Hi Samira,
I love that you mention that taking modality, accessibility, culture and language into account is something educators should do rewardless of whether they have EBLADs in their classes. I totally agree that by making a classroom and lesson accessible by nature, it can benefit all students, and create an environment welcoming to any students who may join. I also love the way you mentioned the "shared language of the body". Language can sometimes feel like a "barrier" and it is great to think of the ways that body language can be more universal, and allow for straightforward communication. I think it is interesting how some elements like using sign language to signal for "bathroom" or "water" has become common in many classrooms, including those without emergent bilinguals. I wonder how these communicative elements may function differently in a classroom that is not majority emergent billinguals.
I love that you mention that taking modality, accessibility, culture and language into account is something educators should do rewardless of whether they have EBLADs in their classes. I totally agree that by making a classroom and lesson accessible by nature, it can benefit all students, and create an environment welcoming to any students who may join. I also love the way you mentioned the "shared language of the body". Language can sometimes feel like a "barrier" and it is great to think of the ways that body language can be more universal, and allow for straightforward communication. I think it is interesting how some elements like using sign language to signal for "bathroom" or "water" has become common in many classrooms, including those without emergent bilinguals. I wonder how these communicative elements may function differently in a classroom that is not majority emergent billinguals.