Working in mixed-level groups

Context: This study was conducted at Escuela Normal No. 1 de Nezahualcoyotl, a teacher training college in the State of Mexico. The focus was on addressing the challenges of teaching mixed-level English learners. The group consisted of 35 first-year students with varying English proficiency levels, ranging from A1 to B1 according to CEFR standards. The diverse language abilities, along with the need for collaborative learning, posed a challenge for both the teacher and students. Aims: The project aimed to explore effective strategies for teaching mixed-level groups while fostering collaborative learning. Specifically, it sought to understand how students felt about working with classmates of different proficiency levels and whether a structured grouping approach could promote language development and teamwork. Methods: Data were collected using student questionnaires, reflective journals, and classroom observations. The exploratory phase investigated students' attitudes toward mixed-level group work and their preferences for collaborative activities. Based on findings, an action plan was implemented that involved grouping students by proficiency levels using a colour-coded system, assigning specific tasks, and monitoring group interactions. Findings: The results showed that structured mixed-level group work promoted greater cooperation and language practice. Students at higher levels took on supportive roles, helping peers with explanations and corrections, while lower-level students gained confidence through peer support. Observations revealed improved teamworking skills and increased participation from all students. Additionally, students reported feeling more comfortable and motivated to collaborate with classmates, which created a positive and inclusive classroom atmosphere. Implications: This study highlights the potential benefits of structured grouping strategies for managing mixed-level classrooms. Teachers working in similar contexts might consider implementing flexible grouping systems to balance the needs of students at different proficiency levels. Such approaches can foster peer learning, improve teamwork, and encourage active participation, benefiting the entire group.

Keywords (free text)

english as a foreign language, mixed-level groups, collaborative learning, peer support, group work strategies, language proficiency, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/810

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Champion Teachers Mexico: Stories of Exploratory Action Research in Escuelas Normales