TEACHING SPEAKING IN MIXED-ABILITY CLASSES
DOI:
https://doi.org/10.37547/mesmj-V5-I3-22Abstract
Teaching speaking in mixed-ability classes presents unique challenges and opportunities for language educators. This article explores effective strategies for facilitating speaking activities in diverse classroom settings, where learners exhibit varying proficiency levels, learning styles, and language backgrounds. Drawing on principles of differentiated instruction, collaborative learning, and task-based language teaching, the article offers practical suggestions for creating inclusive speaking tasks, scaffolding speaking activities, and promoting peer interaction. By fostering a supportive and communicative classroom environment, language teachers can maximize opportunities for language practice, enhance learner engagement, and foster linguistic development across proficiency levels.
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