familias.

After Family Friday, students pieced together all the information and made a larger diagram of our classroom language practices.
Después del viernes familiar, los estudiantes juntaron toda la información e hicieron un diagrama más grande de todas las prácticas lingüísticas de nuestra clase.

Third Grade Family Language Interview
Entrevista de lenguaje del tercer grado

Lesson Snapshot: Community Walk
Vistazo de una lección: Caminata en la comunidad

Towards the end of the unit, students embarked on a walk around their community as ethnographers to explore the language practices present there. Students brought their notebooks and interviewed local business owners, neighbors, and community workers to learn about the different ways they use language and why. Students were encouraged to take photographs of signs, write down conversations and observations, and closely observe the languages present in their community.

Students observed that different languages are used in different ways and by different members, for different reasons. They were especially surprised to meet Arabic and Chinese speaking store owners who had learned both English and Spanish for the purpose of running their businesses. Students made observations about some languages being more prevalent than others.

Hacia el final de la unidad, los estudiantes embarcaron en una caminata de su comunidad, como etnógrafos, para observar las prácticas lingüísticas presentes ahí. Los estudiantes trajeron sus cuadernos y entrevistaron a dueños de negocios, vecinos, y trabajadores de la comunidad para aprender sobre todas las diversas maneras que usan el lenguaje. Motivamos a los estudiantes a tomar fotos de carteles, anotar conversaciones y observaciones, y observar atentamente los idiomas presentes en su comunidad.

Los estudiantes observaron que muchos miembros de la comunidad usan el lenguaje de modos diferentes por motivos diferentes. Muchos se sorprendieron que dueños de negocios árabes y chinos habían aprendido inglés y español para comunicarse con sus clientes. Los estudiantes también hicieron observaciones sobre los idiomas que más se encuentran en su comunidad.

The Power of Translanguaging in the Classroom: Ashley & Diane Reflect
El poder del translenguaje en el aula: Reflexiones de Ashley & Diane

For Ashley and Diane, a translanguaging space like this one was essential for several reasons:

To analyze the role of language and power in and outside of the classroom. Teachers felt that this was a rich opportunity for students to observe and discuss the ways in which English and Spanish are viewed with different levels of importance or given different privileges in and outside of the classroom.

To create and foster transparency about linguistic identity in the classroom community. When students began to ask questions about their teachers', peers', and families' linguistic identities they started to form their own understandings of themselves as multilingual people and members of society.

To validate students' language learning. As members of a multilingual community and a dual-language school, students deserve this opportunity to express the importance of multilingualism in their own lives.

To rationalize their language practices. Students experienced the power of metacognition when they explained their own language practices and asked their peers, families and educators about theirs. In this act of asking and explaining, students began to defend their own language practices and are able to tell others about why they make the linguistic decisions that they do.

Para Ashley y Diane, este espacio de translenguaje fue esencial por varias razones. Para:

Analizar el papel del lenguaje y el poder dentro y fuera del aula. Las maestras sintieron que esta era una gran oportunidad para que los estudiantes observen y discutan las formas en que se percibe el inglés y el español con diferentes niveles de importancia o se les otorgan diferentes privilegios dentro y fuera del aula.

Crear y fomentar la transparencia sobre la identidad lingüística en la comunidad del aula. Cuando los estudiantes comenzaron a hacer preguntas sobre las identidades lingüísticas de sus maestros, compañeros y familias, comenzaron a formar sus propios entendimientos de sí mismos como personas multilingües y miembros de la sociedad.

Validar el aprendizaje de idiomas de los alumnos. Como miembros de una comunidad multilingüe y de una escuela bilingüe, los estudiantes merecen esta oportunidad de expresar la importancia del multilingüismo en sus propias vidas.

Racionalizar sus prácticas lingüísticas. Los estudiantes experimentaron el poder de la metacognición cuando explicaron sus propias prácticas lingüísticas y les preguntaron a sus compañeros, familias, y educadores sobre las suyas. En este acto de preguntar y explicar, los estudiantes comenzaron a defender sus propias prácticas lingüísticas y explicar por qué toman las decisiones lingüísticas que toman.

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Meet Third Grade Teachers: Diane Figueroa and Ashley Busone Rodríguez | CUNY-NYSIEB

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Diane Figueroa holds a M.A. in Bilingual-Bicultural Childhood Education from Teachers College, Columbia University. Her teaching philosophy centers recognizing students' language identities and creating an environment where students have the agency to navigate through different intersectional spaces. Prior to her masters, she studied at UC Berkeley with a double major in Spanish language and literature and Social Welfare with a minor in Education.

