INVESTIGATING THE PROBLEMS OF ADDRESSING A CLASS OF MIXED-ABILITY STUDENTS: A CASE STUDY OF SOME ENGLISH LANGUAGE LEARNERS AT SUDAN UNIVERSITY OF SCIENCE AND TECHNOLOGY

Sulaiman Mohammed Nour Alsiddiq, Fawzi Eltayeb Yousuf Ahmed, Omer Khalafalla Ibrahim Ahmed

Abstract


This paper investigates the problem of addressing a class of mixed-ability students and the effect of solving this problem on improving the students’ performance in English Language at Sudan University of Science and Technology. The objectives of this study are to analyze, identify and assess this problem. The writer uses an interview addressed to (5 instructors of English language). The data were statistically analyzed by the researcher. The findings of the study indicate that instructors agree that classroom activities motivation and praising help students to be active and disciplined. Furthermore, they hold a positive attitude towards teaching a class that has students of different or blended abilities. The overall trend is that instructors generally feel positive about dealing with a class with students of different levels. The study provides some recommendations to tackle the problems addressing students with mixed abilities. This is concerned with training instructors to solve this problem and deal with the problems that may arise.

 

Article visualizations:

Hit counter


Keywords


classroom, mixed-ability, student, problem

Full Text:

PDF

References


Ainslie, Susan (1994). Mixed Ability Teaching: Meeting Learners´ needs. Netword 3: Teaching Language to Adults. London: Centre for Information on Language Teaching and Research.

Baker, Joanna (2000). The English language teacher’s handbook: how to teach large classes with few resources. New York: Continuum; London: Cassel.

Berry, Eve and Williams, Molly (1992). Teaching Strategies for Multilevel ESL classes. Facilitator’s Guide. Oregon: Clackamas Community College.

Bowman, Brenda (1992). Teaching English as a Foreign Language to Large Multilevel Classes. Washington, DC: Center for Applied Linguistics.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. 3rd ed. New York, NY: Pearson Longman

Byrne, D. (1989). Techniques of Classroom Interaction. Longman Group UK Limited,

Freeman, Diane Larsen (2000). Techniques and Principles in Language Teaching. 1st ed. Oxford University Press

Harmer, Jeremy (2007). The Practice of English Language Teaching. London: Longman.

Hess, Natalie (2001). Teaching Large Multilevel Classes. Cambridge: Cambridge University Press.

Jabbour K. K. (2013). Issues that Restrain Teachers from Adapting Student-centered Instruction in Lebanese School. Unpublished PHD thesis, Lebanese University

Jones, Joe (2007). The Student-Centered Classroom. Cambridge university press

Kolb, D. (84). Eeriential learning: Experience as the source of learning and development. New Jersey: Prentice Hall

Leo Jones (2007). The Student-Centered Classroom. Cambridge University Press

Pedersen, F., & Kronborg, L. (2014). Challenging Secondary Teachers to Examine Beliefs and Pedagogy when Teaching Highly Able Students in Mixed-Ability Health Education Classes. Australasian Journal of Gifted Education, 23

Shank, Cathy C., and Terrill Lynda R. (1995). Teaching Multilevel Adult ESL Classes. Eric Digests. Washington DC: Adjunct ERIC Clearinghouse for ESL Literacy Education.

Svärd, Ann-Christen (2006). The challenge of mixed-ability classes. Unpublished essay, Högskolan för lärande och kommunikation. (HLK)

Tomlinson, Carol Ann (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, VA: ASCD

Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented. Revised, Expanded. Free Spirit Publishing Inc., 217 Fifth Ave., North, Suite 200, Minneapolis.

Watcyn-Jones, P.; Howard-Williams, D. Pair Work 1. Penguin Books, 2002

Weimer, M. (2002). Learner-Centered Teaching (Jossey-Bass A Wily Company San Francisco).




DOI: http://dx.doi.org/10.46827/ejals.v4i2.329

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2015-2018. European Journal of Applied Linguistics Studies (ISSN 2602 - 0254 / ISSN-L 2602 - 0254). All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.