A Practical Social Emotional Learning (SEL) Tool for Bilingual Classrooms and Homes: The Feelings Flip Book

Posted on by Sabrina Sanchez
flip

by Sabrina Sanchez (LTL Contributor)

Language learning becomes more meaningful when social-emotional learning is integrated into it.

In bilingual environments, we often begin with simple feelings such as happy, sad, or angry. However, children benefit most when emotional language is functional, helping them express how they feel and what they need.

One simple and effective tool is a bilingual Feelings Flip Book.

At the top of the flip book, children write:

I am + name.
Soy + nombre.

Then they build emotional language using:

I am + feeling.
Estoy + sentimiento.

This structure is especially important for young bilingual learners who are practicing the difference between ser and estar. Instead of translating word by word, they internalize:

  1. I am + John. / Soy + John.
  2. I am + sad. / Estoy + triste.

From there, they continue with their need:

  1. I need + to take a quiet break.
    Necesito + tomarme un descanso tranquilo.

By physically flipping and combining expressions, students move from vocabulary to meaningful communication. Why it works:

  1. It supports expressive language in both English and Spanish.
  2. It reinforces sentence structure in a concrete, visual way.
  3. It encourages self-regulation by linking feelings to needs.
  4. It reduces frustration by providing functional communication tools.

Teachers can use the Flip Book during circle time, morning meetings, calm-down corners, writing centers, or conflict resolution moments.

A child can say:

I am + frustrated. I need + help.
I am + scared. I need + a hug.

Families can also use this tool at home. Children can create a paper flip book or a simple rice-filled sock “feelings doll,” adjusting facial expressions to match how they feel and pairing it with a small “needs” flip book. These hands-on tools invite conversation and make emotional language part of everyday life.

In many settings, behavioral challenges are often communication challenges in disguise. When children can name their emotions and express what they need in two languages, they are not just learning words. They are growing into confident, emotionally intelligent, and capable human beings. That is bilingual education with heart.

For more, you can watch Ms. Sabrina’s Feelings Flip Book episode on YouTube (see below), and download the free printable flipbook template at MsSabrina.com.

Una herramienta práctica de Aprendizaje Socioemocional para aulas y hogares bilingües: El Libro de Caritas de las Emociones


El aprendizaje de idiomas se vuelve más significativo cuando el aprendizaje socioemocional se integra en él.

En entornos bilingües, a menudo comenzamos con emociones simples como feliz, triste o enfadado. Sin embargo, los niños se benefician más cuando el lenguaje emocional es funcional y les ayuda a expresar cómo se sienten y qué necesitan.

Una herramienta sencilla y eficaz es el libro de caritas de las emociones bilingüe. En la parte superior, los niños escriben:

I am + name.
Soy + nombre.

Después construyen el lenguaje emocional utilizando:

I am + feeling.
Estoy + emoción.

Esta estructura es especialmente importante para los pequeños aprendices bilingües que están practicando la diferencia entre ser y estar. En lugar de traducir palabra por palabra, comienzan a interiorizar:

  1. I am + Maria. / Soy + Maria.
  2. I am + sad. / Estoy + triste.

A partir de ahí, continúan expresando su necesidad:

  1. I need + to take a quiet break.
    Necesito + tomarme un descanso tranquilo.

Al girar y combinar las expresiones físicamente, los estudiantes pasan del vocabulario aislado a la comunicación significativa. Por qué funciona:

  • Favorece el lenguaje expresivo en inglés y español.
  • Refuerza la estructura de las oraciones de manera concreta y visual.
  • Promueve la autorregulación al vincular emociones con necesidades.
  • Reduce la frustración al proporcionar herramientas de comunicación funcional.

Los docentes pueden utilizar el libro durante la asamblea de la mañana, en el rincón de la calma, en centros de escritura o en momentos de resolución de conflictos.

Un niño o una niña puede aprender a decir:

Estoy + frustrado/a. Necesito + ayuda.
Estoy + asustado/a. Necesito + un abrazo.

Las familias también pueden utilizar esta herramienta en casa. Los niños pueden crear un libro de caritas o un sencillo muñeco de emociones con un calcetín relleno de arroz, ajustando las expresiones faciales según cómo se sienten y combinándola con un pequeño libro de “necesidades”. Estas herramientas prácticas fomentan la conversación e integran el lenguaje emocional en las rutinas diarias.

En muchos entornos, los problemas de conducta suelen ser problemas de comunicación disfrazados. Cuando los niños pueden identificar sus emociones y expresar lo que necesitan en dos idiomas, no solo están aprendiendo palabras. Se están convirtiendo en seres humanos seguros, emocionalmente inteligentes y capaces. Eso es educación bilingüe con el corazón por delante.

