Aliya Kurmanova is an experienced EFL teacher with 25 years in diverse educational settings. She specializes in differentiated instruction, inclusive education, and curriculum development. She holds a CELTA certificate and a Master’s degree in Educational Leadership (School Leadership specialization). She currently teaches Intensive English at QSI Astana. Email: alika1534@gmail.com 

 

Introduction

Teaching a diverse group of young learners can be a rewarding experience, but it also presents unique challenges, particularly when there is a wide range of ages and English proficiency levels within the same classroom. In my case, the students are not only of different ages and abilities, but they also follow completely separate curricula. This adds another layer of complexity, as I must address both developmental differences and the distinct academic requirements of each curriculum.

In one of my current classes, I teach a group of eight students aged 6-10, with a clear division between beginners and more advanced learners. Four students aged 6-7 are at the early stages of language acquisition, able to read basic CVC (consonant-vowel-consonant) words, and are currently focused on mastering long vowels with the magic "e" rule. On the other hand, the other four students, aged 8-10, are reading at levels G-H (according to Fountas & Pinnell), writing short paragraphs, and discussing stories in English.

This mixed-age, mixed-ability scenario presents several challenges. The students follow totally different curricula that reflect their distinct levels of proficiency and developmental stages. Students at different developmental stages require distinct teaching approaches, and balancing the needs of both the slower learners and the fast-paced learners demands a significant level of differentiation. The key to successfully managing such a diverse classroom lies in using effective strategies to engage each student at their level of understanding, while promoting growth and success across the group.

 

Challenges in teaching mixed-age and mixed-ability classes

The greatest challenge in such a classroom is the age gap. Younger learners, particularly those aged 6-7, are typically at an earlier developmental stage. They often require more visual aids, hands-on activities, and structured support to make progress in language learning. Conversely, older students (aged 8-10) tend to have better-developed cognitive and language skills. These students are often capable of engaging in more complex reading and writing tasks. The different maturity levels between these two groups can make it difficult to maintain a consistent pace that challenges the older learners without losing the attention of the younger, less experienced students.

Another significant challenge is the variability in learning speed. Some students pick up new concepts quickly, while others may need more time and repetition to grasp the same material. This is particularly noticeable in language learning, where students' proficiency levels can differ greatly. For instance, my beginners (6-7 years old) are still working on mastering CVC words and short vowels, while the more advanced students can read and write at a much higher level. Without careful planning, the fast learners may become bored and disengaged, while the slower learners might feel overwhelmed and left behind.

 

Differentiation strategies to support all learners

Despite these challenges, differentiated instruction provides a solution. Differentiation involves tailoring teaching methods and activities to meet the individual needs of students, ensuring that each learner can engage with the material at their level. Below are several differentiation strategies I use in my classroom to address the needs of both the younger beginners and the older, more advanced learners.

 

1. Tiered activities and tasks
One of the most effective ways to address varying levels of proficiency is to create tiered activities. A tiered approach involves providing tasks of varying complexity, so each student is appropriately challenged. For example, when teaching long vowels with the magic “e,” I might start with simple CVC words for the beginners, such as "cap" and "cape," where they can easily identify the change in vowel sounds. These students may also practice matching words with pictures or using flashcards to reinforce the concept.

Meanwhile, for the advanced learners, I would provide longer, more complex words, such as "bike" and "hike," and ask them to read these words within short sentences. Additionally, they could create their own sentences or even short paragraphs using these words. The more advanced students can be encouraged to explore spelling rules, word families, or synonyms that share the same vowel pattern. According to Tomlinson (2001), tiering helps ensure that each student is working within their zone of proximal development, engaging in tasks that are challenging but not beyond their capabilities.

 

2. Flexible grouping

Flexible grouping is another important strategy for managing a diverse class. By grouping students based on their current needs, I can ensure that each student receives the right amount of support and challenge. For example, during reading activities, I group the beginners together for guided reading sessions, providing ample support as they work on phonics and decoding skills. In contrast, I group the more advanced students together to discuss a short story or focus on more complex reading comprehension tasks.