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The complex geometry of Islamic design - Eric Broug

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In Islamic culture, geometric design is everywhere: you can find it in mosques, madrasas, palaces, and private homes. And despite the remarkable complexity of these designs, they can be created with just a compass to draw circles and a ruler to make lines within them. Eric Broug covers the basics of geometric Islamic design.

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Let's Begin...

Language is complex, and when abstract or nuanced concepts get lost in translation, the consequences may be catastrophic. Given the complexities of language and cultural exchange, how do these epic miscommunications not happen all the time? Ewandro Magalhaes explains how much of the answer lies with the skill and training of interpreters to overcome language barriers.

Create and share a new lesson based on this one.

About TED-Ed Animations

TED-Ed Animations feature the words and ideas of educators brought to life by professional animators. Are you an educator or animator interested in creating a TED-Ed Animation? Nominate yourself here "

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How interpreters juggle two languages at once - Ewandro Magalhaes

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Language is complex, and when abstract or nuanced concepts get lost in translation, the consequences may be catastrophic. Given the complexities of language and cultural exchange, how do these epic miscommunications not happen all the time? Ewandro Magalhaes explains how much of the answer lies with the skill and training of interpreters to overcome language barriers.

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Multilingualism and Translanguaging in the Classroom (REL Pacific)

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TED talk about Culturally Responsive Pedagogy.

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TED talk about Culturally Responsive Pedagogy.

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TrillEDU:  Culturally Responsive Pedagogy...  | Jeffrey Dessources | TEDxNewJerseyCityUniversity

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Book Chat with the Illustrator: Grace Lin on A BIG MOONCAKE FOR LITTLE STAR

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Award winning author/illustrator Grace Lin discusses her new book A BIG MOONCAKE FOR LITTLE STAR

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Write about who you are.  Use the words of the Youth Poet Laureate to guide your writing.

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Write about who you are.  Use the words of the Youth Poet Laureate to guide your writing.

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Kelly Tears Up During Poetry Reading From Youth Poet Laureate Amanda Gorman

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Write about something that brings you joy.

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Write about something that brings you joy.

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Earth Wind  Fire -  Lets Groove - Phil Wright Choreography

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Write about someone who has helped you out.

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Write about someone who has helped you out.

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How a High School Coach Changed Dwayne Johnson's Life | Oprah’s Master Class | Oprah Winfrey Network

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Write about someone who inspires you or a time you were underestimated.

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Write about someone who inspires you or a time you were underestimated.

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The Amazing Girl With No Arms | BORN DIFFERENT

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Write about an equation you think matters or write about what Jacqueline  Woodson says about Reading= hope x change.

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Write about an equation you think matters or write about what Jacqueline  Woodson says about Reading= hope x change.

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Jacqueline Woodson and the Power of Stories

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Write about something you have done that was really hard.

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Write about something you have done that was really hard.

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Write about a time when you felt alone or a time when you noticed someone else who was alone and what you did.

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Write about a time when you felt alone or a time when you noticed someone else who was alone and what you did.

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At one high school, lunch is a feast for the soul

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Who Am I? is a trip into deepest inner space to answer one of life's biggest questions. This is a book for anyone who has ever paused to wonder exactly who is wondering.

We are all from the same place, and made of the same stuff, but we each see ourselves as individuals. Who Am I? is an introspective exploration of that idea - a dive through the multitudes that comprise every one of us - to ask who we really are, once all of the external stuff is stripped away.

Who Am I? is published in Australia by Scholastic Australia (June 2020), and in Taiwain by Cite Publishing.

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Who Am I? is a trip into deepest inner space to answer one of life's biggest questions. This is a book for anyone who has ever paused to wonder exactly who is wondering. We are all from the same place, and made of the same stuff, but we each see ourselves as individuals.

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In this edition of Conversations with Tim, Tim speaks with Rosalie Lincoln and Cathy Moses about their work in the Lower Kuskokwim School District in Alaska to preserve and revitalize the Yugtun language.

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WIDA develops and provides proven tools and support to help multilingual learners, and their educators, succeed.

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4340 East-West Highway, Suite 1100 | Bethesda, MD 20814 | askncela@manhattanstrategy.com

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What's Happening

Announcements on this page are generally from the Department of Education's Office of English Language Acquisition (OELA), or other relevant government agencies and offices, about concerns facing multilingual learner education.

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Home | NCELA - English Language Acquisition & Language Instruction Educational Programs

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Announcements on this page are generally from the Department of Education's Office of English Language Acquisition (OELA), or other relevant government agencies and offices, about concerns facing multilingual learner education.

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes,...

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You Be the Linguist: Activity for Emergent Bilinguals