The present research aims to tackle the challenges faced by students whose first language is not English (ENL) in math classrooms. These students frequently struggle to participate in class discussions because they are afraid of speaking out in front of their classmates, which can negatively impact their entire learning experience. The research paper explores different methods to enhance the engagement and motivation of ENL students in math classrooms through academic content. The research results suggest that implementing a translanguaging approach, identifying and supporting language demands, creating a positive classroom environment, using cooperative learning strategies, and technology-assisted language learning can be effective strategies.
Research suggests that there are several ways to encourage ENL students to participate and engage more in math classrooms. According to Tai and Wei (2020a, 2020b), employing a translanguaging method that allows students to use multilingual and multimodal tools to promote content teaching and learning is a satisfactory decision. Next, Prediger (2019) highlights the significance of recognizing and supporting ENL students’ mathematically relevant language needs, whereas Taskiran (2018) and Rivera (2022) emphasize the value of creating a pleasant classroom climate that encourages ENL students’ engagement and risk-taking. Moreover, Dehghanzadeh et al. (2019) advocate employing cooperative learning methodologies to boost ENL students’ motivation and involvement. Finally, Chen and Kent (2020) propose that technology-assisted language learning be used to help ENL students expand their lexicon. In sum, the literature review indicates that various teaching strategies and approaches can effectively increase ENL students’ engagement and motivation in math classrooms.
The following strategies can be implemented to increase the engagement and motivation of 8th-grade ENL math students. Firstly, according to Tai and Wei (2020a, 2020b), active discussion in several languages may be utilized to fulfill educational goals to build a translanguaging environment in the classroom. Relationship building, enabling topic explanation, and encouraging meaningful conversation with students are all components of this strategy. Teachers, for example, can utilize translanguaging to explain mathematical topics in the student’s home language and subsequently reinforce the idea in English. Second, according to Prediger (2019), instructors may recognize math’s linguistic requirements and assist learners who need it. For instance, teachers can give students a list of essential math vocabulary items and their explanations, or they can build a dictionary of math terms in the student’s native language and English.
Furthermore, instructors may foster a positive classroom climate in which ENL students are encouraged to take a chance and engage in classroom discussions. According to Taskiran (2018), teachers may establish such an environment by providing positive reinforcement and complimenting students for their achievements. Teachers, for example, might foster a classroom atmosphere in which making errors is viewed as a learning experience rather than a mistake. Furthermore, cooperative learning tactics such as group projects or peer tutoring can be employed to boost the engagement and motivation of ENL students (Dehghanzadeh et al., 2019). As such, teachers might offer group projects that require students to collaborate to solve a math issue. Finally, technology may help ENL students expand their math vocabulary (Chen & Kent, 2020). Hence, teachers can use educational apps or online games to help students practice math vocabulary in a fun and interactive way.
In conclusion, the research paper focuses on improving ENL students’ engagement and motivation in math courses through academic content. Based on the literature review, successful tactics include using a translanguaging strategy, recognizing and addressing language demands, establishing a good classroom climate, employing cooperative learning strategies, and using technology-assisted language learning. The study suggests employing several instructional tactics and approaches to boost the engagement and motivation of 8th-grade ENL math students.
References
Chen, J., & Kent, S. (2020). Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world. System, 88, 102168. Web.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934–957. Web.
Prediger, S. (2019). Investigating and promoting teachers’ expertise for language-responsive mathematics teaching. Mathematics Education Research Journal, 31(4), 367–392. Web.
Rivera, K. M. (2022). Accountable Talk as a Practice in ENL Classrooms. Web.
Tai, K. W. H., & Wei, L. (2020a). Constructing playful talk through translanguaging in English medium instruction mathematics classrooms. Applied Linguistics, 42(4), 607–640. Web.
Tai, K. W. H., & Wei, L. (2020b). Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English medium instruction mathematics classes. System, 95, 102364. Web.
Taskiran, A. (2018). The effect of augmented reality games on English as foreign language motivation. E-Learning and Digital Media, 16(2), 122–135. Web.