Speaker
Description
Educators working in remote, ethnically diverse communities face ongoing challenges in sustaining motivation and engagement in English language classrooms. This presentation explores evidence-based strategies to support ethnic minority learners in under-resourced contexts, emphasizing both inclusivity and learner-centered design.
Grounded in Self-Determination Theory (Deci & Ryan, 1985) and the Expectancy-Value Theory of Achievement Motivation (Eccles & Wigfield, 2002), the session highlights how fostering autonomy, relevance, and competence can significantly improve learning outcomes. Culturally responsive practices—such as integrating local content and differentiating instruction through visual, auditory, kinesthetic, and tactile modalities—have proven to enhance participation and engagement among students with varied learning preferences.
Drawing on classroom experience in northern Vietnam, the session shares practical, low-resource activities designed to boost learner motivation and retention. These include project-based tasks, movement-based language games, and reflection exercises that align with students’ cultural backgrounds and interests.
Outcomes observed include increased classroom participation, improved learner confidence, and more sustained interest in language learning beyond the classroom. Participants will take away a set of adaptable activities and frameworks applicable to a range of diverse classroom settings.
This presentation contributes to VietTESOL 2025’s focus on equity, innovation, and inclusive pedagogy by addressing the needs of marginalized learners. It offers both theoretical grounding and hands-on solutions to enhance language learning in some of the most challenging, yet rewarding, teaching contexts.
Biography
Mrs. Thuy Le has been a teacher of English as a foreign language for 18 years in an underprivileged background – Bac Yen, Son La. Her students, whose parents have to struggle to make end meet, come from complex contexts and multicultures. Despite the difficulties she faces everyday, Thuy has work hard to inspire her kids to overcome obstacles to conquer the language they learn. With loads of creativity and hard work, Mrs. Thuy has applied a lot of innovative approaches to her lessons to enhance student learning. She has longed for opportunities to continuously develop her professional to caster the demands of teaching and learning in 4.0 era.
