ERIC Number: ED379953
Record Type: RIE
Publication Date: 1991
Teaching Multilevel Classes in ESL.
The book is intended as a practical guide for English-as-a-Second-Language (ESL) teachers with mixed-level classes. It begins with a discussion of multilevel classes, factors to consider in deciding how to teach them, reasons for their existence, and their problems and advantages. It then addresses curriculum planning, using a sample class for illustration, and issues in assessment of student needs, student progress, and instructional effectiveness. A chapter on classroom management looks at techniques for developing group identity, ability grouping, and teaching small groups. A chapter outlining whole-class activities offers ideas and techniques for start-up exercises, tasks performed at different levels, and activities that incorporate a variety of tasks. Three kinds of within-class grouping are then discussed: ability-level; cross-level; and jigsaw, in which students are initially ability-grouped and given information unknown to the rest of the class, then rearranged into mixed-level groups, in which there is one student from each ability level, for a specific task. Similarly, a chapter is devoted to pair work, both ability-grouped and cross-ability. Ideas for setting up a self-access resource center are outlined, and a sample lesson sequence is presented. The final chapter lists additional resources. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Class Activities, Classroom Environment, Classroom Techniques, Course Evaluation, Curriculum Design, Curriculum Development, English (Second Language), Foreign Countries, Group Activities, Grouping (Instructional Purposes), Higher Education, Independent Study, Multilevel Classes (Second Language Instruction), Needs Assessment, Second Language Instruction, Student Needs
Dominie Press, Pippin Publishing Ltd., 150 Telson Road, Markham, Ontario L3R 1E5, Canada.
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A