Topic: The effective strategies in teaching mixed-ability class

Introduction
Mixed-ability class is one of the vital challenges the English teachers face
every day. Mixed ability classes differ in the level of learners‟ abilities in the receptive
and productive skills, fluency and accuracy work, grammatical knowledge, size of
vocabulary, command of pronunciation and so on (Valentic, 2005, p.74). Mixed
ability classes vary in their levels of competence in listening, speaking, reading and
writing (Mathews-Aydinli & Horne 2006). Bremner (2008) pointed out that the
mixed-ability classes have students with different abilities, learning styles and
preferences. Thus, mixed-ability classes are considered as a universal phenomenon.
Hedge (2000) noted that teaching a classroom of mixed-ability is a vital and genuine
issue that instructors experience daily. The mixed-ability problem has demanded
serious attention from experts in the educational field.
The aim of grouping the students with mixed ability in one class, the teacher hopes
that he/she can produce a good result of teaching. The students who have high ability
may help their friends who have low ability. Even though teaching mixed ability is
good, it also faces some problems. Weak students cannot achieve the target lesson:
Baker (2002) argues that it is not just the fact that there are many students in a class,
but that all of them are at so many different ability levels that provides the biggest
challenge. She further claims that in mixed-ability classes it can be difficult to keep
the attention of all students. Their motivation can be poor and the teacher can feel
frustrated because he/she does not have enough time to help the weaker students. The
outstanding students are bored because lessons move slowly: The students with a
high-ability of understanding get bored as the instructor tries to make further
explanations to the students with moderate to low levels of knowledge absorbing
capabilities. The most challenging part of English language teaching in a mixed-ability
class is the fact that the teachers are expected to guide students at their individual
pace, regardless of the proficiency differences. Failure by the teacher to address the
needs of every student often makes the active students maintain their active state
whilst their more passive counterparts remain passive with no positive development
(Hedge, 2000). Teachers are difficult to manage in the classroom: Many factors may
differ from one student to another such as their attitude, motivation and self-discipline
(Lightbown & Spada, 2006). This makes it difficult for the teachers to effectively plan
for their lessons to ensure that all students reap the required benefits from the lesson
(Ansari, 2103). A mixed-ability class can seem uncooperative, the students can get
bored easily and this can abuse commotion in the classroom. Planning the lesson and
making work-material can take too much time for the teacher and the planned material
is often too easy or too difficult for the students. This may make the teacher feel
unable to cope with the class (Hess, 2001).
The purpose of this research is to find the problems which teachers at High
School face in their English class and what are the solutions or strategies used to get
better results. The study sheds light on the importance of increasing teachers'
awareness and readiness to work in a mixed ability context in order to minimize the
number of low achievers in this grade and consequently in upper grades. It can be used
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 by trainers to prepare teachers for challenges in mixed ability classes and how to use
suitable strategies to overcome those challenges.
1. Definition of key terms
Key words: mixed ability class, teaching strategy.
-mixed ability class
It is important to make a clear distinction between mixed ability teaching and mixed
ability classes. Most teachers have to teach mixed ability groups but they may not be
using mixed ability teaching strategies. McKeown (2004) believes that many teachers
see a mixed ability class as consisting of a group of average and able children with a
subset of children who have learning problems. Ireson & Hallam (2001) suggest
teachers need to recognize that a class is a mixed ability because children have
different strengths and weaknesses and develop at different rates. They have different
preferences for learning and displaying their work. Mixed ability class does not just
consist of a range of abilities but also a range of learning styles and preferences (S
Bremner 2). All pupils will show strengths at different times depending on the topic
being studied and the learning style being used. When pupils are working outside their
preferred learning style then they will not perform as well. All classes even those that
have been set are mixed ability to a certain degree. Teaching strategies, also known as
instructional strategies, are methods that teachers use to deliver course material in
ways that keep students engaged and practicing different skill sets. An instructor may
select different teaching strategies according to unit topic, grade level, class size, and
classroom resources. Many kinds of instructional strategies are employed to achieve
teaching and learning goals and support different kinds of students. For example,
teachers may select strategies tailored to English language learners according to the
needs of the student and the requirements of the course.
(https://study.com/teach/instructional-strategies.html)
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 literature review
English language in Cambodia
In Cambodia, English is used as a foreign language. Between 1970 and 1975, the
Khmer Republic (or Lon Nol regime) brought English to Cambodia, and it was also
incorporated into the curriculum during that time (Neau, 2003). Then, between 1975
and 1979, when the Khmer Rouge (or Pol Pot regime) government began, it was
forgotten (Neau, 2003). Although the Khmer Rouge rule came to an end in 1979,
learning English was not promoted initially. Igawa (2008) noted that English and
French were restricted from learning and teaching owing to communist influences.
Those who studied and taught English or French were treated as criminals and
executed. Instead, the Russian and Vietnamese languages were encouraged to be
learned in this period. According to Moore and Bounchan (2010) and Neau (2003),
English was reintroduced into the Cambodian curriculum in 1989 and has remained so
till now. English is now taught in Cambodian schools beginning in Grade 1 (MoEYS,
2015). According to MoEYS (2015), English would also be included in the curriculum
beginning with preschool education. Despite the fact that English has been part of the
Cambodian curriculum since 1989, challenges in English learning and teaching
continue to be a major issue for teachers of English and Cambodian students,
particularly those living in rural areas, with many students failing this subject in their
high school exams. English and French are the only two foreign languages included in
the Cambodian curriculum. Most students usually choose English as their foreign
language for their high school exams. In 2016, only 28.17% of the total students who
took high school exams passed the foreign language test (Bredenberg, 2018). This
figure demonstrates that the pass rate remains low when compared to other countries
and the world. Because English is frequently utilized in higher education, students
who continue their studies after Grade 12 face major challenges if they do not know
English well.
Concept of mixed ability class
There are two terms which are used to describe classes with uneven language abilities.
The first one is mixed ability. The term mixed ability is defined as“involving students
of different levels of ability” (Cambridge Dictionary). The Second one is
heterogeneous, which is, by the same dictionary, defined as “consisting of parts or
things that are very different from each other”. Both terms are used when speaking of
classes with different language abilities. However, different authors prefer different
terms. Whereas Luke Prodromou refers to these classes as mixed-ability, Penny Ur
(302) favors the term heterogeneous. She finds the term “mixed-ability” confusing,
because it does not cover all aspects of heterogeneity as applied to a class of language
learners, but relates rather only to an ability to perform. In contrast, she claims, the
term heterogeneous includes also other factors influencing language learning, such as
different previous opportunities for learning, better or worse previous teaching, higher
or lower motivation etc. Mixed-ability classes are typically described as classes with
learners who have different language ability. However, students differ not only in
language acquisition ability, but also in age, motivation, intelligence, self-discipline,
literacy skills, attitude and interests (Hess 1). Since all learners are different, we can

