43rd IATEFL CONFERENCE CARDIFF 2009 TEACHING AND RESEARCHING ENGLISH IN LARGE CLASSES

1. 43rd IATEFL CONFERENCE CARDIFF 2009TEACHING AND RESEARCHING ENGLISH IN LARGE CLASSES Dr Fauzia Shamim Professor, Dept. of English University of Karachi, Karachi Pakistan. fauzia.shamim@yahoo.com

2. 2 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 Outline Introduction: Analytical Framework Researching Large Classes: The class size debate Teaching English in Large Classes Conclusion and a Way Forward

3. 3 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 ANALYTICAL FRAMEWORK RESEARCHING LARGE CLASSES: Exploring the phenomenon What is a large class? Why do we have large classes?

4. 4 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 ANALYTICAL FRAMEWORK RESEARCHING LARGE CLASSES: The Class size debate 3. What is the relationship of class size and achievement? 4. How does class size impact teacher-learner behavior and classroom processes? 5. What are the implications of the �class size debate� for policy and practice?

5. 5 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 ANALYTICAL FRAMEWORK TEACHING IN LARGE CLASSES: ISSUES AND OPTIONS 6. What strategies do teachers use for teaching-learning of English in large classes with limited resources and/or in challenging circumstances? 7. To what extent do teacher education programs prepare teachers for enhancing teaching-learning of English in large classes?

6. 6 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 EXPLORING THE PHENOMENON 1. What is a large class? 2. Why do we have large classes?

7. 7 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 What is a large class? What is considered small in one context, e.g., Pakistan (or even the UK) may be seen as a large class in another context such as North America Even within the same context, perceptions and experience of class size varies according to different factors such as pupil�s age and grade level However, generally, 40 and above is considered large! CS in Blatchford- small is 25 & below, large is 30 and above In STAR small is 13-17, regular is 22-25 In Pakistan and other developing countries any class beyond 40-50 is generally considered large. In Pakistan classrooms built for 40 students in public sector schools In Pakistan, writing class- 40 is large where as for other subjects CS generally 50 & aboveCS in Blatchford- small is 25 & below, large is 30 and above In STAR small is 13-17, regular is 22-25 In Pakistan and other developing countries any class beyond 40-50 is generally considered large. In Pakistan classrooms built for 40 students in public sector schools In Pakistan, writing class- 40 is large where as for other subjects CS generally 50 & above

8. 8 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 Defining large classesTeachers� perspective A large class is one in which: teachers face problems in teaching, managing, evaluating [there are] many challenges and opportunities for the teachers as well as for the learners in terms of managing resources, time and space (Participants, Hornby summer school, Ethiopia, 2006)

9. 9 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 Defining Large ClassesTeachers� Perspective A large class is one in which � the possibility of individual relationship between professor [teacher] and student is precluded, in which not every student who wants to speak in class can be called on, and in which grading essay exams can take up every evening and weekend of the course (Weimer,1987, Teaching Large Classes Well, p.2)

10. 10 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 Defining large classesLearners� perspective �With 40-45 students it�s enough [ because] then the teacher will know what everyone is doing� �Some girls don�t even get a place to sit� When we write, there isn�t enough space for the copy [notebook]�. ((Learner�s perspective, from Shamim, 1993:142-143)

11. 11 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 Other variables that influence perception of class size Previous/current experience of class size Physical conditions such as seating and work space for the learners Availability of resources Instructional strategies used Difficulty in doing certain things e.g. seeing the blackboard, checking written work Increased level of stress and/or workload Subject (content) Pupil�s age and grade level Class size is NOT a matter of numbers only! Most of the studies looking at elementary grades, and literacy and math instruction.Class size is NOT a matter of numbers only! Most of the studies looking at elementary grades, and literacy and math instruction.

12. 12 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009 Why do we have large classes? EFA goals Success of universal primary education initiatives(e.g. in Uganda) Population growth in developing countries (Benbow, Mizarchi, Oliver & Said-Moshiro, 2007)

13. 13 Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009