Happy Easter

Happy Easter Everyone

Happy Easter Everyone


Happy Easter to those who celebrate this religious custom
Afrikaans     Geseënde Paasfees
Albanian     Gëzuar Pashkët
Alsatian     Frohe Ostern
Amharic     መልካም ፋሲካ (me’elkam fasika)
Assyrian     Ghyamta d’maran hoya brikhta
Azeri     Pasxa bayramınız müqəddəs olsun
Basque     Ondo izan Bazko garaian’
Bengali     ঈস্টর এর শুভেচ্ছা নেবেন।
Bhojpuri     शुभ ईस्टर
Breton     Pask Seder
Bulgarian     Христос Воскресе  Christ has risen
Воистина Воскресе  Truly, he has risen – reply
Честит Великден
Catalan     Bona Pasqua
Chamorro     Felis Påsgua
Cherokee     ᏥᏌ ᏕᎴᎯᏌᏅ
Cantonese)     復活節快樂
Cornish     Pask Lowen
Corsican     Bona Pasqua
Croatian     Sretan Uskrs
Czech     Veselé Velikonoce
Danish     God påske
Dutch    Vrolijk Pasen!

Esperanto     Feliĉan Paskon
Estonian     Häid lihavõttepühi
Faroese     Gleðilig páskir
Fijian     Vanuinui vinaka ni Siga ni Mate
Finnish     Hyvää Pääsiäistä / Iloista pääsiäistä
French     Joyeuses Pâques
Frisian (North)     Fröiliken poosche
Frisian (West)     Lokkich Peaske
Friulian     Buine Pasche
Galician     Boas Pascuas
German     Frohe Ostern
Greek (Modern)     Καλό πάσχα
Χριστός ανέστη! (Hristós anésti) – Christ has Risen
Αληθώς ανέστη! (Alithós anésti) – Truly he has Risen (reply)
Haitian Creole     Bònn fèt pak
Hebrew     (chag pascha same’ach) חג פסחא שמח
Hindi     शुभ ईस्टर (śubh īsṭar)
Hungarian     Kellemes Húsvéti Ünnepeket! (Pleasant Easter Holidays!)
Áldott Húsvétot kívánok! (Wishing You a Blessed Easter!)
Icelandic     Gleðilega páska
Indonesian     Selamat Paskah
Irish (Gaelic)     Cáisc Shona Dhuit / Dhaoibh, Beannachtaí na Cásca
Italian     Buona Pasqua
Jèrriais     Jouaiyeux Pâques
Kannada     ಈಸ್ಟರ್ ಹಬ್ಬದ ಶುಭಾಷಯಗಳು
Khmer     រីករាយថ្ងៃបុណ្យប៉ាក
Kinyarwanda     Pasika Nziza
Korean     행복한 부활절이 되시길
Latin     Prospera Pascha sit
Latvian     Priecīgas Lieldienas
Luxembourgish     Schéin Ouschteren
Malayalam     ഈസ്റ്റര്‍ ആശംസകള്‍!
Maltese     L-Għid it-tajjeb
Manx (Gaelic)     Caisht sonney dhyt
Māori     Ngā mihi o te Aranga
Marathi     शुभ ईस्टर (śubh īsṭar)
Norwegian     God påske
Occitan     Bonas Pascas
Papiamento     Bon pasco
Pashto     ښه او خوشحال اختر
Persian (Farsi) عيد پاک مبارک
Polish     Wesołych Świąt Wielkanocnych!
Wesołego Alleluja!
Szczęśliwej Wielkanocy!
Wesołych Świąt Wielkiej Nocy!
Portuguese     Boa Páscoa, Páscoa Feliz
Portuguese (Brazilian)     Boa Páscoa!
Páscoa Feliz!
Punjabi     ਈਸਟਰ ਖੁਸ਼ਿਯਾੰਵਾਲਾ ਹੋਵੇ (īsṭar khuśyāṅvālā hove)
Romanian     Paşte Fericit
Russian     Христос воскрес – Christ resurrected
Воистину воскрес (Voistinu voskres) – reply – truly resurrected
Samoan     Ia manuia le Eseta
Sardinian(Logudorese)     Bona pasca
Scottish Gaelic     A’ Chàisg sona
Serbian     Христос васкрсе (Hristos vaskrse) – Christ resurrected
Ваистину васкрсе (Vaistina vaskrse) – truly resurrected (reply)
Sicilian     Bona Pasqua
Sinhala     සුභ පාස්කුවක්
Slovak     Veselé prežitie Veľkonočných sviatkov
Slovenian     Vesele velikonočne praznike
Spanish     ¡Felices Pascuas!
Swahili     Heri kwa sikukuu ya Pasaka
Swedish     Glad Påsk
Swiss German     Schöni Oschtere
Tagalog     Maligayang pasko ng pagkabuhay
Tamil     ஈஸ்ட்டர் நல்வாழ்த்துக்கள்
Telugu     శుభ ఈస్ఠర్ (shubha eestar)
Tetum     Feliz Paskua
Thai     สุขสันต์วันอีสเตอร์
Tibetan     ཡི་ཤུ་བསྐྱར་གསོའི་དུས་ཆེན་ལ་བཀྲ་ཤིས་བདེ་ལེགས་ཞུ།
Tigrinya     ርሑስ በዓል ፋሲካ። (Rhus Be’al Fasika)
Tok Pisin     Hepi ista
Tongan     Ma’u ha ‘aho Pekia fiefia.
Tsotsil     Lek me ech’an ti ta k’uxul orae
Tswana     Malatsi a paseka aa itumedisang
Turkish     Paskalya bayramınız kutlu olsun
Ukrainian     Христос Воскрес! Christ is Risen!
Venetian     Bona Pasqua
Vietnamese     Chúc Mừng Phục Sinh
Volapük     Lesustanazäli yofik
Võro     Hüvvi munnõpühhi
Welsh     Pasg Hapus
Yorùbá     Ẹ ku Ayọ Ajinde
Zulu     IPhasika elijabulayo / IPhasika elithokozayo


