A Humanistic Perspective for the Mixed-Proficiency Language Class

Autor/in	Barrantes, Lena
Titel	A Humanistic Perspective for the Mixed-Proficiency Language Class
Quelle	In: MEXTESOL Journal, 46 (2022) 2, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Barrantes, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Humanism; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Language Proficiency; Heterogeneous Grouping; Equal Education; Educational Opportunities; Language Teachers; Educational Principles; Safety; Sense of Community; Decision Making; State Universities; College Second Language Programs; Professional Autonomy; Teacher Student Relationship; Case Studies; Self Esteem; Learner Engagement; Personal Autonomy + Suchen Sie Ihr Suchwort? Humanismus; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Bildungsangebot; Bildungschance; Language teacher; Sprachunterricht; Bildungsprinzip; Sicherheit; Decision-making; Entscheidungsfindung; Staatliche Universität; Berufsfreiheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Self-esteem; Selbstaufmerksamkeit; Individuelle Autonomie
Abstract	English language teaching theories, approaches, and methodologies overlook the complexities of teaching the mixed proficiency language classroom (MPLC). This is evident in the low number of English language teaching books that directly address this topic in their content, leaving language teachers without any guidance on strong principles to face this challenge. Unfortunately, many are the language teachers, in both English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, who struggle to provide students with equal learning opportunities despite the disparity in the students' language proficiencies. The MPLC is an area that needs special consideration. This paper has practical implications for language teachers who are confronted with the challenges of the mixed-proficiency language class, and who accept and practice humanist principles. This article identifies how humanistic principles encourage the unlimited potential for growth and development of both teachers and students. Building on the research on humanistic principles, this paper attempts to answer the following questions: How might the humanistic approach to education contribute to language learning in the MPLC? What humanistic principles stand out as needed in the language class? (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01