Mixed ability classes

Mixed ability classes are a fact of not only language classes but of all courses. Since no two students can be the same in terms of language background, learning speed, learning ability and motivation, it is a utopian view to think that our classes could be homogeneous in terms of these aspects; no matter where we live in the world or at which school we teach. Therefore, the language teachers should be aware of the problems of mixed ability classes and their solutions to identify the source of troubles in their classes and to cure them.

The differences which cause problems in heterogeneous classes are in language learning ability, language knowledge, cultural background, learning style, attitude towards language, mother tongue, intelligence, world knowledge, learning experience, knowledge of other languages, age, gender, personality, confidence, motivation, interests, and/or educational level (Ur 1996, 304). However, these variations may occur in different degrees in different classes. Thus, if the teacher wants to ensure that all students perform to their maximum potential, the teacher must identify these problems and deal with them accordingly. Some Problems in the Mixed Ability Classes

Effective Learning

As a teacher, our aim is to reach all of our students. However, it is well known that every student has a different way of learning, and learns and progresses at different speeds. Thus, while some students may find the learning task very easy to deal with, others may find it difficult to understand. Besides, learning also depends on what students have brought with them into class. Since each comes from a different family, a different environment and/or a different nation, the multi-cultural population of the classroom may be an obstacle for the teachers in reaching the students, which eventually results in ineffective learning. Moreover, although it is quite difficult for the teacher to know about each student and to follow what each one does during the lessons even in small classes, it is important for teachers to monitor each and every student and to reach their needs in a variety of ways to achieve effective teaching.

Materials

Since most language textbooks are designed for an ideal homogeneous classroom environment, teachers always have to deal with the problem that students react to the textbook differently due their individual differences. First of all, some students may find the textbook boring and very hard, whereas some find it interesting or very easy. In addition, as language teaching course materials are currently based on content-based or theme-based syllabi, some students may find the topics dull, strange, or meaningless; whereas others find it enjoyable, familiar or interesting. Therefore, it is usually necessary for the teacher to evaluate and adapt the materials according to his/her class.

Participation

Since the classroom is the first and only environment for many foreign language learners, they should use this chance as much as possible. However, some of the students find it difficult to speak in the target language for many reasons ranging from interest to confidence, from age to knowledge. Other students, however, would like to express everything they think or feel by using the new language. As a result, some students may take many turns, while others do not speak for the entire lesson.

Interests

Interest problems may arise due to the differences among students in terms of their attitude towards the subject matter and/or the teacher; their knowledge of language; and their personality. For instance, some students may find lessons boring, as the topic has no familiarity with their own life or their interests. Furthermore, some of the students may not be interested in the lesson, unless they do get the chance to express their own ideas since the teacher talks too much during the lesson or the other students take many turns. Hence, teachers should be aware of the different interests of the students to organize and to arrange activities accordingly.

Discipline

Often the quicker students finish the tasks given before the other students. As a result, they may misbehave while waiting for the others to finish. The weaker students, on the other hand, cannot finish the tasks as quickly as the strong ones and may loose their confidence and/or show ill-disciplined behaviour for a variety of reasons related to that. Consequently, mixed abilities may result in classroom management problems.

How to Cope with the Problems

1. In order to solve the problems of mixed ability, teaching should appeal to all senses, all learning styles and all intelligences. Moreover, it should be based on a meaningful context for all learners. To exemplify, visuals are always useful for all age and proficiency levels, so even using coloured chalk or board markers attracts learners’ attention to the teaching point. Hence, teachers can make use of visuals to grab students' attention and to motivate them because even the most passive learners are often interested in realia and/or colourful and interesting posters.

2. It is advisable to have contingency plans for the early finishers in case they finish the tasks earlier. This contingency plan might be an extra exercise, a handout or a reading passage. Recently, some of the textbooks have been prepared considering the mixed ability classes and include contingency activities in teacher’s books. Nevertheless, teachers are the ones who should/could know which contingency plan works better after which activity in their class.

3. All students do not need to carry out an entire in-class activity. While every student should do certain parts, only some of the students (weak ones or early finishers) do all of it (Ur 1996, 306). In relation to that, the tests could include optional questions: While every student completes some parts of the test, some other parts may have options from which the students choose. Furthermore, different tasks can be given to different learners according to their language progress or interest, or optional tasks can be prepared from which students choose.

4. Open-ended tasks or questions (such as writing a letter, an ending of a story/book/film, or a response to a picture) have a variety of possible correct answers instead of a single answer. These tasks allow each learner to perform at his/her own level. Some of the students may be good at understanding but might be weak in expressing themselves orally or in written work; thus, open-ended tasks give them the chance to express themselves without trying to find the one and the only correct answer.

5. It is important

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