My child’s amazing bilingual abilities and skills are not valued, used or developed in English-only school

This was piece recently that I read in the Guardian what do you think?

My child’s amazing bilingual abilities and skills are not valued, used or developed in his English-only school.”

The Government can point to a growth in the number of bilingual primary schools as a result of its free school programme – there are French, German and Spanish schools in operation.

In addition, it is making languages compulsory from the age of seven in state primary schools for the first time ever from next September.

However, such actions are too little, Ms Gavrilova feels. “Our children are set to grow up in a world where their sense of normality is very different from ours,” says the brochure outlining its plans. “Their ability to adapt and adjust will be the difference between success and failure.

“It’s why the behemoth of the British education system is increasingly not the answer to our children’s needs.”


But what do you think?

I think schools delivering bilingual opportunities are valuing their learners and parents culture.  It from the first language that the second language is learnt and developed. It is only done much quicker than the traditional methods used as the young people brains are wired differently so they can translate easier and quicker across language using the technologies available to them to support their language acquisition. But what are your views?

If you would like more information on the tools and resources we have available to make your job easier when communicating with children or parents then contact us at www.emasuk.com or info@emasuk.com 0845 009 4939 Thanks Liz

Teacher training – teaching new concepts to bilingual and EAL leaners

Last week I enjoyed being back at school.  The school was in an area by an airport so can have a variety of different languages, in different classes at different times in the school cycle. What is great is that these factors are cause for celebration and the teachers go out of their way to support their children.

The training lasting all day showed them the EMASUK resources they have available, how this translates into the curriculum and supports their teaching and finally resource creation to support this terms learning.

What was great was to see all the tools and resources in action being used, in the way they were designed to support those who needed the support but also encouraging diversity and language learning for the whole school community.

I particularly loved the display board that they had previously created with this terms maths shapes on,  with less than half hours work became a trilingual display vibrant and rich with words in context to support all of the learners within the school.  The other display that caught my eye can be simply done yet helps in so many areas like reducing bullying, new arrivals gaining acceptance and a good piece of contextual geography.


