Reflections on language, learning, and teaching — research translated for the classroom, commentary on policy and practice, and the occasional quote that’s stuck with me.
When teachers treat a learner’s home language as a resource rather than an obstacle, academic language grows faster — not slower. Here is what the research says, and what it looks like in practice.
Read moreStrong dual-language curriculum starts at the end. A short field guide to designing units where language development and content learning genuinely reinforce each other.
Read moreSpaced retrieval, metacognition, and worked examples are not just for cognitive scientists. Here is how three durable findings translate directly into the multilingual classroom.
Read moreLetting learners draw on their whole linguistic repertoire is not the absence of structure. Done well, it is one of the most deliberate moves a teacher can make.
Read moreFeedback that changes practice is specific, timed, and tied to a next action. A short reflection on coaching the educators who will teach multilingual learners.
Read moreA single number rarely tells us what a multilingual reader can do. What we learn when we listen to how learners make meaning from text.
Read moreSupporting a learner’s heritage language is not a nicety. It is a matter of belonging, identity, and access to grade-level content.
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