Stewart, Mary AmandaHansen-Thomas, Holly2021-02-052021-02-052020This is a published version of an article that is available at: https://doi.org/10.32907/ro-116-1013. Recommended citation: Stewart, M. A., & Hansen-Thomas, H. (2020). Co-learning, translanguaging and English language acquisition. Research Outreach, (116). This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.https://hdl.handle.net/11274/12666https://doi.org/10.32907/ro-116-1013Article originally published in Research Outreach, (116). English. Published online 2020. https://doi.org/10.32907/ro-116-1013The US has the largest number of English-speakers in the world, but it is also multilingual: according to 2018 census data, 23% of children aged 5 to 17 speak another language at home. English language acquisition for those who speak English as a second language is therefore an important issue for educators. Mary Amanda Stewart and Holly Hansen-Thomas of Texas Woman’s University have been studying how ‘translanguaging’ and ‘co-learning’ can be used to help newcomer English language learners acquire greater fluency.en-USCo-learningEmergent bilingualsHigh schoolMonolingual teachersTranslanguagingArticle