Children of the World board.

Children of the World board.

Using a map and a picture of a generic child representing the five continents it clearly shows where the children within the community come from. To the side each year group had a shield and a hand drawn picture of themselves and the flags of the countries represented in their class. A really powerful image seen daily as everyone walks down the corridor.




Finally I wanted to share this resource created from scratch in an hour or less to support year 3 if I remember rightly… with a pre learning sheet to support their next topic work.

Pre-learning mat created during a training session.

Pre-learning mat created during a training session.

If you want to know more about the sessions from £495 per 3 hour session just contact at info@emasuk.com  or call 0845 009 4939.


Our Ethos -We aim to develop tools and resources that support dual language linguistics and literacy to ensure communication is possible by all.

I think this sums exactly why we started this whole new way of supporting children whose first language is not that of the classroom, or whose patients do not speak the same as the nurses and doctors, or whose new arrivals do not speak the same language as the officials, or whose customers and potential business partners do not speak the same language.


http://www.dailytoreador.com/opinion/article_73e2bc52-9c10-11e2-acc0-001a4bcf6878.html although this story revolves around a saying, the facts are really important if we are to change the way people think about how they communicate with others different from themselves.


The writer from America says My field of study is English as a second language education (ESL). (Ye be warned: educators speak in acronyms.) Notice the terminology here: Second language, not foreign language. No language should be referred to as “foreign,” a loaded and marginally xenophobic word at its best….

….I am simply communicating some important information about ESL and bilingual education. I would like to discuss some individual’s objections and misconceptions regarding ESL and bilingual education.

“The students don’t want to learn English.” I have commonly heard this complaint from teachers. “The ELLs (English Language Learners) don’t even try. They just sit there.” Researchers agree by the time a child is six years old, they know an average of 10,000 words in their native tongue.

A child who grew up in America knows 10,000 words in English, while a child who grew up in Ecuador knows 10,000 words in Spanish. The family of the Ecuadorian child moves to America. When both of these children start school the child from Ecuador is at a disadvantage.

The American child already has a vast lexicon of English at his disposal to aid in his comprehension of grade level material, while the Ecuadorian child at best may have some conversational phrases in English memorized.

This does not mean that the Ecuadorian child is not intelligent. The child simply does not know the language he is expected to use to communicate.

This child from Ecuador has to make up for its lack of a base knowledge in English all while being expected to perform at an appropriate level for grade-specific content. This obviously is very overwhelming for the student.

There is a phase in language acquisition called the silent period. The silent period can last anywhere from six weeks to a year depending on the student. A student in the silent period is not yet confident enough in his language skills to speak. By just sitting there, the child is soaking in the language doing his best to comprehend an entirely new way of communication.

ESL and bilingual programs teach cognitive academic language proficiency skills, or CALPS for short. This is the language necessary to be successful in an educational setting, not just ordering food or knowing some conversational phrases.

Another thing I hear frequently is, “Fine! They may need ESL and bilingual education. A year should be long enough.” Do you honestly expect someone who has grown up speaking another language to have the ability to be on par with their fluent English-speaking peers after only nine months of instruction? .

Something many do not realize about language is there are not merely different ways of saying the same thing; there are completely different systems of communication. Some grammatical or phonetic rules will translate across language barriers, but most will not.

Languages do not translate perfectly. Meaning will translate but not all exact words and phrases.

There are phrases and words in ancient Biblical Hebrew that do not necessarily translate comprehensibly today. Similarly, the differences between the words geek, nerd and dweeb in English are lost to many non-native English speakers. I have a Spanish speaking friend who occasionally has difficulty explaining what a Spanish phrase means to me. She says, “Well, it doesn’t really exist in English.”

This confusion can be likened to a PC person trying to use a Mac or a Trekie getting lost at a Doctor Who convention. They are similar but not exact. So to argue that it’s not that hard to learn another language is a complete failure to appreciate the complexity of communication.

