This module keeps returning to a single question: how do students actually learn? For the multilingual learners in my classroom, that question is inseparable from language itself. Getting every student talking, deciding what to do with the language they already have, and making new academic vocabulary stick are not three separate problems. They are one.

My Module 3 reflection works through all three, from scaffolded discussion routines and wait time, to translanguaging and the "preview, view, review" method, to why a student needs ten to twelve encounters with a word before it is really theirs.