In this chapter, the findings of Ms. Chou and Ms. Yin’s beliefs and classroom practices were discussed separately according to data collected and analyzed from the teacher interviews and classroom observations.
The findings of teachers’ beliefs in teaching large multilevel classes were mainly derived from semi-structured and post-observational interviews. Based on the research questions of the study, the researcher classified the findings into six main sections: beliefs on elementary school English education, beliefs on language learning, things teachers should do in large multilevel classrooms, difficulties in teaching large multilevel classes, effective teaching practices for large multilevel classes, and suggestions to improve elementary school English education.
Results from the classroom observations indicated the major findings gathered from the teaching observations. Both teachers were observed for six classes. The data were collected, recorded, transcribed, analyzed, and translated. With the considerable quantities of data collected, the researcher tried to identify significant teaching events and practices the teachers used to counter large multilevel classes. Data were categorized into two main sections: teaching processes and classroom practices for large multilevel classes.
4.1 Ms. Chou
4.1.1 Findings from the Teacher Interviews
4.1.1.1 Beliefs on Elementary School English Education
Teachers should teach according to the Nine-year Integrated Curriculum Guidelines. In Ms. Chou’s view, teaching goals for English education in the
elementary school level should follow the Curriculum Guidelines, namely (1) arousing students’ interests in learning English, (2) cultivating students with basic communication ability in English, and (3) providing students with the knowledge of both domestic and foreign culture and customs.
In the elementary school level, Ms. Chou suggested that teachers are encouraged to arouse students’ interests in English by creating a fun and happy learning environment. She emphasized that English should be introduced to students through meaningful activities, such as group work, pair work, and communication-oriented games. Her beliefs in including all four language skills in teaching were revealed through her planning of classroom practices.
I [Ms. Chou] think it is important to focus on teaching listening and speaking first, and then slowly progress into reading and writing. When introducing a new concept, the teaching process should be listening, speaking, reading, writing, and then all four skills together. I always try to plan my lessons based on this process. (TIC, 20080415)
Teachers should teach towards the majority. Ms. Chou insisted that
“elementary school education is regarded as compulsory education, not gifted education” (TIC, 20080415).
I [Ms. Chou] target my teaching towards the average level of students in the class.…
I see them [students who do not go to cram school] as the ones that I really have to teach.... To be honest, those high achievers don’t need it [the teachers’ special attention]. They participate in the class because the school requires them to do so.
(TIC, 20080415)
When instructing large multilevel classes, Ms. Chou would plan her lessons based on the average students’ English competence. According to her, elementary school teachers should teach according to the Curriculum Guidelines and design their lessons to benefit the majority.
4.1.1.2 Beliefs on Language Learning
Ms. Chou stressed that “The best way to learn English is to go and to live abroad [an English-speaking country]. We [EFL teachers] can’t say that [to our students], but it’s true” (TIC, 20080502). However, in an EFL context such as Taiwan, she believed that “interest” and “motivation” are the two most important elements for language learning. “You [students] have to know why you are learning it [English]. If you are interested in it, other elements like vocabulary, grammar, would not be a problem at all” (TIC, 20080502).
Teachers should arouse students’ interests through communicative and meaningful activities. Considering that students have different English proficiency and learning interests, Ms. Chou tried to stimulate each student’s interests in learning by introducing “multi-teaching activities” (TIC, 20080415) such as playing games, singing songs, or reading storybooks. “If their [students’] interests are promoted, their proficiency would increase; and when they feel that they are improving, they would want to learn more” (TIC, 20080502). When carrying out the activities, Ms. Chou noted that teachers have to “encourage” and sometimes “provoke” (TIC, 20080415) students to participate in class, especially when teachers are dealing with those who are not interested in English. For example, if a student refused to read out loud along with the class, Ms. Chou said she would provoke them by saying “If you don’t want to read along, does this mean you want to read by yourself?” She stated that this kind of stimulation always works like a charm.
