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Amina, F., Barnes, M.M. and Saito, E. (2023) Exploring Teachers’ Understanding of and Responses to the School Belonging Experiences of Students from Refugee Backgrounds. Teaching Education, 35, 353-369.
https://doi.org/10.1080/10476210.2023.2291387

has been cited by the following article:

• TITLE: The Influence of Language Barriers on Classroom Engagement among Spanish-Speaking Migrant Students at Grove Primary School

  AUTHORS: Tyrone Dukharan

  KEYWORDS: Language Barriers, Classroom Engagement, Spanish-Speaking Migrant Students, Limited English Proficiency, Migrant Education, Primary Education

  JOURNAL NAME: Open Access Library Journal, Vol.13 No.7, July 10, 2026

  ABSTRACT: This study investigated the influence of language barriers on classroom engagement among Spanish-speaking migrant students at Grove Primary School. The study examined how limited English proficiency affected students’ participation, interaction with teachers and peers, and overall classroom involvement. Data were collected from teachers and Spanish-speaking migrant students using semi-structured interviews, student questionnaires and classroom observations. The findings revealed that language barriers affected students’ understanding of instructions, confidence, class discussion, peer interaction, and participation. Teachers identified visual aids, simplified language, translation, peer support, and repeated instructions as useful strategies. The study recommends greater language support to improve migrant students’ classroom engagement.