My previous post focused on differentiating our learning environment—specifically, how to adjust expectations, procedures, and routines in a hyper-diverse, mixed-level language classroom. Teaching students with varying levels of proficiency is entirely different from working with a group where everyone is at a similar level. So, how do we plan units or lessons for these mixed-level classes in a way that promotes academic growth for all? Where do we begin, and what should we prioritize?
Start by Knowing Your Students
Before diving into instruction, it is crucial to truly understand our students. Beyond just their language proficiency (readiness), we need to know their interests and learning profiles. A pre-assessment of language skills and a student survey are essential. Here are a few sample questions that can guide this process:
- What do you enjoy doing in your free time?
- What food or drink do you like?
- What are you interested in learning in this language class?
- How do you plan to use Mandarin (or your target language) now or in the future?
- Is there anything I should know to better support your Mandarin learning?
Inquiry-Based Learning in a Language Classroom
In my language classroom, I follow an inquiry-based approach, which aligns with my school’s core values across all subjects. When introducing new sentence patterns or Chinese character radicals (the meaningful components of characters), I provide examples that enable students to uncover patterns and rules on their own, promoting a deeper understanding of the language. Depending on a student’s age and language proficiency, the structure of the inquiry will vary. For students in lower grades or with beginner language skills, I provide more structured and guided inquiry. Meanwhile, students in higher grades or with more advanced language proficiency engage in more open-ended inquiry.
Why the difference? In world language classes, students are expected (or guided) to explore questions or problems in the target language. They do this through listening, speaking, reading, and writing in Mandarin (or another target language). Students could be grouped by their inquiry or by their language proficiency level. Teachers act as facilitators, helping students refine their questions, providing resources, and guiding the learning process.
Example: Inquiry in Action – The “Sports” Unit
An example of this approach in action is my current unit on “Sports,” where students at different proficiency levels explore the same theme but from various perspectives and depths. I began by asking each student to write down their personal questions related to sports: “What do you want to know about sports?” I emphasized that they would investigate and answer these questions entirely in Mandarin. For instance, if novice students wrote a question like “How do schools in the U.S. and China promote sports?” I might guide them to refine it to “What sports do schools in the U.S. and China typically offer?” as this question is more accessible for novice learners to answer by listening to or reading relevant materials.
Next, I created a shared inquiry that integrated students’ personal questions and aligned with my guiding principle of developing intercultural competency. In this “Sports” unit, our shared inquiry became: “What are the popular sports and athletes in China and the U.S., and why?”
This inquiry-based approach empowers students to take ownership of their learning, while ensuring it remains meaningful and achievable. The questions—whether generated by students or co-created with teachers—serve as a compass, guiding differentiated instruction that meets each student’s interests and proficiency level.
- Novice Students: “What are the most popular sports in my class, grade, school, community, or in China?” Students could explore the most popular sports in their class and community by listening to and understanding their classmates and community members’ presentations in Mandarin.
- Intermediate Students: “What sports are popular among people in China or within Chinese-American communities, and why?” Students at this level expand their inquiry by investigating what sports are popular among people in China or within Chinese-American communities. To do this, they may conduct interviews with Mandarin speakers in both local and global communities.
- Advanced Students: These students dive deeper, exploring the popularity of sports in both China and the U.S., and analyzing why certain sports are more favored in each culture. They do this through reading articles I provide. Middle school students conduct their own research with tools like pop-up dictionaries and practice their critical literacy skills.
While inquiry-based learning often emphasizes informational listening, reading, and writing, I have found that it can also be adapted to accommodate diverse learning styles. For instance, students who enjoy storytelling can create their own narratives based on our shared topics such as “Sports”. For those who love music, we have collaborated on writing lyrics and used AI tools to generate songs.
By differentiating instruction based on students’ readiness and interests, and using inquiry as a guide, I believe that we can foster a rich and engaging learning environment that supports all levels of language learners.
References:
Murdoch, K. (2022). Getting Personal with Inquiry Learning: Guiding Learners’ Explorations of Personal Passions, Interests and Questions. Seastar Education.
Tomlinson, C. A. (2017). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.
Doubet, K. J., & Hockett, J. A. (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
Gibson, V. (2009). Differentiated Instruction: Grouping for Success. Staff Development for Educators.