How do you teach a class where everyone is at a different level?

Mixed-ability teaching is difficult enough — but what happens when students can drop in at any time, choose their own class level and range from complete beginners to much more confident English speakers?

This action research project explores that challenge in an adult ESOL classroom. The tutor experimented with dividing learners into stronger and weaker groups, adapting tasks, language and expectations so students could work at an appropriate level without stronger learners feeling held back or less confident learners becoming overwhelmed.

The research found that differentiation worked — but only to a point. Separating learners allowed both groups to complete tasks at different levels of difficulty, helping to keep them engaged and challenged. However, when the tasks for the two groups became too different, collaboration suffered and it became harder for the tutor to support everyone effectively.

One of the most useful findings was that the strongest lessons did not keep learners separated throughout. A better balance came from allowing groups to work independently when needed, but bringing them back together for activities where stronger and weaker learners could interact and support one another. The study also highlighted the practical value of visual support and, in some circumstances, limited use of learners’ first language to clarify instructions.

The paper offers a practical look at a question many teachers face: how can you challenge stronger learners without leaving weaker learners behind — while still maintaining an inclusive classroom?