Teaching to different levels

When teaching to different levels, there is much to consider. Often the same topic can be taught to different levels, but the teacher needs to modify the task to the level of difficulty appropriate for the students. For example, the same reading text could be used with classes of different levels if the task types change. A lower proficiency class could skim a text for function words such as articles or conjunctions, for example, while a higher proficiency class could read the exact same text for specific information and match headings to paragraphs.

Language grading

One of the most important things for English language teachers to learn is how to modify their own language according to the language proficiency level of their students. This is known as ‘language grading’. Basically, language grading means being aware of the students’ language ability and modifying what is said so students can understand. It is not important that students understand every word. However, it is important they understand the overall meaning. According to Krashen’s (1982) theory of language acquisition, ‘comprehensible input’ (input that is slightly above the level that learners can fully understand) is necessary for language acquisition.

Language grading often requires more modification for lower level students than for upper level students. As such, language grading when teaching lower level students will tend to be more challenging than when teaching upper level students.

Language grading tips

Language grading can take time to develop, but it is essential that teachers spend time and energy on this important skill.

Tips for language grading:

  • Speak at a natural speed but leave time after ‘chunks’ of speech if necessary
  • Speak with natural intonation and rhythm
  • Speak with natural phrases (do not omit small pieces of language such as articles and prepositions)
  • Use accessible grammar (avoid overly complex grammar)
  • Use accessible vocabulary (avoid overly difficult vocabulary such as idiomatic language)
  • Use gestures, images, and realia (objects and things from everyday life) to promote comprehension

Grammar and vocabulary at different levels

At lower levels, grammar is more simple and new structures are introduced on their own, rather than alongside others. However, at higher levels grammar items are more complex and can be compared with other known structures.

Vocabulary at lower levels is normally less conceptually complex and easier to explain. As students advance, vocabulary tends to become more nuanced, complex, and abstract. At lower levels, students are more reliant on the teacher to supply meaning to the vocabulary. However, at higher levels, students should be more able to check the meaning of new vocabulary items in dictionaries independently of the teacher.

Regardless of the level, teachers need to ensure they take the time to thoroughly understand and plan how they will explain new grammar and vocabulary before they attempt to teach it. Learners at all levels need to understand form, meaning and context of use for new language.

Productive skills at different levels

Speaking – At lower levels, students need more preparation time for speaking tasks. They can only talk on a limited range of topics and spoken exchanges may be rather short even after time spent preparing. At higher levels, students can produce speech more spontaneously and they require less preparation to do so. They can talk on a greater range of topics and for a longer amount of time.

Writing – At lower levels the focus is more on sentence-level language. If students write longer texts, they will require more support from the teacher. Model texts can be used in these cases. Student language is less sophisticated, and they may take longer to write less. At higher levels students can produce longer and a wider variety of texts. For example, they can be taught to produce texts from new genres such as essays and reports. They may move away from model texts and progress to genre analysis. Student language is more sophisticated, and they may take less time to write more.

Receptive skills at different levels

Reading – At lower levels students may struggle with the English writing and spelling system and reading may be slow. Tasks are often more general than at higher levels. At all levels, teachers should pre-teach vocabulary and have students read for gist (skimming the text for content to get an idea about the text) and read for detail (scanning the text for specific information in the text). However, the complexity of the task and text will increase as the student level improves. At higher levels students should be able to read more quickly, more independently and more widely. Encouraging reading for pleasure at an early stage is a good idea because good language learners often read widely. Using graded readers (literature with language graded for the different CEFR Levels) empowers students and can be very motivating for them. Listening – At lower levels students may struggle to hear connected speech and key words. Listening texts should be short and simple. At higher levels students will hear connected speech more easily. Students will be able to listen to longer listening texts and a wider range of texts. At all levels, as with reading, teachers should pre-teach vocabulary and have students listen for gist and then for detail, listening for specific information. The listening can be played as a whole or in chunks, giving students more time to process each part of the audio. It can also be useful to have students compare answers between first and second listening to engage and invigorate them.