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dc.contributor.authorPassmore, Anne
dc.date.accessioned2019-09-23T21:19:35Z
dc.date.available2019-09-23T21:19:35Z
dc.date.issued2019
dc.identifier.urihttps://hdl.handle.net/10652/4700
dc.description.abstractRESEARCH QUESTIONS: 1. What are the challenges and advantages associated with teaching and learning in multilevel language classes? 2. How can learner-centred practices contribute to improved teaching and learning in my multilevel language class? 3. What recommendations can be shared for improvements in multilevel language learning in languages classes ABSTRACT: Effective teaching of multilevel language classes is considered problematic and stressful by many language teachers. However, studies investigating ways to improve the learning experience in a multilevel language class in New Zealand secondary schools are few and far between. This study explored a shift from teacher-led practice to a learner-centred approach, in an attempt to make the learning experience more positive for both teacher and student. The study involved a qualitative approach using practitioner research, notably action research self-study. The data gathering methods included a reflective journal, questionnaires and lesson observations. Regular entries into a reflective journal were made to record observations, reactions to, and reflections on, what was happening in the classroom. The participants were surveyed before the change of practice was introduced and again afterwards to ascertain their opinions on the effectiveness of the different approaches. Colleagues in the role of critical friends observed lessons pre and post-change of practice to provide rich and live feedback. The key findings of the study revealed a need for changes in role for teachers and students in a learner-centred environment. Students in this study preferred learning in a learner-centred environment which resulted in improved confidence and self-regulation skills. Teacher workload was perceived to be heavy in both teacher-led and learner-centred approaches, although lessons in the latter were less frenetic due to careful curriculum design. The recommendations of the study suggest that the challenges teachers experience when faced with multilevel language classes could be overcome by a new approach to teaching. However, this would necessitate new roles and attitudes for both teacher and students. For change to occur, it is imperative that there be more support and professional development opportunities available for language teachers. Furthermore, moving towards a learner-centred approach would require additional time to plan an effective programme.en_NZ
dc.language.isoenen_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectNew Zealanden_NZ
dc.subjectsecondary schoolsen_NZ
dc.subjectforeign language teachingen_NZ
dc.subjectlanguage teachingen_NZ
dc.subjectmulti-level classesen_NZ
dc.subjectmixed-level ability studentsen_NZ
dc.subjectstudent centred learningen_NZ
dc.subjectlanguage teachersen_NZ
dc.titleMulti-level language teaching in a New Zealand secondary school : a practitioner research studyen_NZ
dc.typeMasters Thesisen_NZ
dc.rights.holderAuthoren_NZ
thesis.degree.nameMaster of Applied Practiceen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.disciplineEducation
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130106 Secondary Educationen_NZ
dc.subject.marsden130202 Curriculum and Pedagogy Theory and Developmenten_NZ
dc.identifier.bibliographicCitationPassmore, A. (2019) Multi-level language teaching in a New Zealand secondary school: A practitioner research study. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Applied Practice). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/4700en_NZ
unitec.pages93en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.advisor.principalMane, Jo
unitec.advisor.associatedReinders, Hayo


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