Pedagogical challenges of foreign language teaching in mixed-age primary school classrooms
Abstract An increasing number of primary schools, mainly in western European countries, have established mixed-age (M-A) classrooms due to the belief of the teaching community in the pedagogical and social benefits of this approach. In the area of foreign language teaching, the M-A approach has gained popularity, particularly at the primary school level. However, despite the increase in the number of M-A foreign language classrooms, the benefits of this approach remain unclear. This lack of clarity might be caused by the lack of research on M-A teaching practices in foreign language classrooms. In this article, I first describe what M-A classrooms are and address relevant research findings on M-A teaching. At the heart of the article, I address in detail some important pedagogical challenges of M-A teaching. Specifically, I consider in what ways and to what extent differentiated instruction is possible in these classrooms. Later, I discuss the issue of the “right” approach to M-A teaching and provide some pedagogical suggestions.