Para más información, puedes ver el episodio del Libro de Caritas de las Emociones de Ms. Sabrina en YouTube y descargar la plantilla gratuita en MsSabrina.com.

Lessons from Reading “The Power of Fun”: Playfulness, Connection, and Flow

Posted on by Vicky Masson
fun

Playfulness, Connection, Flow: True Fun

A friend recommended the book The Power of Fun: How to Feel Alive Again by Catherine Price and I read it. In the book, Price defines ‘True Fun’ when playfulness, connection, and flow happen, preferably at the same time. Price says that ‘play’ “depends less on the activity itself than it does on the attitude we bring to it” (p.90) while ‘flow’ “is, a state of total engagement, in which you are so engrossed in the activity at hand that you lose track of time” (p.100). These points resonated with me as a world language educator. 

Attention

Price also points out that what you prioritize is what you give your full attention to (p. 44). Then, in the world language room, how can we have students make the decision about focusing in class and giving all their attention? Maybe playfulness, connection, and flow is the way to go?

As world language educators, we aim at having students want to keep on speaking, writing, reading, and listening in our classes even if they make mistakes. As Price says, “‘When we are in flow, we don’t fear failure” (p.100). 

True Fun

Considering all of the above, I wonder, how can we create a world language curriculum that, in a way, mimics playfulness, connection, and flow, i.e. that mimics True Fun? 

When we are having fun, we’re entirely in the moment, responding spontaneously. i.e, in flow. Usually, we are also playful and connected with others. I couldn’t help but want True Fun in our world language classes. 

Qualities, Styles, Contexts

Price continues by listing qualities, styles, and contexts needed for playfulness, connection, and flow to occur. They include so many that we already see in our classes. Some of these qualities, styles, and contexts include imagination, intellectual stimulation, uncertainty, spontaneity, teamwork, community, performance, risk, competition, and novelty, so name some. Maybe it is time to start using them intentionally. 

As an added suggestion, Price tells us, “When you are playful with the same people over time, it can create bonds between groups of people that persist even when you’re not actively playing” (p. 93). We already have the same students over time (a semester, a whole year) so it seems that it is a call to act!  Isn’t playfulness, connection, and flow what we aim for in our classes?

An Example

One way in which I see this in action in a world language class is by having debates. I believe that having debates on topics which are meaningful for students will help them to lean towards playfulness in your class, make connections with other students and their ideas, and help maintain flow in class. During debates, students pay full attention to what their peers are saying and will want their group to ‘win’ the debate. 

When we have debates in class, students ‘have more courage to try new things’ (p. 117). Mainly, they want to express their opinions, which are usually strong and put a lot of effort in doing so, forgetting, in a way, that they are doing it in another language. Good prompts become essential for success!

Questions as Prompts

Questions that spark discussions may become the perfect prompt for students. Don’t forget to find contexts or topics that students are interested in talking about. For example, the question in the Scholastic magazine El Sol  ‘Do professional athletes earn too much money?’ (¿Ganan demasiado los deportistas profesionales?) provides a wonderful topic for discussion and debate. Students will have strong opinions on one side or the other. Students are sure to have True Fun. 

Next time you are planning a unit, think of having a debate as a formative or summative assessment. You’ll be delighted to see True Fun in action. 

Verbalizando hipótesis – Gramática (Intermediate)

Posted on by Ramon Clavijo
gramática

by Ramón Clavijo (LTL Contributor)

La gramática no consiste en otra cosa que seleccionar, ordenar y jerarquizar los elementos necesarios para verbalizar las ideas que tenemos en nuestra cabeza. Dicho de otro modo, primero tenemos que tener algo que expresar 🤔💭 y después debemos saber cómo expresarlo 🗣 usando la gramática correctamente.

Por eso, si necesitas presentarles a tus alumnos las oraciones condicionales irreales (es decir, las de segundo tipo), tal vez sea buena idea plantearles, en primer lugar, una serie de situaciones hipotéticas, cuyo desenlace tengan que imaginar 💭 (pero que todo eso ocurra, de momento, solo en su cabeza).

Para ello, pon música relajante 🎶, apaga las luces 💡❌️, pídeles que cierren los ojos 🙈 y, con voz tranquila, exponles las situaciones que te traemos en la infografía 👇 que publicamos: qué harían si les tocara la lotería 🤑, si pudieran volar 🪽, si llegara el fin del mundo…☄️ Eso sí, hazlo usando solo el presente y evitando por el momento las estructuras condicionales (por ejemplo, puedes decir frases del tipo “imagina que te toca la lotería y piensa en todo lo que puedes hacer a partir de ahora”).