Teachers should reinforce students’ motivation and confidence in learning through spiral teaching practices. According to Ms. Chou, the most effective way to arouse students’ motivation was to “promote their proficiency in the language” (TIC, 20080502). Based on this belief, she highlighted the need to conduct classroom practices through spiral teaching practices.
I [Ms. Chou] like to integrate old knowledge with new information.… Let students have the chance to review and practice what they have learned in the past, and then add in new learning elements.... When students play in the games, they are actually using their old knowledge to gain new knowledge. (TIC, 20080502)
In Ms. Chou’s view, spiral practices can arouse students’ interests and, at the same time, promote their English proficiency. Besides spiral teaching, she also believed that practice makes perfect. To help students achieve ideal learning outcomes, she insisted that teachers should provide sufficient opportunities for them to practice.
Teachers should help students establish positive and respectful attitudes towards learning. Ms. Chou emphasized that students’ attitude towards learning basically determines their overall learning. Hence, teachers are obligated to inculcate students with basic moral principles, especially with the concept of “respect” (TIC, 20080502).
If you [students] learn to respect yourself, you will care about your school achievements. If you respect others; you won’t disturb your classmates or the teacher during class. I [Ms. Chou] really think that the basic term for learning is ‘respect,’ I really think so. (TIC, 20080502)
To conclude, Ms. Chou believed that effective learning depends on both the teacher and the student. Teachers have to design meaningful activities to arouse students’ interests in English, especially in large multilevel classes where students differ in their proficiency, learning styles and interests. In addition to teachers’ effort, Ms. Chou stressed that students themselves should be responsible for their own learning by participating in the classroom activities, finishing their homework, and reviewing the lessons.
4.1.1.3 General Principles for Teachers Teaching Large Multilevel Classes
Teachers should play multiple roles and provide students with appropriate support. Ms. Chou reported that, besides the role as an English teacher, she had to
play multiple roles in accordance with students’ mental development. For example, she sees herself as both a teacher and a mother when she instructs the second-graders.
Nevertheless, when teaching fifth graders, her role would change into more of a teacher and a friend. According to Ms. Chou, good teachers should be able to provide students with the support they currently need, both mentally and academically.
When I [Ms. Chou] teach them [fifth graders] English or moral principles, I will take the role as a teacher. However, during activities, I wish to return to the role as a friend because they will be more willing to share their thoughts with me.... On the other hand, when teaching lower grade levels, I become more directed and teacher-centered because the kids are too young…. I need to remind them about the little things in daily life [such as monitoring their personal hygiene habits and classroom behaviors]. (TIC, 20080502)
Teachers should memorize students’ names. The key in establishing a friendly and trusting relationship with the students, as reported by Ms. Chou, was to know their names.
In my [Ms. Chou] point of view, if my teacher doesn’t even know my name, do you think she would care about me? I don’t think so…. Memorize children’s names and establish a good relationship with them, after that, you will be able to pass your teaching beliefs to them. (TIC, 20080502)
Remembering names seem easy; but for a teacher who teaches approximately six large classes in the school, it immediately becomes a tremendous challenge.
Notwithstanding the difficulty, Ms. Chou believed that if teachers were able to call on students’ names during classroom activities, students would feel more involved in the practices and eventually achieve maximum learning.
Teachers should maintain frequent contact with homeroom teachers. Ms.
Chou pointed out various factors that may influence students’ learning behavior, such as their family backgrounds, their prior learning experience, and even small events that affected their mood in class. Aware of this situation, Ms. Chou noted that it is important for subject teachers to maintain frequent contact with students’ homeroom
teachers to understand each student’s learning situation. “If homeroom teachers and subject teachers establish a tacit understanding,… I [Ms. Chou] think problems regarding the children would diminish a lot” (TIC, 20080415).
Teachers should adjust lesson plans in accordance with students’ learning pace: Practice makes perfect. In Ms. Chou’s view, effective teaching does not mean rushing through lessons and following the school’s curriculum schedule. “I [Ms.
