Teaching Mixed-Ability English Classes in Bangladeshi Universities: Challenges and Strategies
DOI:
https://doi.org/10.69907/tbj.v2i1.92Keywords:
mixed-ability classroom, diverse background, challenges, strategiesAbstract
Teaching English in mixed-ability classes in tertiary-level education has been a multifaceted challenge for educators globally. In contexts where learners possess diverse linguistic backgrounds, proficiency levels and learning styles, facilitators often struggle to provide inclusive instructions to ensure an even distribution of education. This research paper presents the findings of a mixed method study, designed to examine both the challenges and the strategies to overcome the hurdles faced in a mixed-ability classroom from students’ perspective. The study systematically examines the aforementioned issues followed by exploring a comprehensive set of pedagogical strategies, e.g., task differentiation, use of technology, peer to peer interaction, individual grooming etc., to be employed both by the teachers and students. The findings of the study statistically implicate the effectiveness of the above-mentioned strategies and aim to provide evidence-based guidance, to improve the teaching quality of such a classroom, despite its composite nature.
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