level class is a mixed class. Regardless of what they've all been
exposed to, by the time learners get to their 3rd year or so, the
actual syntactic and lexical acquisition is all over the map. The
challenge in combining levels is largely one of perception. Students
at the "lower" levels will feel lost as soon as you introduce material
with any structures or vocabulary that they haven't covered. Students
at the "upper" level will of course object to covering grammar
structures that they've already seen (never mind whether they actually
"acquired" the material or not). But of course, you'll also get this
effect when you combine students at the same level who've been with
different teachers previously.
By year 3, students should already have the basic language-learning
tools they need to succeed in almost any class. They should know how
to use a dictionary, extract meaning from context, pick out salient
words, take risks in speaking, understand enough about tenses,
agreement, parts of speech, etc. to talk about grammar and identify
endings, even if they don't understand those endings, etc. This is
why, when designing assessments for language learners, I care more
about assessing these skills than I do about their actual proficiency,
which is going to fluctuate all their life anyway.
Hesitant learners will use the mixed environment as an excuse to NOT
apply these language-learning skills, so they need support. I tell
kids that it's not as if there's a level 3 France where they don't use
conditional sentences and a level 4 France where they avoid talking
about things in the subjunctive mood. It's about using what you know
to maximum effect, and using available resources to increase what you
know.
Peter Vinogradov
On Jul 28, 2010, at 10:59 AM, Peter Wylie wrote:
> Chris, I don't if this will be helpful because I'm a VERY mature
> adult. But
> I have been studying French on and off for over 50 years. I now take
> conversational classes at the Alliance Francaise here in DC. It is
> an excellent
> place for adult learners.
>
> Okay, my point. The more diverse the ability levels of the students
> in the
> class, the more difficult it is for all the students. The advanced
> ones
> have to slow down their rate of speech and translate what they've
> just said
> into English for the less experienced students. At least that's
> what I do.
> Not a great solution.
>
> Anyway, the more homogenous the group the better. C'est mon avis.
> Bonne
> chance. Peter
>
>
> In a message dated 7/28/2010 10:41:39 A.M. Eastern Daylight Time,
> taylorc@lws.edu writes:
>
> I am wondering if any French teachers have had classes of French
> students
> at
> different levels,e.g. French III and French IV?
> Our numbers are down for French students but we want to continue the
> program.
>
> Chris Taylor
> Head of School
> The Lowell Whiteman School
> Steamboat Springs, CO 80487
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874
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>
> Peter Wylie
> 1666b Euclid Street, NW
> Washington, DC 20009
> 202-332-7571
>
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874
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