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Abstract
This study investigates the impact of the Flipped Classroom Model (FCM) on multilingual students and explores effective strategies for designing instructional materials tailored to the diverse needs of learners in a secondary algebra classroom. The research is guided by three primary questions: (1) What are effective strategies for designing flipped mathematics classroom videos that cater to the diverse language backgrounds of multilingual students? (2) How do multilingual learners use videos provided in their native/home language as part of a flipped classroom? (3) How do multilingual learners perceive the use of mathematics videos in their native/home language as part of a flipped classroom approach?A case study method was employed to study students’ use and perceptions of flipped videos in their native language. This study was conducted at a suburban southeastern high school with a culturally and linguistically diverse student body. Data were collected through classroom video observations, teacher and student interviews, and student focus group interviews. The findings reveal that incorporating native language videos significantly enhances comprehension and engagement among multilingual students. Effective strategies identified include the use of teacher created videos, explanation of sample problems, review of content vocabulary, and interactive elements that promote active learning. Multilingual learners who used videos in their native/home language demonstrated improved problem-solving skills and students reported feeling more confident and supported in their learning process, contributing to a more inclusive and effective educational environment.