Teaching English to mixed-level classes in rural schools

Abstract

English education in mixed-level classes in rural schools is a complex and challenging task because it requires edu-cators to address the students’ multiple academic abilities, backgrounds, interests, and particular needs in a single class. This research synthesis, on the one hand, presents a systematic review and aims to explore the background of this educational setting, focusing on the diverse challen-ges that teachers come across when teaching English. On the other hand, it analyzes effective teaching strategies that help the instructor address these problems. By synthesi-zing existing research, this review tries to shed light on the implications for educators and curriculum developers in enhancing English language instruction in similar contexts. The methods involve a comprehensive analysis of scholarly articles, case studies, and empirical research published in peer-reviewed journals to provide insights into best prac-tices for promoting inclusive learning environments and improving language outcomes of students in mixed-level classes in rural areas. The review pretends to contribute to the literature by compiling the most reported ongoing strategies in English classes in rural areas. In this way, it attempts to offer insights that can inform practice and con-tribute to the improvement of English language instruction in similar educational contexts, thus benefiting the field of foreign language research.