Preface Summary of teaching sheets Chapter 1: The characteristics of a multi-level language class Chapter 2: School differentiation: from yesterday to today Chapter 3: The communicative and action-oriented approach and the multi-level class Chapter 4: The role of the group in the multi-level language class Chapter 5: The different groupings in a multi-level language class Chapter 6: The didactization of various supports for a multi-level language class Chapter 7: The didactization of the same support for a class of learners of different levels Chapter 8: The contribution of ICT in a multi-level language class Conclusion
Objectives and methodological approach
The language class is not necessarily the bringing together, under the guidance of a teacher, of a group of students of the same level and of the same learning profile. Heterogeneity is most often the rule: difference in levels, contrasting interests in relation to the language learned, attitudes and learning behaviors strongly differentiated according to the cultural universe of origin. What is called the multi-level class corresponds to this second model and calls for the teacher to put in place appropriate pedagogical solutions that preserve the unity of the group-class while building a specific learning path. Our two authors, Catherine David and Dominique Abry, tackled the problem head-on and set up the bases of a differentiated pedagogy which fits into the logic of learning a foreign language, according to the competence profiles of each. In this way, they want to fill a certain void in this area and reassure teachers by offering them solutions that can find place in various methodological frameworks.
