In an ELL class, what is the only aspect of external motivation you should not worry about?

Focusing on the students' accent as an aspect of external motivation that should not be a concern is grounded in the understanding that an accent does not inherently determine a student's ability to learn or engage in the classroom. Accents are a natural part of language and reflect a student's linguistic background and experiences. They do not signify a lack of intelligence or potential for academic success.

In contrast, aspects like the students' background, previous knowledge, and engagement level can have a direct impact on their motivation and learning outcomes. Understanding a student's background can help teachers connect the curriculum to their experiences, and knowledge of a student's previous education allows for appropriate scaffolding of their learning. Furthermore, assessing students' engagement levels can provide insights into how invested they are in their learning and what strategies might increase their motivation. Thus, while other factors may warrant careful consideration to foster a supportive learning environment, an accent should be embraced as part of the diverse identity that students bring to the classroom rather than a barrier to their motivation in learning.