Chou] always feel reluctant to plan my lessons simply to fit the schedule, which may sacrifice what the children really needs.” (TIC, 20080502) To Ms. Chou, it is more important to assure that each individual understands the lesson that is currently taught and are provided with sufficient opportunities to practice using the language. Ms.
Chou reported that a good teacher has to provide students with enough time to digest the newly taught information. Practice makes perfect, after all, how can students learn something new if they are not even familiar with the old ones?
Teachers should implement effective teaching activities. Three main criterions for effective and meaningful teaching activities were identified by Ms. Chou.
According to her, an effective practice (1) achieves certain learning goals, (2) arouses students’ interest, and (3) suits the teachers’ characteristics.
Since students are maturing year by year, Ms. Chou tends to change the contents of her activities according to students’ different grade levels. For example, she adopts the Total Physical Response approach when teaching second graders. She would design practices which allow young learners to move around the classroom, like matching word cards and drawing pictures on the board. As for fifth graders, she prefers communicative activities that are a bit challenging, such as maps, puzzles, and information gaps.
Nevertheless, Ms. Chou stressed that each class has different learning climate.
Some classes are more active while others are more placid. Some classes enjoy songs
and stories while others might regard them as childish and boring. Teachers have to adjust their activities to meet the dynamic characteristics of different classes.
The same practices might be taught differently in different classes. The main idea of the activities remains the same; however, you [teachers] would have to adjust your ways in giving explanations and instructions. Also, the same activities cannot be continuously used in the same class, kids would get bored…. They would become robots, knowing what step you would take next. (TIC, 20080415)
Ms. Chou said that every teacher has his or her unique way of teaching. She personally prefers to adopt student-centered communicative activities in the classroom and also encourages students to practice the language as much as possible.
Some teachers love to play games; they would let students play throughout the whole class. Some teachers like to sing songs; they include songs in their practices; they sing every day. Others like to look up words in the dictionary; they would ask their students to go home and look up the vocabulary in the textbooks. As for me, I [Ms.
Chou] hope to include at least one or two game-like activities for each lesson, something fun for students to practice English in class. (TIC, 20080502)
Teachers should adopt multiple assessment approaches. In large multilevel classes, Ms. Chou thinks that it is not fair for teachers to base their evaluation only on tests since approximately ninety percent of the students have already been learning English before elementary school and have acquired advanced English proficiency.
Students should be responsible for their own learning and the amount of effort they have devoted in their learning would show in their homework and classroom performances. As for Ms.Chou’s assessment policy, forty-five percent of students’
total score is based on tests and exams, forty percent on their homework, and fifteen percent on their classroom participation.
To conclude, Ms. Chou shared various things she believed a good teacher should do in large multilevel classes, namely playing multiple roles and providing students with appropriate support, memorizing students’ names, maintaining frequent contact with homeroom teachers, adjusting lesson plans in accordance with students’ learning
pace, practicing effective teaching activities, and adopting multiple assessment approaches.
4.1.1.4 Difficulties in Teaching Large Multilevel Classes
Despite the teaching strategies Ms. Chou has adopted to achieve students’ effective learning outcomes, she mentioned that students’ diverse English proficiency still caused various teaching setbacks and impeded her from performing effective teaching. Ms.
Chou identified several difficulties in teaching large multilevel classes; details are shown below.
Large class size. Ms. Chou believed that the ideal class size to practice effective teaching is about twenty students. However, in a class of approximately thirty-three students, each student has a lesser chance to practice speaking English,
Practically speaking, once students leave the classroom, how much time would they have to speak English?… Wouldn’t it be great if they had one or two more chances to practice using English in the classroom? If there were only twenty students in a class, each of them could get more attention from the teacher. (TIC, 20080516)
If students are to master the language well, they should be provided with sufficient time to practice their communication skills. Unfortunately, in a large class of thirty-three students, it is nearly impossible for teachers to care for each individual during communicative teaching activities.
