This study aims to find out how English teachers in Chinese public-school view and apply stratified teaching in their classroom. The study is part of a larger qualitative study. Four participants are from a middle (junior-high) school in China. This study adopts the combination of interpretivist paradigm and constructivism worldview. The methods used for the study included: One to one semi-structure interviews, and classroom observations. Based on the analysis of the field data, this paper puts forward the teaching method of multi-level teaching. Detailed examples are given to illustrate how and why teachers apply multi-level teaching in English teaching.

The main findings include: The middle school English teachers in China consider multi-level teaching is an effective method and tent to apply it in their classrooms. The reasons are not only to implement teaching students per their aptitude but to better meet the teaching objectives related to Zhong Kao (Chinese High School Entrance Examination).

Authors:
Guiping Yang, University of Glasgow, United Kingdom

About the Presenter(s)
Miss Guiping Yang is currently a PGR (post-graduate researcher/doctoral student) of School of Education, College of Social Science, University of Glasgow, UK.

Connect on Linkedin
https://www.linkedin.com/in/guiping-yang-352549a3

See this presentation on the full schedule – Saturday Schedule

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