Running head: Multiage Classes and Teaching Methodologies

Multiage Classes and Second Language Teaching Methodologies

José Luis Sandoval Lizarazo

José Julian Zambrano Moreno

Diana Teresa Suarez Flórez

Luis Eduardo Mancipe Luna

University of Pamplona

Faculty of education

Foreign Languages Program

Cúcuta, Colombia

October 29th 2009

Supervisor

Teacher: Päivi Vaahterikko-Mejía

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Multiage Classes and Teaching Methodologies

1. ABSTRACT

The age of globalization makes of English language a priority nowadays for

everybody. English language is more and more taught in schools, universities and

private institutions. But English language is not merely a matter of scholar

preparation.

It is not estrange to find adults who want to learn English. Most of the

private institutions which serve adults have special groups for their teaching. But the

situation changes when it comes to universities or some other institutions which do

not have special courses for adults. These usually adopt the same methodologies for

all the groups. Some of these groups become critical not only because of their

difference in level, but also due to their difference in age. The age factor includes a

variety of topics to consider when teaching English as a second language.

Background, level, interests, occupations, motivations, roles and expectations are

some of these topics, which this research will analyze.

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2. INTRODUCTION

The importance of the age in Second Language Acquisition (SLA) has set up

extreme different points of view concerning its acquisition. The research question:

How do multiage classes influence teaching methodologies in SLA? is intended to be

answered by identifying real and specific factors inside a SL multiage class. The

relation between the independent variable - Multiage Classes and the dependent

variable - Teaching Methodologies in SLA will be approached in this study.

Current teaching methods are expected to attain low reliability in their

application to multiage classes. In addition, the process is aimed to describe

effectiveness in some new methodologies applied through teaching inside multiage

SL class. The hypothesis that “in early age, humans have a superior capacity for

acquiring languages, and consequently, late SL learners need different methodologies

and tools to learn” will be debated.

Major (2001) suggests the theory of The Critical Period. He says that its

existence is an important fact to be considered in teaching methodologies. Birdsong

and Molis (2001) assume that SL attainment negatively correlates with age of

learning if learning commences after the presumed end of the critical period”.

Pinker (1995) implies that younger children can learn languages more easily

than older learners, using simple methodology such as drifting and encouraged

repetition. In contrast, adults must reactivate principles developed during first

language learning and demand more specific and individualized teaching due to their

complex grammatical structures.

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Multiage Classes and Teaching Methodologies

The present study offers further support for methodological models that

place a strong emphasis on age differences. As every single learning level demands

different ways to teach, all different maturation stages of the learner’s first contact

with second language, requires very specific tools which will be put in the test. This

project will show positive and negative results in the usage of teaching methods and

their very own strengths and weaknesses depending on the students’ ages and needs.
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Multiage Classes and Teaching Methodologies

3. RATIONALE

The starting point to study a second language, concerning the age, has

constantly been a matter of controversy for methodology uses. Therefore, authors

have set up extremely different points of view about Second Language Acquisition

(SLA) starting point. It is often said that children acquire a second language faster

than adults. Therefore it is claimed that people should start the study of second

language in the early time before puberty. The original ideas came from the

neurological and biological arguments of Penfield (1953, 1965), Penfield and Roberts

(1959), and Lennenberg (1967). Their research results showed that a Critical Period

for language acquisition was directly connected to the maturation process. They also

suggest that the Critical Period lasts from about two years of age to puberty. The

baby’s brain, younger than two years, does not have sufficient maturation to obtain

information, and after puberty the Language Acquisition process is blocked because

of the plasticity. The adult’s brain has much plasticity to acquire a new Language,

and it is completely lateralized with respect to language function.

Against these claims there have been numerous theoretical articles and some

research evidence denying the advantage of second language acquisition in childhood

and proposing that adults can be effective language learners as well as children.

Supporting this, Matsuhata (1984) claims that children appear to learn faster and

more than adults because they have more opportunities for language learning than

them, but not because of adults’ lower capacities.

In the 1960s the non-graded movement gained support in the United States.

At this time, many schools combined students in mixed-age groups or multiage class.
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Multiage Classes and Teaching Methodologies

The impetus for the movement in the 1960s was to save money. It was not

accompanied by necessary changes in philosophy or teaching practices. "Education

reforms which are based solely on financial considerations rather than a pedagogical

basis usually have a short shelf-life" state Grant, Johnson, and Richardson, (1996).