Después, ya será el turno de la explicación gramatical 👩🏻‍🏫, y una vez que ya sepan cómo hacer este tipo de oraciones, también serán capaces de verbalizar las imágenes que antes habían creado en su mente 🗣✅️. Dicho de otra manera, podrán expresar con la estructura gramatical recién aprendida las situaciones hipotéticas que previamente habían imaginado.

Una de las mejores sensaciones que tiene el aprendiente de un idioma es ver que puede exponer, en la lengua meta, ideas o emociones que antes no podía expresar. Y esta actividad puede ayudar a tus estudiantes a ser conscientes de ello 😌.

Multilingualism and Globalization: Balancing Global Communication and Cultural Identity

Posted on by Vicky Masson
multilingualism

by Alonso Cano (LTL Contributor)

In an increasingly interconnected world, multilingualism has become more relevant than ever. While English continues to rise as a global lingua franca, concerns about the preservation of local and heritage languages are growing. Bilingual education plays a crucial role in shaping cognitive development, cultural awareness, and identity formation. As globalization accelerates, societies must find ways to balance the benefits of widespread communication with the need to protect linguistic diversity.

The Rise of English as a Global Lingua Franca

English has established itself as the dominant global language in business, science, technology, and international relations. The rise of the internet, the influence of American and British media, and the expansion of multinational corporations have all contributed to its dominance. Today, English is the most commonly learned second language worldwide, often becoming the bridge for communication between speakers of different native languages.

While English facilitates international trade, diplomacy, and education, its widespread adoption also raises concerns about linguistic homogenization. Many minority and indigenous languages face extinction as younger generations prioritize English over their ancestral tongues. The dominance of a single language risks the loss of cultural perspectives, traditions, and unique ways of thinking that are embedded in native languages.

Bilingual Education and its Cognitive Benefits

Bilingual education provides an essential tool for fostering multilingualism while ensuring cognitive and social benefits for learners. Research has shown that individuals who speak multiple languages exhibit:

  • Enhanced cognitive flexibility – the ability to switch between tasks more efficiently.
  • Stronger problem-solving and critical-thinking skills due to increased brain plasticity.
  • Delayed onset of dementia and other neurodegenerative diseases in later life.
  • Greater career opportunities in a globalized job market.

Educational systems that promote early bilingualism help students develop fluency in multiple languages without the disadvantages of delayed exposure. Immersion programs, dual-language instruction, and content-based language learning have all been effective in fostering multilingual competence.

The Importance of Heritage Language Learning for Cultural Identity

Heritage languages—languages spoken at home or within ethnic communities but not necessarily in wider society—play a fundamental role in shaping personal and collective identity. For many immigrants and minority communities, maintaining a heritage language connects individuals to their family history, traditions, and values.

Unfortunately, language shift is common among immigrant families, where second and third generations often lose proficiency in their ancestral language. This can lead to a sense of cultural disconnection and difficulties in communication between generations. Heritage language learning programs can help reverse this trend by providing structured opportunities for language maintenance and intergenerational transmission.

Governments, educators, and communities must support policies that promote linguistic diversity and cultural sustainability. This includes funding bilingual education, creating incentives for multilingual proficiency, and fostering appreciation for linguistic heritage in public discourse.

Finding Balance in a Globalized World

While English remains a powerful tool for global communication, it should not come at the cost of losing linguistic diversity. Encouraging bilingual and multilingual education, supporting heritage language learning, and promoting cultural identity through language can help societies achieve a balance between global interconnectedness and local heritage preservation.

Multilingualism Connects

By recognizing the value of all languages, we can create a world where multilingualism thrives—not as a barrier, but as a bridge that connects people across cultures and generations.

Multilingualism can be defined as “the ability of societies, institutions, groups and individuals to engage, on a regular basis, with more than one language in their day-to-day lives” (European Commission, 2007: 6).

T.A.L.K. Is Interpersonal Mode of Communication and More

Posted on by Vicky Masson
Interpersonal

Many years ago (actually, 2015!) I read an article on T.A.L.K. by Mme. Blouwolff (Thank you!) which made me change how I implemented interpersonal communication in my classes. I loved the task she presented and the rubric she created, so I had to try it! 

What is T.A.L.K.?

T.A.L.K. is an acronym that stands for Talk, Accuracy, Listen, Kindness.

