This week, I had the pleasure of presenting “How to Engage All Learners in Mixed-Level Language Classrooms” at NNELL Summer Summit 2024, with my Mandarin teacher colleague, Gao Laoshi. When I refer to mixed-level classes, I mean a spectrum that includes brand-new students with zero Mandarin learning experience, students who understand frequently-used class expressions and daily phrases, students who can ask and answer simple questions, and students who speak Mandarin daily at home and read Mandarin Chinese at various levels. This creates an extremely diverse environment in terms of language proficiency, not to mention the different learning styles and needs present in a typical classroom.
During my research on current discussions about teaching mixed-level classes, I noticed a strong focus on strategies for grouping students and designing varied activities to engage them in learning. However, I believe that before separating students into smaller groups or individual tasks, we should first focus on unifying them as a cohesive learning community. This foundational step sets the stage for effective group work and individual learning, ensuring that all students feel connected, valued, and supported.
Let’s face it. Learning apps like Duolingo excel at data-driven and self-paced learning. The gamified nature of these apps can celebrate the learner’s achievements and provide timely feedback, often more efficiently than classroom teachers. Students might make faster progress in classes tailored to their specific language proficiency levels compared to a mixed-level classroom. So, what unique value or opportunity does our mixed-level classroom provide?
I see our mixed-level classrooms as microcosms of future society. Students learn how to interact and collaborate with peers from diverse backgrounds and with varying strengths. We want to prepare our students for the real diverse world that they will encounter sooner or later. In a mixed-level classroom, besides advanced students helping novice students review basic vocabulary, there are many more collaborative opportunities. For instance, a novice student can design engaging vocabulary board games with assistance from advanced students. An intermediate student can illustrate a Chinese story using hand-drawn or digital tools, while advanced students ensure the script is accurate. Additionally, a Chinese heritage student can learn about Jewish culture when another student presents Jewish food or holidays in Mandarin Chinese. These collaborative experiences not only enhance language learning but also foster essential life skills such as teamwork, empathy, and cultural awareness.
I also believe establishing a strong sense of community should be a top priority when planning back-to-school activities for September. How can we effectively build this hyper-mixed community? I would like to focus on the following four strategies.
Building a Shared Vision
In a hyper-diverse classroom, students bring a wide range of motivations and goals for learning Mandarin. Chinese heritage learners often want to fully communicate with their family and relatives, and navigate Mandarin-speaking regions on their own. Non-heritage learners might be drawn to specific cultural aspects, the unique Chinese writing system, or simply a desire for personal growth. During the same school year, while Chinese heritage learners work to improve their Chinese literacy from Intermediate to advanced level, non-heritage learners might progress from Novice-low to Novice-high.
To unify these diverse goals, we must establish a shared vision for students to work towards together. It should go beyond the outcome of language learning. For instance, aiming to become “multilingual global citizens with a deep understanding of Asia, intercultural competence, and collaboration skills, and a curiosity and respect for different cultures” can unite our diverse learners.
Building a Strong Foundation Through Routines
Establishing clear routines and expectations from the start is essential for both students and teachers. They create a structured environment where everyone knows what to expect, reducing anxiety and fostering a sense of stability. When advanced students know there will be activities to challenge their learning in each class, they won’t feel the need to ask, “Can I do my own Chinese homework from my tutor?” When novice students understand they won’t be called on to speak and there will be dedicated time for them to review basics with the teacher or other student helpers, they will feel more relaxed from the beginning. When you know you have a framework to rely on and adjust daily, you will feel more calm and relaxed. This sense of calmness will naturally extend to your students, creating a positive learning atmosphere.
Co-Building Community with Student Leaders
Teaching mixed-level classes is very dynamic. Even with the best intentions, maintaining consistent routines can be challenging. To address this, I have implemented student-led roles such as Brain Break Captains, English Monitors, and Translators. For example, I might forget to do brain breaks when we’re trying to finish up a story. That is why I have a “Brain Break Captain” in each class, who pauses and leads brain breaks for the class. Similarly, even though we agree on sticking with the target language only during whole-class discussions, I might switch to English when I want to explain something complex quickly. That is why we have an “English Monitor” in each class. We also have a “Translator” in each class—usually an advanced student—who ensures the language is comprehensible for all. Moreover, strong readers can lead group readings, while kinesthetic learners can act out the story and visual learners illustrate the story, based on what they understood. These students help maintain classroom flow and support their peers. Additionally, I have found that involving students in co-planning lessons fosters a sense of ownership and incorporates diverse perspectives. All these roles allow students to leverage their strengths and contribute to the class in meaningful ways, enhancing both their engagement and the learning experience of their peers.
Fun Team-Building Games to Foster Empathy and Embrace Diversity
As you can imagine, there are constant opportunities for students at different levels to interact with each other in our mixed-level classroom. Can we expect all students to naturally give peers constructive feedback or friendly comments? No! To foster empathy and embrace diversity, I incorporate team-building games in the target language once a week in September and once a month throughout the year. For example, “Role-playing Charades” encourages emotional understanding, “Find Someone Who” helps students learn about each other’s language and cultural backgrounds, “Four Corners” helps students discover shared interests, and “Compliment Chain” encourages students to appreciate each other.
By prioritizing unity, collaboration, and individual strengths, we can create a thriving mixed-level classroom where all students have the opportunity to succeed. A united class is a powerful force for learning. In the next post, we will delve into strategies for effectively grouping students within this unified classroom.