[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601433-105":59,"doc-detail-601433-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","multi-level-world-language-classes-teacher-perspectives-and-practical-solutions","Multi-Level World Language Classes - Teacher Perspectives and Practical Solutions","","Multi-level classes that combine multiple learner levels in a single classroom period have existed for decades but remain underexplored in world language programs. This article reviews relevant literature and analyzes data from a national survey of U.S. K-16 world language teachers (n=124) who teach multiple levels or languages in the same period. Findings confirm the persistent presence of multi-level classes in U.S. education and provide guidance for teachers facing the challenge, along with directions for future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/multi-level-world-language-classes-teacher-perspectives-and-practical-solutions/601433/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/multi-level-world-language-classes-teacher-perspectives-and-practical-solutions/601433.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this article on multi-level world language classes?","Question",{"text":112,"@type":113},"The article examines multi-level world language classrooms, reviews prior research, and analyzes survey data from U.S. K-16 teachers who manage multiple levels or languages in the same class period.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article define a multi-level classroom for the study?",{"text":117,"@type":113},"It defines a multi-level classroom as a world language classroom where learners with varying proficiency levels, curricular levels, and/or languages studied are combined within a single class period.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do multi-level courses continue to exist in schools?",{"text":121,"@type":113},"The article explains that administrators do not necessarily schedule them arbitrarily; historically, multi-level courses have been offered to meet enrollment needs and provide access to courses that might otherwise not reach minimum student numbers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601433,1792092603,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","5  \nMulti-Level World Language Classes: Teacher Perspectives and Practical Solutions  \nChristina Huhn  \nUniversity of Pennsylvania  \nPatricia Davis-Wiley  \nThe University of Tennessee  \nAbstract  \nMulti-level classes, classrooms that incorporate multiple levels of learners simultaneously, have existed for decades, yet have received little scholarly attention with respect to world language programs. This article presents a review of relevant literature on the topic and reports an analysis of the data from a national survey of U.S. K-16 world language teachers who currently teach or have taught multiple levels or multiple languages in the same class period (n=124). The findings of this exploratory study confirm the longstanding existence of multi-level classes in the U.S. educational landscape and offer suggestions to support teachers confronted with this challenge and ideas for future research.  \nKeywords: Multi-level Classes, World Languages  \nBackground  \nThe impetus for the present research stems from the authors’ personal experience with teachers who found themselves splitting time and energy between two or more different student populations. Additionally, hearing countless stories of World Language (WL) teachers’ efforts to manage multiple grade books to collect and maintain data from multi-level courses contributed to the need to investigate this ongoing challenge in which the teachers are charged with making the best of a difficult situation (Hunter & Barr-Harrison, 1979) . This situation restricts teachers’ability to focus on research-driven and proven practices such as proficiencybased instruction, High Leverage Teaching Practices (HLTPs) and interpersonal communication (as developed by Glisan & Donato, 2017, 2021) .  \nMulti-level world language (WL) courses are not a new phenomenon in the U.S. and have proliferated over the past few decades due to declining WL enrollmentsin public schools (AMACAD, 2017, Stein-Smith, 2021), diminished school budgets for non-STEM subjects, and competition with AP and advanced level content area classes scheduled at the same time as WL classes (Wells, 2019). Despite being a longstanding issue in WL Education, there appears to be no recent empirical research  \n90 Dimensions 2023, Vol. 58  \nthat has been conducted regarding how to address the issue both administratively and in the daily classroom. Furthermore, multi-level instruction is not generally addressed in teacher training (Ashton, 2018; Hunter & Barr-Harrison, 1979). In fact, to date,“there is a lack of research into effective pedagogy in the foreign language multilevel classroom”(Ashton, 2018, p. 106) .  \nIndeed, this is a current conundrum for WL teachers who are literally forced to choose between concurrently offering multi-level, single-period classroom languages classes or not offering a particular language class at all. At present, there truly is no viable answer to alleviate this issue, and thus, the rationale for the authors to survey WL teachers who are in this untenable situation. There may be some who feel that combining separate single-level language classes into a larger class could free up a WL teacher to offer a smaller-sized upper-level WL class in a single period is the answer to this problem, yet, these scenarios have their own inherent challenges (Chavez, 2006; Harfitt, 2012) . Given these factors, the researchers developed a survey to elicit qualitative data to discover how prevalent this phenomenon is, how the challenge can be alleviated, and what are some strategies used by current instructors to move beyond just “making the best ofthe situation.”  \nLiterature Review  \nAs previously noted, there exists a paucity of published research on the multilevel classroom (Campbell, 1993; Hunter & Barr-Harrison, 1979) . Furthermore, much of the tangentially related research dates back decades (Hunter & BarrHarrison, 1979; Levy, 1982; Robinson, 1990; Strasheim, 1979), or was conducted ina non-U.S. context (Ashton, 2018, 2","cbCaitlGjITlNM95","https://ap.wps.com/l/cbCaitlGjITlNM95","pdf",258554,22,"English","# Abstract\n# Background\n## Why do Multi-Level Courses Continue to Exist?\n# Literature Review\n## Operationalizing a Definition of a Multi-Level Classroom","[{\"question\":\"What is the focus of this article on multi-level world language classes?\",\"answer\":\"The article examines multi-level world language classrooms, reviews prior research, and analyzes survey data from U.S. K-16 teachers who manage multiple levels or languages in the same class period.\"},{\"question\":\"How does the article define a multi-level classroom for the study?\",\"answer\":\"It defines a multi-level classroom as a world language classroom where learners with varying proficiency levels, curricular levels, and/or languages studied are combined within a single class period.\"},{\"question\":\"Why do multi-level courses continue to exist in schools?\",\"answer\":\"The article explains that administrators do not necessarily schedule them arbitrarily; historically, multi-level courses have been offered to meet enrollment needs and provide access to courses that might otherwise not reach minimum student numbers.\"}]","Multi-Level World Language Classes - Teacher Perspectives and Practical Solutions | PDF",55]