Exploring Latino secondary ESL students’ engagement with classroom materials is essential to improving educational outcomes. Many teachers face challenges in supporting student engagement with peers, materials, and instructional resources. Teacher development not only enhances instructional practice but also supports students in building positive identities, forming peer relationships, acquiring workplace skills, and developing integration strategies. The problem addressed in this study is that secondary ESL teachers, serving the largest segment of ESL students, reported frustration with outdated and unengaging curricula due to budget constraints. These limitations leave students feeling marginalized and discriminated against. The purpose of this qualitative exploratory case study was to examine secondary ESL teachers’ perceptions of Latino students’ engagement. Vygotsky’s sociocultural theory provided the framework for considering cultural sensitivity, while his zone of proximal development highlighted the importance of social interaction in learning. Three research questions guided the study: (a) What concerns do secondary ESL teachers have about curricula and materials related to engagement? (b) What concerns do teachers identify regarding student motivation, depression, discrimination, and boredom? (c) What modalities, approaches, and materials do teachers believe would be more engaging and culturally responsive? Data collection included semi-structured interviews with fifteen participants and free-form responses from 138 participants via a Qualtrics questionnaire. Content analysis revealed three themes: (1) antiquated classroom materials hinder engagement, (2) differentiated instruction is essential, and (3) culturally responsive curriculum is effective. Findings provide implications for leadership and teacher development, emphasizing the need for innovative, culturally creative instructional programs and motivating lessons that foster achievement and

Authors:
Tamara Jacobson, Middlesex College, United States

About the Presenter(s)
Dr. Tamara L. Jacobson is an Adjunct Professor of Education at Middlesex College. She isa special education consultant and author passionate about equity and creativity in curricula. Her current projects include a special education podcast and blog.

Connect on Linkedin
https://www.linkedin.com/in/tamara-l-jacobson/

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