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 say that all classes are mixed-ability. Nevertheless, there are classes where students
considerably vary in their language skills which require a great deal of teaching skills
to cope with such a class. Teaching in these classes is demanding, exhausting, time-
consuming and enriched by many unexpected situations. On the other hand, it is more
challenging. Although teaching in a mixed-ability class represents many teaching
difficulties, it forces teachers to search for non-conventional teaching strategies and
teaching solutions.
Problem in teaching mixed ability class
As Penny Ur (303-304) suggests, there is a number of problems teachers encounter in
mixed ability environment:
Discipline
The first problem is without any doubt the discipline (classroom management). We
often find mixed-ability classes chaotic and difficult to control. The differences in
language ability cause either boredom of more advanced learners or disconcertion of
weaker students, who often are lost in the lessons. For that reason, we might feel
incapable of controlling the class; while we are occupied by certain students, usually
weaker ones, who need more extensive explanations, the rest of the class might begin
to feel without being supervised and thus switching into a mother tongue and
discussing issues which are not related to the content of the lesson.
Interests
Another crucial problem of mixed-ability classes is the students’ interests. This issue
is directly related to different language abilities. While more advanced learners prefer
communicative activities, discussions, problem-solving tasks etc, weaker students,
who are not confident about their speaking skills, would rather spend time on activities
which do not require their spoken interaction or active participation in communicative
tasks. Another problem leading to the conflict of students ́ interests may occur in
language schools. Whereas some students enroll in the course to relax and have fun,
there may be people who need English for more important reasons, such as to pass an
exam, for work etc. This results in difficulties with the choice of activities too.
Effective learning for all
In mixed-ability classes, it is extremely difficult to provide effective learning for all.
The activities to be completed in the lessons may be either too difficult or too easy for
some students. For that reason, there will always be learners who would not take any
benefit from some activities.
Materials
Another problematic issue is the choice of materials. Since course books are always
homogeneous – aimed at one kind of learner with no options or flexibility (Ur 303), it
is necessary to adapt materials to the needs of all learners. Individual awareness As
Hess (6) says, “we would like to allow each of our students to find his/ her preferred
and unique way and pace of learning.” However, teaching a mixed-ability class
represents a situation, where there are too many differences to be taken in