  • T is for Talk in the language for all the Time given. Try to communicate in the Target language. Stay on Topic. Prepare yourself by Thinking: 
  1. What vocabulary words can I use for this topic? 
  2. How do I communicate about this topic in full sentences? 
  3. What questions can I ask?
  • A is for Accuracy when using old and new language functions and structures and old and new vocabulary. A is also for Accountability
  • L is for Listen carefully to others’ answers and comments and build on them
  • K is for Kindness to all group members by contributing to the conversation without interrupting and by inviting others to participate. Be inclusive!

Use the Rubric

At the beginning of the year, I explicitly (and intentionally) use the rubric Mme. Blouwolff created for the first couple of T.A.L.K. ‘practices’ for students to self-evaluate themselves. They find it easier to start this new way of practicing interpersonal communication. It also helps them to understand the expectations of this task.

Explain the ‘Why’ of Interpersonal Communication

When I explain T.A.L.K. and what we are doing to my students I see an immediate positive change in their attitude towards speaking. They are not answering MY questions, they are answering questions their peers ask… They are in control of their interpersonal communication. They own it! T.A.L.K. empowers!

Preparing for T.A.L.K.

T.A.L.K. does not happen in a vacuum. Students practice having interpersonal communication in class every day. I use different resources, such as Amy Lenord’s Chat Mats or conversations based on art, a reading, or a clip they watch. I also vary the pairings using different classroom groupings such as, ‘Table for…’,  two rows, or four corners. 

Two things become apparent when I start T.A.L.K. in my classes. On the one hand, students need to learn how to ask questions, not just memorized phrases, but questions you would normally ask in a ‘real’ conversation. On the other hand, students realize that they need ‘connectors’ to express what they want to say more cohesively. To help them, I create a ‘world wall’ with some ‘connectors’ such as, because, so, when, however, although, etc., and ‘question words’ my students need to use in their conversations.

Interpersonal Communication: Pre, During, and Post T.A.L.K.

Before we start the T.A.L.K. assessment I use some T.A.L.K. routines to help students ease into the conversation:

  • ‘what are we TALKing about today?’ 
  • ‘tips for an amazing T.A.L.K.’, 
  • ‘follow one student’ during the conversation, and 
  • a ‘reflection’ after the T.A.L.K.

In my class, T.A.L.K. is a class activity in which we gather in a circle with a small group in the center and the rest of the students are placed around them (like ‘fishbowl’).

Pre-T.A.L.K.

Before we begin, I make sure students know the topics expected in the conversation by asking them ‘What are we TALKing about today?’ This way, we focus our brains on the vocabulary and functions we need to retrieve from our working memory. 

I continue with ‘tips for an amazing T.A.L.K.’ on how to have T.A.L.K. conversations. Doing this just before starting, also reminds students of the task expectations and helps them lower their affective filter. They might say,

  • If somebody is stuck or does not understand the question you are asking, give options, for example, if you ask ‘What do you do on the weekends?’ and the other student does not know the word ‘weekends’, you might say ‘Saturday? Sunday?’ That way, you are kind and it helps continuing the conversation without an odd silence
  • Invite all to be part of the conversation by asking a question to all the members in the group
  • Talk about things that you know but if you do not remember or do not know a specific word, use words to describe it so a friend can help you
  • Don’t repeat the same questions (‘What do you like?’ ‘How are you?’). Instead, try to ask new questions for the conversation to flow
  • Have three good questions ready in your head in case suddenly everybody is silent
  • Think that the T.A.L.K. assessment is a T.A.L.K. practice 

During T.A.L.K.

While the students in the center would be the ones talking, the ones in the outer circle have to ‘follow one student’ and jot down in their notebooks what he/she says. I can check students’ listening and spelling skills with this and realize who needs more practice on one or both. 

Post-T.A.L.K.

After students have done the T.A.L.K., the other component is a ‘reflection’ about their performance that can be written in their notebooks or using a form. I ask questions such as, 

  • What are you proud of? 
  • What went well for you today?
  • What did you learn about yourself? about your peers?
  • How are you going to prepare yourself for the next T.A.L.K.?  What is one thing that you would do differently next time we have a T.A.L.K.?
  • If you had to give yourself a grade on Talking. Accuracy, Listening, and Kindness about your performance, which would that be?
  • In your opinion, which level of proficiency did your reach for the most part during T.A.L.K.? What evidence do you have to support your self-assessment? What can you do to achieve the next level?
  • How can the teacher help you be more successful next time?

I love reading students’ deep thoughts and reflections on their performance! I learn a lot about them and it gives me hints on what I can do to help each of them.

Give T.A.L.K a Try!

Learning about each other while talking in another language is very satisfying for students. It provides an unimaginable sense of authenticity and pride. Give it a try in your classes!