Flexible grouping also fosters peer collaboration. The more advanced students are always eager to support the beginners by helping them sound out words or by explaining concepts in simpler terms. Research by Vygotsky (1978) emphasizes the importance of social interaction in learning, and flexible grouping allows students to learn from each other in a collaborative environment.

 

3. Scaffolding

Scaffolding is a vital teaching technique that involves providing temporary support to students as they learn new concepts, then gradually removing that support as they become more competent. For beginners, I scaffold their learning by using visual aids, modeling, and providing sentence frames. For example, when introducing the magic “e,” I would demonstrate how to break down words like "hop" and "hope" to illustrate the vowel change. I also use a song or interactive activity to reinforce the concept.

For more advanced learners, I reduce the amount of scaffolding, allowing them to work more independently while still providing opportunities for feedback and self-correction. According to Gibbons (2002), scaffolding helps students move from guided practice to independent use of new skills, and it is crucial in supporting learners at varying stages of development.

 

4. Differentiated assessment
In a mixed-ability class, differentiated assessment is essential. I use a variety of formative assessments to gauge student progress and adjust instruction accordingly. For instance, beginners demonstrate their understanding of long vowels by matching words to images or completing a fill-in-the-blank activity. On the other hand, the advanced learners are assessed through short written responses, where they create sentences or discuss a story using newly learned vocabulary.

Differentiated assessments allow me to track each student's progress, ensuring that they are meeting the goals appropriate for their level. Additionally, this approach provides a more accurate picture of each student’s strengths and areas for improvement. As noted by Black and Wiliam (1998), formative assessments are essential for providing feedback and helping students grow.

5. Incorporating technology
Technology provides an excellent opportunity for differentiation, especially in language learning. Educational apps and digital resources can be used to provide individualized instruction based on each student's needs. For the younger, beginner learners, apps that focus on phonics, vocabulary building, and simple reading exercises can be invaluable. For the more advanced students, tools like interactive e-books, grammar exercises, and writing platforms allow them to work independently while still receiving feedback on their progress.

Warschauer (2006) argues that technology in the classroom allows students to engage with the material in ways that meet their individual learning preferences, making it a powerful tool for differentiation.

 

 

Tech tools to empower learners

Technology offers fantastic opportunities to differentiate instruction, especially in language learning. I use a mix of digital tools tailored to both my younger beginners and more advanced students. For example:

• Beginners: Apps like Starfall, ABCmouse, and Endless Alphabet provide engaging, interactive activities focusing on phonics, vocabulary, and basic reading skills.
• Advanced learners: Platforms like Epic!, Book Creator, and ReadTheory offer opportunities for independent reading, writing, and grammar practice. These tools allow more advanced students to explore content at their own pace, while still receiving feedback.

Additionally, technology can be integrated into mixed-level centers or used as fast-finisher options, empowering all learners to work independently and at their own pace.

 

Post-reading activities to address all levels

After reading the story, I adapt the post-reading activities to ensure both lower and higher-level students can participate meaningfully. For the lower-level students, we focus on oral activities such as identifying parts of the story (e.g., characters, setting, and problem) while the higher-level students engage in writing responses. These students might write a “story connection” where they reflect on how the story reminded them of their own personal experiences. This structure allows all students to participate in a meaningful way, whether through oral or written expression, and helps them connect the story to their own lives.

 

Conclusion

Teaching a mixed-age, mixed-ability English class is undoubtedly challenging, but it also offers numerous opportunities for growth and creativity. By implementing differentiation strategies such as tiered activities, flexible grouping, scaffolding, differentiated assessments, and technology, I can ensure that all students—regardless of their age or proficiency level—receive the support they need to succeed. These strategies not only help manage the challenges of a diverse classroom but also foster an environment where every student can thrive and develop their language skills at their own pace.

 

References

Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.

Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Heinemann.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). ASCD.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Warschauer, M. (2006). Laptops and Literacy: Learning in the Wireless Classroom. Teachers College Press.

 

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