In a student-centered classroom, which practice would encourage greater motivation among ELLs?

The practice that encourages greater motivation among English Language Learners (ELLs) in a student-centered classroom is the implementation of group projects based on personal interests. This approach allows students to engage with content that resonates with their own lives, cultures, and experiences, fostering a deeper connection to the material. When learners can collaborate on projects that reflect their interests, they are more likely to invest time and energy into the task, leading to increased motivation and participation.

Moreover, group projects promote collaboration and communication, which are critical for language development. They provide opportunities for ELLs to practice their language skills in authentic contexts, as they discuss ideas, share perspectives, and negotiate roles and responsibilities within a group. This social interaction not only enhances language acquisition but also builds confidence and community among students.

In contrast, practices such as teacher-led discussions may limit student engagement by placing the teacher at the center of learning, potentially making the experience less relevant to the students. The introduction of standardized tests can create anxiety and disengagement, as these assessments often focus on rote memorization rather than meaningful application of language skills. Frequent vocabulary quizzes may provide some level of accountability, but they do not necessarily foster a love for learning or connection to personal interests, which are crucial for motivating students