The ultimate goal of ESL and bilingual education is its transition to a mainstream classroom with no ESL or native language support, not a cultural revolution where an entire generation of children refuse to speak English. Also, what does it mean to be American? To live in the suburbs with your spouse, a four-door sedan and two kids while eating apple pie and speaking English?

Babies don’t pop out of the womb talking. Similarly, a child who has grown up speaking Mandarin or Hindi will not immediately learn English simply by stepping foot on American soil. Have some compassion for these children. They are trying.

Being proficient in English is very important and beneficial in order to function well in American society. These programs are designed for nothing else but assisting these children to learn English. The goal is not replacement of their native language, but an additional acquisition of English. Please care about ESL and bilingual education. Our nation’s future might depend on it.

Keeping previous known languages is as important as learning new ones – Why and How EMASUK ensure this happens

Perhaps as a backlash against the way we were raised, many Asian Americans of my generation are anxious to preserve our roots and give our kids a leg up in the global job market. Our children will be bilingual and bicultural by design, not by accident.




here are a few extracts:


Mandarin was my first language, but once I started school, I refused to speak it. As the only Asian kid in my class, I felt alien enough. I wasn’t about to bust out in another tongue, even in the privacy of my own home.

My parents were too laissez-faire to enforce a Chinese-only regimen, as my uncle did with my cousins. We soon switched to English instead of Chinese, forks instead of chopsticks. My mom made spaghetti for my brother and me, stir-fries and soups for my dad.


The one time I went to Saturday Chinese school, I told my parents I hated it and I wasn’t going back. That was the end of it. They never brought it up again.

Back then, the term “globalization” hadn’t been invented. Immigrants were expected to assimilate, not celebrate their own cultures.

……In multicultural Southern California, speaking a foreign tongue at home is normal, not freakish as it was when I was growing up in 1980s Pittsburgh.

http://articles.latimes.com/2013/mar/16/local/la-me-chang-mandarin-20130317 for the full article.


This story sums up why when developing our bespoke solution we try to ensure that both the new language and the mother tongue are celebrated.  The talking technologies allow all languages to be used we do not charge just for the target language one fee pays for the whole range of languages…some say that is silly but for us respecting and keeping previous known languages is as important as learning new ones.

The set up of the books is such that you can have a book that is bilingual English Chinese or English Spanish, but it could equally be created as Chinese Spanish to keep the two languages alive. Every one within the community wins.


and another item on the same story

I’m a little envious of these kids, whose parents are making sure, by hook or by
crook, that they know another language. They won’t have heartbreaking
communication gaps with relatives across the Pacific. Still, I’m glad I got
there on my own time, without weekly exhortations to “Do your Chinese homework.”
In the end, I made it to the bilingual party, too.





December Free E-zine – Baptists, Israel, Quiz, Recipes, Primary Language Awards and Experiential Learning article – Get yours now.

The  December E-Zine is now available.  Members find it in your inbox.

Headlines for this month includes:

  • An article about experiential learning,
  • Israel is the country of the month,
  • Primary Language Awards – Enter now
  • A report on a visit to Jerusalem,
  • the January faith calendar,  and
  • the religion of the month Baptism.


There is also a quiz, recipes for chicken soup and falafel and the free resource is a science resource the anatomy of a plant in Arabic.

If you haven’t got yours just email d.mills@emasuk.com and ask to be put on the free monthly E-zine list giving your name, email and address as well as your school or business name.

Research – EMASUK recognises that not all language learners are at the same linguistic level so our tools and resources ensure language learners experience natural communicative input.

Stephen Krashen writes that in his research that he has found that to improve language skills children and adults progress at differing rates.  This is not new to any teacher I know, but he further goes on to say that in this case we should ensure they have what he calls natural communicative input. This is great to hear because this is exactly what we do.  We have created the tools and resources needed by educators and employers to ensure that each learns uniquely and in their personal context. This is a whole new different concept but used well as many of users do, it supports prior language learning ( usually in their primary tongue), in line with their current conceptual learning (in the new language)  to ensure future knowledge. By doing this we are able to ensure learning in which each learner receives an input appropriate for their linguistic competence.