Teaching and Learning Modern Languages in Large Classes

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The debate regarding class size and effective (language) learning remains controversial due to conflicting research schemas, and studies have shown effects to be of a non-linear nature, i.e. not apt to sustain the "the smaller the better" nor the "the larger the worse" hypothesis. Furthermore, a study of the relevant research suggests that numerical quotes are but one factor of what constitutes a large class. In addition, questions pertaining to discipline, nature of class and course goals, resources, as well as student and teacher characteristics are of relevance here. The dichotomies that come into play in teaching and learning modern languages in large classes are independence vs. control, variety vs. structure, content vs. communication and energy vs. exhaustion. These issues permeate teaching methods, assessment and feedback as well as classroom management and administration, and the book proposes strategies to address all of these areas. Since research suggests that there has been some neglect in sufficiently examining best practice at the higher echelons of departmental, institutional and governmental levels, one chapter also pinpoints options for policy-making and management in modern language education, arguing that language learning is special. Last but not least, prospects for the occurrence of large language classes world wide are discussed.