Multi-age is a commonly used term today to describe mixed-age groups.

multiage grouping is defined by Katz, Evangelou, and Hartman (1990) as "placing

children who are at least a year apart in age into the same classroom groups" so as to

intentionally "optimize what can be learned when children of different—as well as

same—ages and abilities have frequent opportunities to interact." Miller's (1996)

definition clarifies the meaning of multiage: "I use multi-age to mean two or more

grade levels that have been intentionally blended together to improve learning.

At the other extreme, there is the possibility younger students will be

overwhelmed or frustrated in a multiage setting. As in a graded classroom, children

should not be expected to accomplish developmentally inappropriate tasks.

Appropriate expectations and support will ensure the younger student’s progress

without feeling unnecessarily pressured.

Other potential disadvantages of multiage classrooms are a result of concerns

about the multi-year experience itself. Because children are grouped together for

more than one academic year, considerations need to be made in the case of a

dysfunctional class or an incompatible relationship that directly affects the child's

ability to perform successfully in that classroom.

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3.1 BENEFITS FOR STUDENTS OF MULTIAGE CLASSES

A variety of researches have demonstrated some benefits of multiage

programs. Students in multiage classrooms demonstrate more positive attitudes

toward school, greater leadership skills, greater self-esteem, and increased pro-social

and fewer aggressive behaviors, compared to peers in traditional graded classrooms

(McClellan & Kinsey, 1999; Veenman, 1995). Pratt (1983) summarized evidence

from both experimental and ethnographic research on the merits of multi-age

groupings in the affective and social skill areas. He concluded that both the younger

students and the tutors benefited from the experiences Leier (2007, see table N. 1 and

2.) states that students belonging to multiage classes obtain higher scores than those

from single-age classrooms. She also shows a scheme in which she explains the

benefits achieved through a mixed-age group and the phenomenon that the oldest

group in a multiage class benefits the most.

Table 1. BENEFITS FOR STUDENTS OF MULTIAGE CLASSES (LEIER, 2007)

BENEFITS OF MULTIAGE CLASSES

•Learner-centered
•Continuous progress
•Developmentally appropriate
•Differentiated instruction
•Integrated, meaningful, rich curriculum
•Cooperative, nurturing
•Flexible, small groups
•Peer tutoring
•Diversity is the norm
•Promotes:
self-initiated learning
self management
self confidence
self advocacy
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Multiage Classes and Teaching Methodologies

Table 2 WHO BENEFITS THE MOST IN A MULTIAGE CLASS (LEIER, 2007)

WHO BENEFITS THE MOST IN A MULTIAGE CLASS?

THE OLDEST

•develop responsibility
•opportunity for leadership
•improved self regulation
•experience in different social strata
•strong relationship with the teacher
•familiar with routines, expectations
•consistency over time
•emulated by younger classmates
•opportunity for peer tutoring
•develop altruism

Frosco (2004) suggests that children in multiage classrooms achieved a higher

cognitive developmental level at a faster rate than those in classrooms of same-age

colleague. Furthermore, including students of different ages in one classroom may

create a caring environment, as it encourages older students to serve as role models or

mentors to help their younger partners.

Although many researchers (McClellan & Kinsey, 1999; Veenman, 1995)

continue intending to demonstrate acceptation with the philosophies of the multiage

classrooms some of them are skeptical of multiage programs. The first barrier is

usually dissatisfaction and rejection by parents. Mixing their children with children of

other ages raises concerns about the quality of instruction. Parents of older students

tend to think that their children will learn less, while those of younger ones worry that

their children might be challenged too intensely and lose confidence in their learning

abilities adds Song (2009).

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Multiage Classes and Teaching Methodologies

The research findings intended to provide both positive and neutral effects of

multi-age and multi-grade grouping. Ansa (1989) found that some children seem to

benefit from multi-grade classes while others seem to do better in single-grade

classes. Gutierrez and Slavin (1992), Pavan (1992) and Miller, (1990) found that

children in non-graded classrooms fare as well or better than children in single-

graded classrooms on standardized measures of achievement. Pavan's review (1992)

found that students in multi-graded settings did as well as, or outperformed, students

in single-graded classrooms. Veenman (1995) conducted an analysis of 56

international studies of the cognitive and non-cognitive relationship of multi-age

classrooms and achievement. He concluded that the effects were neutral. Veenman

(1995) suggests that inconsistencies in research outcomes may be attributed to an

inconsistent definition of multiage education. Veenman’s research (1995) contends

that there is not a significant difference in the quality of instruction between models

(multiage and single grade classes) if the class size is controlled and teachers are

trained to teach through appropriate methods.

