Via observation of the practices used within a classroom of emergent bilinguals, this student was able to obtain a better understanding of how the information and theories presented in the textbook are relevant to what occurs in a bilingual classroom. For the purpose of this paper, this author will reflect on the experience observing a fifth grade bilingual classroom. This report focuses on the means by which the educator assisted ELLs to maintain motivation and engagement in the learning process. Furthermore, it discusses practices that were effective as well as ineffective to the ELL’s acquisition of the English language. One thing that caught my attention about the educator’s approach in working with ELLs is that she attempted to maintain engagement from all of the students at all times. The educator specially paid attention to the non-English speakers who tended to be shy and reserved. This author noticed that the educator placed the non-English speakers around a table with other more proficient English speakers of the same native language. This was a particularly helpful method in that it allowed the non-English speaking students the opportunity to draw on their first language, for instance during group discussions. Students were allowed to share their ideas in their native language and then later report to the class in English. This is a form of translanguaging which Baker talks about in Chapter 13.