Approaches to Teaching in the Multi-Level Language Classroom

Autor/in	Ashton, Karen
Titel	Approaches to Teaching in the Multi-Level Language Classroom
Quelle	In: Innovation in Language Learning and Teaching, 13 (2019) 2, S.162-177 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ashton, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2017.1397158
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; Grouping (Instructional Purposes); Independent Study; Language Teachers; Decision Making; Secondary School Teachers; Teacher Role; Teaching Experience; Knowledge Base for Teaching; Teacher Student Relationship; Faculty Development; Educational Technology; Test Preparation; Foreign Countries; Teacher Attitudes; Individualized Instruction; New Zealand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Grouping; Gruppenbildung; Selbststudium; Language teacher; Sprachunterricht; Decision-making; Entscheidungsfindung; Lehrerrolle; Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtsmedien; Ausland; Lehrerverhalten; Individualisierender Unterricht; Neuseeland
Abstract	What approaches are used in the multi-level language class and what influences a teacher's choice of approach? Multi-level language classes, the combining of two or more senior year levels into a single class, is a relatively recent phenomenon and one that is becoming increasingly common in New Zealand secondary schools as a consequence of a decline in student numbers. Drawing on survey and interview data, this article discusses the pedagogical approaches that are used by New Zealand language teachers in responding to this challenge and change to their role. The findings show that three very different approaches are used by teachers: 1) completely separate programmes for each year level, 2) common topics across year levels with differentiated materials, and 3) a 'future-focussed' programme drawing on self-directed technology assisted learning to free up teacher time to work individually with learners. A range of factors appear to influence choice of approach including teacher experience and knowledge of the curriculum, desire for the class to be 'a group', focus on communication, availability and inclination to use technology, and preparing students for end of year assessments. This study has practical implications for teacher professional development and initial teacher education programmes where mentoring and support for teachers in differentiated practices and resources is needed, particularly for early career teachers. While this study was conducted in a New Zealand secondary school context, it also has implications for broader language learning contexts where increased diversity of student cohorts is becoming increasingly common. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01