ABSTRACT
While language acquisition is not our direct focus in this book, we acknowledge its importance in the academic and social success of ELLs. We explore arts education as a means of supporting English acquisition through its capacity to engage students in the production of language, and to enhance the motivation of students to communicate with their peers in English. Principles identi-ed in Part 1 are key modes for engaging ELLs in arts education to support their English language development, and for engaging ELLs in authentic language use to support their participation in arts education.
