# data[].attributes.body
This article advocates for the potential of the Art Museum as a essential medium of language development for college age emergent bilingual students. The author's support the use of an art museum as a space that promotes a language, social, academic, and personal experience, and they propose three strategies for how to effectively use the museum space with undergrads in order to promote oral and written language development and academic vocabulary. Through instructor-docent collaboration, paired conversations about artwork, and voice in the arts ("the literary persona or personality of an author or character"), students are able to "increase second language development and discourse processes in academic content."

# data[].attributes.body
"Work in the arts, when it provides students with the challenge of talking about what they have seen, gives them opportunities, permission, and encouragement to use language in a way free from the strictures of literal description." (Elliot Eisner, 2002)

# data[].attributes.body
"Any true understanding is dialogic in nature." (Voloshinov, 1929/1973)

# data[].attributes.body
"Emergent bilingual students have often been subjected to constrained requirements of language use in the classroom. However, the museum opens the possibilities of many dialogic opportunities for emergent bilinguals who may have previously felt inhibited, constrained, or discouraged." (p.152)