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 consideration, which makes it difficult to devote time and attention equally to all
students.
Participation
A typical situation in a mixed-ability environment is when only a few people, usually
stronger ones, participate. The rest of class tries to look invisible in order not to be
asked a question. To be blind to weaker students and not involve them in a classroom
interaction only deepen their language deficits.
As Bruzzese & Dedmon, 1997; Leu, 1997; Maddalena, 2002; Office of Refugee
Resettlement, 1982; Pham Phu, 2007, Valentic, 2005), there is a number of problems
teachers encounter in mixed ability:
Teachers may lose contact time with students. Some studies indicate that when a
second language class is multi-level in nature, the teacher‟s contact time with each
level is reduced as compared to a homogenous single-level class and this negatively
affects the students‟ ability to learn the second language (Bruzzese & Dedmon, 1997;
Leu, 1997; Maddalena, 2002; Office of Refugee Resettlement, 1982; Pham Phu,
2007). Overall, most of these educators suggest that participation and motivation
could be impacted by the multi-level language ability grouping strategy in that the
contact time is reduced with the teacher. This suggestion is based primarily on their
observation as classroom teachers.
Classroom management may be difficult. Other research highlights that in a multi-
level setting, there often is tension between the lower-level students and the more
advanced level students when the difference in language ability is significant (Bell,
1994; Maddalena, 2002; Pham Phu, 2007; Valentic, 2005).
Activities may be limited. Some investigations suggest that when students are
engaged in activities that require higher-level thinking, they should not be placed in
heterogeneous groups because this grouping does not allow all students to fully
participate in a wide range of activities (Balliro, 1997a, 1997b; Bell, 1994; Bruzzese &
Dedmon, 1997; Maddalena, 2002; Pham Phu, 2007). Pham Phu (2007) cautions that
both lower and higher-level students may be demotivated if they are not appropriately
challenged by material.
Strategies for teaching mixed ability class
According to Penny Ur, I found some strategies to deal with the challenges:

1. In order to solve the problems of mixed ability, teaching should appeal to all
senses, all learning styles and all intelligences. Moreover, it should be based on a
meaningful context for all learners. To exemplify, visuals are always useful for all age
and proficiency levels, so even using coloured chalk or board markers attracts
learners’ attention to the teaching point. Hence, teachers can make use of visuals to
grab students' attention and to motivate them because even the most passive learners
are often interested in realia and/or colorful and interesting posters.

2. It is advisable to have contingency plans for the early finishers in case they finish
the tasks earlier. This contingency plan might be an extra exercise, a handout or a

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reading passage. Recently, some of the textbooks have been prepared considering the
mixed ability classes and include contingency activities in teacher’s books.
Nevertheless, teachers are the ones who should/could know which contingency plan
works better after which activity in their class.

3. All students do not need to carry out an entire in-class activity. While every
student should do certain parts, only some of the students (weak ones or early
finishers) do all of it (Ur 1996, 306). In relation to that, the tests could include optional
questions: While every student completes some parts of the test, some other parts may
have options from which the students choose. Furthermore, different tasks can be
given to different learners according to their language progress or interest, or optional
tasks can be prepared from which students choose.

4. Open-ended tasks or questions (such as writing a letter, an ending of a

story/book/film, or a response to a picture) have a variety of possible correct answers
instead of a single answer. These tasks allow each learner to perform at his/her own
level. Some of the students may be good at understanding but might be weak in
expressing themselves orally or in written work; thus, open-ended tasks give them the
chance to express themselves without trying to find the one and the only correct
answer.

5. It is important for teachers to give students the opportunity to express their ideas,
feelings and experiences, though they may lack confidence or enough language
knowledge. By personalizing the tasks, all students can participate voluntarily.
Knowing students’ personalities helps the teacher to prepare and adapt materials easily
in order to make them interesting or relevant to students, which adds variety to the
classroom environment and establishes a positive atmosphere.

6. Students love games, competitions and dramatization, so these are ways of

ensuring their interest in the lesson. Regardless of the differences among the students
in terms of language level and learning styles, they are motivated to use the target
language while they are playing a game or participating in a completion or a role-play.

7. Group/pair work activities are useful not only for the teacher to observe students
but also for the students to cooperate and to learn from each other. When a strong
student works with weaker students, the student can be a source of
language/knowledge in the group. The teacher, on the other hand, may form groups of
weaker and stronger students separated from each other, and she can give different
tasks to these groups. So, the stronger and quicker students work with more
complicated tasks, whereas the weaker students deal with a simpler task or work with
the teacher as a group member.

8. Extra homework always helps teachers of mixed ability classes. However,

considering the level and the interests of the students, extra work should be something

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that the students would enjoy doing. Therefore, a good way of dealing with mixed
ability may be individual and team projects. In addition, students would be more
enthusiastic to work in such projects if they can choose their topic such as preparing a
poster on their favorite extreme sports like parachuting.

9. Portfolios are another efficient way of dealing with mixed ability groups. Teachers
may ask students to keep all the things they have done during the term including the
extra work depending on their ability or needs. As a result, not only the teacher but
also each student has a record of his/her progress during the term. This record also
shows the needs of the student for further progress.

10. It is also useful for students to study in self-access centers, where they can visit in
their free time to study alone, with a peer or a tutor. The main aim of self-access
centers is that students decide on what they want to study. While the students can find
appropriate materials such as extra exercises, they can also make use of cassettes,
videos and/or books to improve their language.

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