The Application of The Communicative and Culture-Oriented Approach to Teaching English as a Second Language in a class with multi-level students: A Case Study from a Private Elementary School in Tehran

This case study investigates the implementation of a communicative and culture-oriented English as a Second Language (ESL) teaching approach within a private elementary school in Tehran, specifically addressing challenges of multi-level classes. Due to management and age-based limitations that prevented inter-classroom movement, students were grouped within their existing classrooms by adjusting seating arrangements. Student grouping was dynamically formed using learning style tests and English background knowledge. Students were categorized into specific groups aligned with CEFR young learner categories (Pre-A۱, A۱, A۲) to maintain educational balance. Advanced students were designated as Group Leaders (GLs) to assist peers and ensure their own continuous engagement. The top student in each class assumed the role of Teacher Assistant (TA), supporting overall class progress. These placements were not fixed; students could earn promotions, with the most hardworking student of all classes becoming a Supervisor Assistant (SA), based on participation in projects like the Persian identity board, Farhang News, and international festivals Vlogs, as well as major assessments. This approach aimed to foster comprehensive student improvement, global communication skills, and the promotion of Iranian culture.

کلیدواژه ها:

ESL ، CEFR framework ، Dynamic grouping ، Performance-based learning ، Language cultural integration