3.2 DISADVANTAGES

Many parents express concern that the older students in a multiage classroom

will spend their time tutoring the younger students and will not learn anything new.

First, multiage education has not been shown to have any negative effects on

academic achievement according to Anderson and Pavan (1990 ).

Part of this misconception stems from the belief that the older children will

always be helping and the younger students always in need of assistance. A research
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Multiage Classes and Teaching Methodologies

proves this is not the case. In a recent study, five to seven year olds were observed

during their free choice time in a multiage classroom. During the 15 hours they were

observed the occurrences of assistance were categorized. An older student helped a

younger student 42 percent of the times. A student helped a same-age peer 33 percent

of the times and 24 percent of the occurrences involved a younger student helping an

older student. Also, students emulate each other without requiring direct tutoring.

Children often acquire behaviors by simply observing and then imitating social

models. "It is interesting to note that these models are often just pursuing their own

interests, and are not consciously trying to teach anything" says Bandura (1993).

4. METHODOLOGIES FOR MULTIAGE CLASSES

A consisted factor in those studies that explain positive achievement results

for multiage students over same-age students is the use of a developmentally

appropriate approach to teaching, including teaming, cooperative group work,

integrated curriculum, and encouragement of interactions among students.

Research supports the use of developmentally appropriate teaching practices

in producing positive achievements results (Hart, Burts & Charlesworth, 1997).

Slavin's work demonstrates that peer interaction in and of itself does not enhance

learning. Rather, learning enhancement depends on the specific ways that the teacher

guides those interactions.

Johnson (1994) suggests Looping: a teacher stays with a group of same-age

children for two years, as a natural step toward teaching children of mixed ages.

Developmental grouping is a form of multi-age grouping. Students are grouped by

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Multiage Classes and Teaching Methodologies

developmental indicators, regardless of grade level. This plan encourages the

formation of communities in a middle school that share common developmental

needs and concerns in a mixed-age setting. Developmentally Appropriate Practices

are teaching methods and curriculum components that are based on a child's

developmental abilities. Such practices include active learning experiences, varied

instructional strategies, a balance between teacher-directed and child-directed

activities, integrated curriculum, and learning centers (Privett, 1996).

5. PHYSICAL DESCRIPTION OF THE ACADEMY

The institute is locates at 1E Av. 11A-25 Los Caobos neighborhood in Cucuta

city. This is, economically, a medium-high level zone. The facility for the institute

counts on a two floors building. In the first floor there is the front desk, a storage

room for books, one classroom and the men’s bathroom. On the second floor, there

are two more classrooms and the women’s bathroom.

5.1 THE CLASSROOMS

Classrooms are in general similar. There are three classrooms all with an

average of eight square meters. The walls are all painted white. There are four loud

speakers one in each corner of the room. There are also twelve chairs for the students

and one for the teacher. In front of the students and holding from the wall, there is a

television connected to the computer. The class also counts on an air conditioner.
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Multiage Classes and Teaching Methodologies

5.2 TOOLS FOR THE DEVELOPMENT OF THE CLASS

The class starts at seven ten. The book used in the class is called “Top Notch”

from Pearson Longman Press. The teacher starts the class by checking the

“workbook” which is assigned after each unit. Next, the teacher proposes a

vocabulary exercise which is repeated three times by the students. After this, the

teacher plays a tape script once waiting for the repetition, he does it once again and at

last he has the students practice this exercise orally with their classmates. The

grammar is explained in the middle of the class. The teacher uses the board and two

different color markers to write examples and uses. The next part is the production

where the student is given the opportunity to apply what he has just learned. He is

demanded to create dialogs using the vocabulary according to the grammar. This part

is followed by the oral practice of these dialogues in pairs with personal supervision

of the teacher. The class ends at eight fifty five and the students are assigned

homework when necessary.

