An Overview of Some Studies on Challenges and Strategies for Teaching Mixed-ability Classes

Abstract

A class is termed mixed-ability when it comprises of learners with divergent levels of language proficiency, learning styles, interest and motivation. Numerous researches have been conducted in the domain of teaching English as a foreign or second language when teaching in mixed-ability classes. The current study aimed to review the literature and outcomes of some studies about the challenges that instructors encounter in dealing with heterogeneous classes and the efficient strategies that assist them to handle these obstacles. Accordingly, the findings indicate that there are challenges which can be related to the management of the crowded classes , materials adaptation and catering for the individual needs, whereas, strategies such as: providing clear instructions, varying the pace and level of activities and grouping low-proficiency learner with high-proficiency learner together cooperatively would result in more successful teaching and learning. This study recommended setting up workshops and seminars to update teachers’ strategies, approaches and enhance their levels of expertise. Besides, conducting other experimental studies in order to get more beneficial strategies for coping with the mixed-ability classroom.