Multi-Level
Classes

In response to community and enrollment needs, including continuous intake, some LINC programs have multi-level classes. While there is diversity in all LINC programs, and no two learners are at exactly the same level or have exactly the same learning needs, there are some classes that are distinctly multi-level. These classes cross more than one benchmark level (for example, CLB 3-4 or CLB 7-8) with learners at a range of benchmark levels across the four skills.
In addition, learners at any CLB level may have EAL literacy needs that will create even greater variation in CLB levels across the class population.

A multi-level class is a class where: 

• there are variations within the learners’ CLB levels  
• there are mainstream and EAL literacy learners
• there is LINC instruction focused on more than one LINC level

   

It is common for a learner’s proficiency in each skill to vary. For example, a learner may be at a CLB 4 in listening, and a CLB 3 in writing. Some organizations offer classes that are a combination of different LINC levels, such as LINC 2-3 or LINC 5-6, due to enrollment or community needs. Additionally, classes with continuous intake will also have greater variation in levels as learners have made different levels of progress within specific skills. Some organizations do not offer dedicated EAL literacy classes, so EAL literacy learners are placed in classes with Stage I LINC learners. 

Multi-level classes offer unique benefits for both learners and instructors, such as:

• opportunities for lower level learners to challenge themselves to navigate communication with higher level learners
• opportunities for higher level learners to be peer mentors 
• opportunities for all learners to see a learning arc between levels and what will be expected of them going forward
• opportunities for learners to progress between levels within the same class
• opportunities for instructors to activate learners as instructional resources for each other

Despite its benefits, multi-level courses present some challenges to instructors. Planning for instruction generally takes more effort, offering differentiated instruction takes focus and keen observation of learners during class time, additional teaching resources are often needed, and selecting or developing assessment tools takes careful consideration to address different levels. Be aware of and apply strategies for differentiating instruction, such as:

• using the same real-world task for all learners, but adjusting the level of scaffolding or support for different learners
• using the same real-world task for all learners, but adjusting task criteria and performance conditions for different learners
• using slightly different tasks and texts for different learners
• taking some learners (with similar learning needs) out of the classroom for short periods for individualized or small group instruction (use trained volunteers)
• using various grouping strategies, such as same-level groups or pairs, or mixed-level grouping
• keeping the focus on communication in the real-world, and encouraging learners to use the language they know to communicate their message
• identifying and using learners in the class who are interested in helping lower-level learners
• for digital or online activities, considering the varied levels of digital literacy skills of learners
• considering using online resources that allow learners can access independently to work at their own pace and repeat as often as needed

If you are teaching LINC in an online or blended setting, one additional consideration for the multi-level class may be the varied levels of digital literacy and skills of your learners. Remember that language level and digital skills may not go hand in hand. Learners with lower language proficiency may have higher digital skills and vice-versa.