2nd Assignment: 3rd Year-2013

Enseanza y Aprendizaje de la Lengua Extranjera I
3rd year-2013
2nd Assignment
1- Place and means of instruction and Class Size diagram
2- Many teachers are concerned about the fact that they have students with a mixed level
of English knowledge. The concept of mixed-ability classes is especially problematic
for many teachers. As we know, all classes have students with a different abilities and
language levels. This is due to multiple factors such as; multiple intelligence, students
that learn faster than others, different interest or differing primary perceived systems
(students that come to class from different schools). Some teachers cope with this
situation by giving placement tests so that they can put into classes with people who are
at roughly the same level as they are. But this is mainly possible in private schools and
language institutes. Within some other environment, students are often streamed.
Streaming is a term that describes the method of dividing students to classes based on
the assessment of their general ability. However, such placement and streaming is not
possible and so teachers are faced with learners who have different language
knowledge, different intelligences, different learning speed, variation in motivation,
different learning styles and preferences, different gender and ages, specific learning
difficulties, prior knowledge experiences e.g. dyslexia. And even we placed and
streamed groups, teachers will still have to face a range of abilities. The response to this
is to view the teachers role with a group in terms of differentiation. Differentiation is a
teaching concept in which the classroom teacher plans for the diverse needs of the
students. There are three categories of differentiation:
Differentiation by task, which involves setting different tasks for students with
different abilities.
Differentiation by support, which means giving more help to certain students
within the group.
Differentiation by outcome, which involves setting open-ended tasks and

allowing students response at different levels.
3-
Teachers are faced with a class with distinct levels of abilities and have to tackle the
problem of how to meet the needs of each student with different levels. In order to succeed
in mixed ability contexts, what the teacher can do is to provide students different materials
and tailoring. Offering different content allow students to make choices about what
material they are going to work with e.g. Grammar, reading or vocabulary exercises.
Giving them different content is an ideal way to differentiate between them. This is can be
done in small groups since that in a large class it would be extremely problematic. It will
involve more teacher preparation time, a range of different exercises and a more
complicated feedback. In case teachers do not want or cannot offer them different
materials, they can instead, get students do different things in response to the content they
are all looking at or listening to:

3rd year-2013
Give students different tasks: Although all the students work with the same
reading text, teachers can make a difference in terms of the tasks they ask them
to do in response to that text.
Give students different roles: Role-play: teacher can ask students to preform
different roles.
Reward early finishers: Reward students effort when they finished an activity
on time.
Encourage different student response: Teachers have to expect or accept that
students will have different responses about the tasks given in class.
Identify student strength (linguistic or non-linguistic): Teacher may include
tasks that allow students to show off the different talents they have.
Treat different students differently: teachers have to give students a flexible
response, give them feedback about how they are doing without hurting their
feelings. Teacher must be inclusive, this means, to try not to leave anyone
behind. Spend all the time with higher level students as well as those who need
more of your help when developing a task. Teacher can group students flexibly
for a number of tasks.
4-
Advantages and disadvantages of using L1 and L2 in the classroom

Advantages of using L1 in the L2 classroom:
Danjani suggests its use in planning, self-evaluation and learner training

It is useful for students to notice the differences between their L1 and the target
language.
It has a positive effect when they use their L1 between themselves and with the
teacher and it allows students to give on-going feedback about the course and
their experiences of learning much more fluently than they would if they were
only using English.
Linder recommends Translation activities that will help making a virtue out
of the students natural language-processing behaviour. Translation can also be a
very god way of reviewing how well students have understood grammar and
lexis at the end of a unit of study. Translation should be done in groups because
it will be more revealing with two or more people.
Students can use the L1 to keep the social atmosphere of the class I good repair.
Rapport s enhanced when teacher can exchange jokes with students or talk to
them about aspects of their life.
Disadvantages of using L1 and L2 in the classroom.
The teacher not always shares their student L1

The use of L1 restricts the students to exposure English. For
example, to make a good case for the use of L1 when we give
them instructions, but this reduces their exposure to a type of
English that is an ideal of source of language for student
acquisition.

3rd year-2013
In some situations the use of the L1 seems counter-productive

and this is when we are encouraging students to use English in
communicative speaking tasks, whose purpose is to give
students chances to speak in English. We may understand their
natural inclination to communicative we have asked them to
engage in.
5) Different ways of grouping students: One of the most
common called whole-group classes. It divided in three types.
The most common is to have students sit in Orderly Rows. The
teacher has a clear view of all the students and work with the
whole class and they can see the teacher. Another common way
is grouping students Circle. There is a far greater feeling of
equality than when the teacher stays out at the front. The next
way is Horseshoe, the teacher will probably be at the open end
of the arrangement since that may well be where the board.
The last one is sitting in groups at separate tables, whether they
are working as a whole class, in groups or pairs. The teacher is
walking around checking student s work. There are some
advantages for the whole-group classes. Firstly, if language
learning is a collective endeavor then learning takes place most
effectively when language classes pull together as unified
groups. Secondly, it is ideal for presenting material like texts,
videos etc. On the other hand there are some disadvantages.
First of all everyone is forced to do the same thing at the same
time and at the same pace, then communication between
individuals is more difficult in a group of 20 or 30 students.
The next group is called Pair work. It allows students to work
and interact independently without necessary guidance of the
teacher, two heads are better than one, if we get students to
make decisions, we allow them to share responsibilities. On the
other hand pair work is frequently noisy and some teachers and
students dont like it and the actual choice of paired can be
problematic, especially when they find themselves working with
someone who is not keen on.
The last way of group student is called group work. You have
greater chance of different opinions and vary contributions than
in pair work. You also promote learners autonomy by allowing
making their own decisions in the group without being told what
to do by their teacher. On the contrary you have some
disadvantages. Firstly, it is likely to be noisy; sometimes teacher
loses their control of the class. Finally, not all students enjoy it
since they would prefer to be focus on the teacher s attention
rather than working with their peers.

3rd year-2013

2nd Assignment: 3rd Year-2013

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Enseanza y Aprendizaje de la Lengua Extranjera I

Differentiation by outcome, which involves setting open-ended tasks and

Enseanza y Aprendizaje de la Lengua Extranjera I

Advantages and disadvantages of using L1 and L2 in the classroom

Danjani suggests its use in planning, self-evaluation and learner training

Disadvantages of using L1 and L2 in the classroom.

The teacher not always shares their student L1

Enseanza y Aprendizaje de la Lengua Extranjera I

In some situations the use of the L1 seems counter-productive

Enseanza y Aprendizaje de la Lengua Extranjera I

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