Limited class time. Ms. Chou reported that she held different expectations for her students’ performances. Unfortunately, a forty-minute class was not enough for her to support thirty-three individuals in accordance with their English proficiency. As she mentioned after teaching the fifth grade class:
I [Ms. Chou] expected them [top students] to give me more answers that match their proficiency. However, as you [researcher] can see, some of them will choose the easy way out and answer something simple…. I wish to encourage them to say more, but sometimes I would think, ‘let it be, I can’t afford to spend too much time encouraging
them to say more, because this would sacrifice my chance to listen to one or two more students in the class.’ Sometimes I really feel that I was stuck in a dilemma, time is really not enough. (TIC, 20080502)
Inadequate teaching materials. Ms. Chou’s school adopted English textbooks imported from the United States. She stressed that these textbooks are a grade or two more advanced than the learning goals established by the MOE. According to Ms. Chou, materials that are too difficult are simply not suitable for instructing large multilevel classes. If the school could change into an easier textbook version, she would have more time helping her students practice the lessons and meet their individual learning needs.
If we [the school] could choose easier teaching materials, in the three English classes each week, I could teach new contents in two classes and provide the slower learners more chances to practice during the third. If I could do that, maybe their learning outcomes could be improved. (TIC, 20080415)
Ms. Chou pointed out that difficult teaching materials did not seem to hinder the advanced learners from learning; however, the slower learners faced tremendous challenges trying to understand what the text means. All in all, Ms. Chou believed that the gap among students’ language proficiency would eventually become wider if the slower learners were not provided with sufficient support from teachers and parents.
Individual differences in English competence. Ms. Chou accentuated that most of the top students in her class have been learning English since kindergarten, and most of them are still studying in famous cram schools after school. These top students practice English two to three hours a day. Compared with those who learn English for only three hours a week; it is obvious that the two levels of students would run to extremes:
It is not that the slower learners are stupid; it is not because they cannot learn well, it is only because they are not provided with enough exposure to the language…. We’re not an English speaking country; in fact, we’re not even a bilingual speaking country. Isn’t it good enough for them [slower learners] to follow the school curriculum?... Cram
schools are really the main reason why multilevel classes exit. (TIC, 20080516)
The overabundance of cram schools not only caused problems in students’
language proficiency, Ms. Chou noted that it also affected the educational position of public schools.
If all of them [students] go to cram school, does it mean that the public schools need to further enhance their educational standard? Does this mean that our [public school teachers] job is to help students review what they have already learned in cram schools? This is a vicious circle. (TIC, 20080516)
In order to solve this vicious circle, Ms. Chou suggested parents to save the money for cram schools and invest it on English supplementary materials such as storybooks, songs, cartoons, and games. Ms. Chou thinks students would achieve better learning if parents could spend time helping their children review their lessons at home rather than sending them to cram schools.
Parents’ inappropriate attitude towards students’ learning. In order to practice effective teaching, Ms. Chou believed that teachers should be granted with the authority to carry out their classroom practices without being interfered by voices outside the school. As Ms. Chou stressed, the school principles and administrators should have the “shoulders” (TIC, 20080516) to protect frontline teachers from the pressure caused by students’ parents. Nevertheless, when the researcher asked about Ms. Chou’s opinion on how wide she thinks her school’s shoulders are, she said it would be nice if the school’s shoulder would be much wider than it currently is.
According to Ms. Chou, parents who interfere the teachers’ teaching too much and parents who don’t participate in their child’s learning at all caused difficultly in her implementation of effective classroom activities.
They [parents who interfere too much] think ‘My child is already an advanced English learner, why are they still learning this in school? This is too easy for him.
Can’t teachers provide them with something more challenging?’ Yet, I [Ms. Chou]
think they have forgotten that this is a public school. ‘We [public school teachers] are not obligated to care for your child only; we have to think about what the majority
needs. (TIC, 20080516)
Besides school, these students [slower learners] are not provided with the opportunity to use English at home. How can you ask a horse to run fast if you don’t feed it grass?
Likewise, how can you ask your child to learn the language well if you don’t let them
Likewise, how can you ask your child to learn the language well if you don’t let them