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This paper details my effort to focus my attention on the learning of my students and to help each student see his or her own learning. Limiting the focus of my study to vocabulary learning, I describe my attempt to develop activities which would help students learn new words in the classroom and, subsequently, to appreciate this learning for themselves. I explain how, after a rather troubling start, I turned to a combination of literature research, classroom experimentation, reflective writing, and student feedback in order to learn how to facilitate my students’ vocabulary learning. Following a description of my findings, I relate the rise of two unexpected challenges, and detail how I learned to address each issue by reformulating my thinking through alternative frameworks. In the end, what I learned about myself was as constructive to my work as what I learned academically through my classroom and literature research.


Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction