摘要：This discussion examines an academic intervention designed to enhance the motivation andclassroom engagement of English Language Learners (ELLs) during literacy-based activities. Stemmingfrom a sociocultural perspective of literacy (Au, 1993; Perez, 2004) within a funds of knowledge framework(González, Moll, & Amanti , 2005), our approach emphasizes personalized learning (Redding, 2013) byhaving the students design, develop, and implement classroom lessons based on their own interests. Aspart of the process, the participating students made clear connections between home and classroompractices, resulting in higher productivity during literacy and oral activities. By tapping into what we callscholastic funds of knowledge, the students also showed higher levels of meta-cognitive awareness indesigning activities for their peers and revealed a broader perspective of what it takes to develop academiclessons. Not only do the results demonstrate an increase in the participants' investment in classroomactivities (Norton, 1995), their student-directed lessons had a positive effect on the engagement of otherstudents within the class as well.
关键词：funds of knowledge; personalized learning; home visits
