||Through the lens of a critical humanist, this study investigates the efficacy of three pedagogical approaches for engaging fifth grade Latin@ English learners in mathematics. Conducted in her classroom, the author placed Latin@ math students in small groups to discuss math concepts by code switching or using their home language. Students also wrote about math in journals to make meaning of new skills and concepts. Journals were sent home for students to discuss with adults in the family's home language. Students spent three months maintaining math journals, meeting in a small group, and discussing math concepts in their home language. Data collection included recorded small group sessions, informal interviews, student surveys, teacher observation logs, transcribed audio tapes of meetings, and student generated realia. Data was analyzed for changes in student engagement; for willingness and frequency of code switching or home language use; for changes on homework, tests, and exit-slip scores; and for journal use. The four students observed lowered their affective filters resulting in increased class engagement, improved attitudes toward math class, and higher academic performance scores.