Proficiency
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Introduction
Welcome to Module 3!
In this module, we’ll explore the challenges and rewards of teaching students with mixed or lower English proficiency in EMI and EAP classrooms. In this module, we respond directly to some of our research findings in the Indonesian context. In the needs analysis questionnaire, EMI and EAP lecturers:
- indicated that teaching mixed ability classes is challenging;
- noted low English language proficiency as a source of challenge in teaching and learning;
- showed an awareness of the need to adjust the teacher’s language in communication;
Our research with focus groups echoed the views of questionnaire respondents and proposed utilising creative solutions such as project-based learning and peer collaboration to deal with the challenges.
Completing this module will help you to:
- Identify challenges in teaching students with mixed ability and students with lower English proficiency.
- Understand the principles and practices of scaffolding.
- Understand approaches to check students’ learning progress.
- Build awareness of ways to use classroom interaction to assist and promote learning.
- Make principled decisions in choosing strategies for supporting mixed ability and lower proficiency students.
During the module you will hear from:
Dr. Sari Karmina from Universitas Negeri Malang, Indonesia, who will:
- Define a ‘heterogeneous’ class and consider its challenges and potentials.
- Explore the strategies that can help you deal with lower English proficiency students in EMI classrooms.
- Discuss methods to check or assess learning progress.
Ms. Sofia Di Giallonardo from the University of Glasgow, the UK, currently lecturing on English for Academic Study, who will:
- Explore the theory of scaffolding and the relevant literature on scaffolding in mixed ability classrooms.
- Discuss scaffolding strategies teachers and learners can use in the classroom.
Dr. Steve Walsh from Newcastle University, the UK, who will:
- Consider the role of interaction (teacher-to-student; student-to-student) in learning.
- Showcase ways to help learners understand teaching content and promote learning opportunities in mixed or lower English proficiency classrooms.
Glossary of key terms
Before continuing with the module, you may find it useful to familiarise yourself with the following key terms (NB: can only be completed after all key input available):
| Scaffolding | ‘…the temporary, but essential, assistance that helps apprentice learners into new skills, concepts, or levels of understanding.’ Source: Maybin et al., (1992). |
| Heterogenous | Consisting of participants/members with different backgrounds ( English proficiency, motivation, learning styles, and age). |
| Interaction Interactional Competence | Teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning (Walsh, 2013, p. 132). |
| Differentiated Teaching | Making adjustments, adjusting the level of difficulty, or perhaps having different materials, having different texts for stronger readers, longer texts for stronger readers, shorter text for weaker readers, having a variety of tasks, some that are compulsory, some that are optional, so that stronger students can extend themselves. |
| Cooperative Learning | An approach of learning when a heterogenous, mutual, and cooperative small group works on a structured activity to accomplish a joint goal (Dyson, 2002). |
We hope you enjoy the module!
Module content
Discussion forum
Share your view and experience in the M03: Proficiency discussion forum. Feel free to engage with responses from other learners.
Find the M03: Proficiency topic below, or view our full Proficiency discussion forum for more.