6. RESEARCH METHOD

The present study is carried out on the basis of observation and fieldwork. The

researchers will attend some classes at EFL Academy in Cucuta in a multiage class

ranging from 18 years to 42 years of age. The group is composed by a number of

eight students in total. Visits will be carried out in a four weeks period of time from

October to November 2009. The first observation will accomplish the goal of gaining

confidence. The investigator will enter the institution playing the role of a student.
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Multiage Classes and Teaching Methodologies

Data is collected as notes in a fieldwork journal for each researcher. Consequently in

the next observation the students will be interviewed and applied questionnaires as

well as the teacher. This will enable the researcher to have a perception of the

individuals in the class. At the end of the observation the investigator will apply

participant observation and all perceptions from people involved (students, teachers,

administrators) will be gathered as data to be analyzed both quantitatively (figures)

and qualitatively to obtain reliable and balanced information.

7. DISCUSION AND RESULTS

Multiage classes vary according to the level and the motivation of the

students. The interests are very different in a student of twenty years old and one of

forty two. Even their priorities change due to the age and the responsibilities assumed

along their live. Students seem to obtain more advantages in EFL academy than the

common disadvantages assumed in advance (before starting the course). The group

has defined roles and the teacher appears to recognize each role, capacity, disposition

and potential help to the class. The students are willing to work with any other

classmate.

Adults seem to provide a high level of discipline to the group. In other words

when some adults are absent, the sense of organization is affected. The presence of

adults gives balance to the class, but it is very common to notice absences more than

teenagers’. By the third week of research, three adults out of the group quit. Two of

them claimed having encountered work opportunities as the cause. The other one said
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Multiage Classes and Teaching Methodologies

that university studies became more demanding by this time; therefore she could not

come to class anymore.

As a final conclusion, the age factor does not seem to affect the learning

process in a multiage English class. The multiage classes are more organized and the

commitment of the students is remarkable. Students also have the chance to interact

with a variety of points of view and customs, fact that emulates the real world. On the

other hand the benefits are not only for the students, the teacher is frequently helped

by the older students who act as tutors and develop easily different sorts of dialogues.

The interaction of the adults does not permit empty spaces or long stops in the

development of the class because they do not appear to be afraid of talking and

making mistakes as usually teenagers or kids are.

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Multiage Classes and Teaching Methodologies

REFERENCES

Anderson, Robert H., and Pavan N. (1993). Nongradedness: Helping it to Happen.

Lancaster: Technomic Publishing Company, Inc. 

Ansah, V. (1989). Multi-Grouping and Academic Achievement. (ERIC Document ).

Bandura, A. Social Learning Theory. Englewood Cliffs: Prentice-Hall, 1977. 

Flege, James E. (2002). Interactions Between the Native and Second-Language

Phonetic Systems. An Integrated View of Language Development: Papers in

Honor of Henning Wode. Alabama, University of Alabama at Birmingham,

Rohde editions.

Grant, Jim, Bob Johnson, and Char Forsten.(1996) "Multiage Classroom Benefits."

Handout. Rptd. in Every Child A Learner. Ed. Arlene Fredenburg. 9th ed.

Peterborough: Society for Developmental Education, 1996. 112.

Johnson, D, & Jhonson, R, (1994). Learning Together and Alone; Cooperative,

Competitive, and Individualistic learning.Boston: Allyn and Bacon.

Ka Hart, C, Burts, D & Hart, Charlesworth, R. (1997). Integrated Developmentally

Appropriate Curriculum: From Theory and Research to Practice. Albany:

State University of New York Press.

Leier,M. (2007). Multiage Learning Environments Have ManyBenefits. Choosing

Multiage

Lightbown, P. (1990). Process-Product Research on Second Language Learning in

Classrooms. Oxford: Oxford University Press. 2nd edition.

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Multiage Classes and Teaching Methodologies

Major, Roy C. (2001). Foreign Accent: The Ontogeny and Phylogeny of Second

Language Phonology. Arizona: Psychology Press.

Miller, B. A. (1996). A Basic Understanding of Multi-Age Grouping. The School

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Penfield, W. and L. Roberts. (1959). Speech and Brain Mechanisms. Princeton:

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Pinker, S., (1994). The Language Instinct. New York: Morrow.

Plucker,Song & Spradlin.( 2009). The Advantages and Disadvantages of

Multiage Classroomsin the Era of NCLB Accountability.Center for

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Pratt, D. (1983). Age Segregation in Schools. Paper presented at Annual Meeting of

the American Educational Research Association. Montreal, Quebec, Canada.

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Slavin. R (1987). Developmental and Motivational Perspectives on Cooperative

Learning: A reconciliation Child Development, 58(5), 1161-1167.

Veenman, S. (1995). Cognitive and non-Cognitive Effects of Multi-Grade and Multi-

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