Heterogeneity is highly regarded in today’s modern societies, boastful about the defence of every... more Heterogeneity is highly regarded in today’s modern societies, boastful about the defence of every people’s rights. However, the story might be a little bit different inside the classroom for students and teachers alike. How do teachers feel about mixed ability classes when the gap is too large to cover? How is a student affected when a peer slows down his own pace of learning? And how do slow achievers feel in a class when they are always the ones who require the teacher’s extra help and attention? This research study investigates if ability grouping can be considered a major tool to improve achievement in foreign language learning, as compared to mixed ability grouping, and why. A final goal would be to add to the discussion and reflection about why the debate on mixed ability classes has long ago won the battle against ability grouping, and if traditional answers should not be revised at the light of new and changing circumstances that affect the inner society of a classroom. I hope this study helps to further examine how to close the gap between higher and lower achievers among English language learners, in favour of fairer and more equalitarian opportunities for them all.
Heterogeneity is highly regarded in today’s modern societies, boastful about the defence of every... more Heterogeneity is highly regarded in today’s modern societies, boastful about the defence of every people’s rights. However, the story might be a little bit different inside the classroom for students and teachers alike. How do teachers feel about mixed ability classes when the gap is too large to cover? How is a student affected when a peer slows down his own pace of learning? And how do slow achievers feel in a class when they are always the ones who require the teacher’s extra help and attention? This research study investigates if ability grouping can be considered a major tool to improve achievement in foreign language learning, as compared to mixed ability grouping, and why. A final goal would be to add to the discussion and reflection about why the debate on mixed ability classes has long ago won the battle against ability grouping, and if traditional answers should not be revised at the light of new and changing circumstances that affect the inner society of a classroom. I hope this study helps to further examine how to close the gap between higher and lower achievers among English language learners, in favour of fairer and more equalitarian opportunities for them all.
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