Coping With Mixed Proficiency Levels: Voices From L2 Classrooms
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초록
Having multilevel students in second or foreign language classes is a dilemma that most L2 teachers and practitioners face. However, even a quick sift through the L2 teaching literature reveals a paucity of research on multilevel classes despite the widespread problem which persists in language classrooms around the world. In an attempt to gain practical insights on how L2 teachers cope with mixed level classes on a regular basis, this study examined the various techniques that teachers typically employ in catering to multilevel classes. Data were collected via multiple means including questionnaires, classroom observations, and interviews; and from multiple sources including L2 teachers, students, and program heads. Classroom observations were conducted based on Wajnryb’s (1992) learner level observation model. The results revealed that all the teachers surveyed varied their techniques in response to having multilevel students in their classes. The most popular techniques included experimenting with different pairing and grouping arrangements, and adjusting the complexity of language for different levels, among others. Insights gleaned from qualitative data are presented with pedagogical implications for coping with multilevel students in the L2 classroom.
Abstract
Having multilevel students in second or foreign language classes is a dilemma that most L2 teachers and practitioners face. However, even a quick sift through the L2 teaching literature reveals a paucity of research on multilevel classes despite the widespread problem which persists in language classrooms around the world. In an attempt to gain practical insights on how L2 teachers cope with mixed level classes on a regular basis, this study examined the various techniques that teachers typically employ in catering to multilevel classes. Data were collected via multiple means including questionnaires, classroom observations, and interviews; and from multiple sources including L2 teachers, students, and program heads. Classroom observations were conducted based on Wajnryb’s (1992) learner level observation model. The results revealed that all the teachers surveyed varied their techniques in response to having multilevel students in their classes. The most popular techniques included experimenting with different pairing and grouping arrangements, and adjusting the complexity of language for different levels, among others. Insights gleaned from qualitative data are presented with pedagogical implications for coping with multilevel students in the L2 classroom.
참고문헌 (18)
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