Teachers can implement a multitude of motivational strategies to increase and sustain their learners’ motivation (Dörnyei, 2001). Doing so, according to Dörnyei, (1) creates the basic motivational conditions for motivated learning, (2) enhances language learners’ positive values and attitudes toward learning, (3) maintains and protects students’ motivation, and (4) encourages positive, retrospective self-evaluation that increases learner satisfaction. So what is not to love? In this 2-hour workshop, we train language teachers on the motivational strategies discussed in the literature that have been proven to assist African language teachers in developing a social dynamic in the classroom that fosters positive learning experiences. We center these teachings around three helpful tools that can promote student motivation for learning. We first review a checklist of healthy classroom-language teaching strategies, and we showcase individual teachers’ uses of those strategies, as ascertained through semi-structured interviews as part of Dr. Akiding’s recent research work on the motivational strategies used by instructors of Swahili and Zulu. We ask you which strategies you use, which ones you do not, and discuss reasons why or why not you use them. We further propose the various strategies’ benefits. We then showcase a self-assessment for students, which is composed of ACTFL Can-do statements. We have you take the self-assessment, and explain how students can use it to record their progress in learning African and other LCT languages. We demonstrate how the self-assessment can help students have agency, and how the self-assessment can serve to further promote awareness of classroom language proficiency goals. Third and finally, we showcase an oral task that teachers can use as a template for creating motivating and engaging oral tasks in their classrooms. Come join us to learn about social and cultural instructional strategies that are proven to contribute to positive outcomes!