A Humanistic Perspective for the Mixed-Proficiency Language Class

Abstract

English language teaching theories, approaches, and methodologies overlook the complexities of teaching the mixed-proficiency language classroom (MPLC). This is evident in the low number of English language teaching books that directly address this topic in their content, leaving language teachers without any guidance on strong principles to face this challenge. Unfortunately, many are the language teachers, in both English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, who struggle to provide students with equal learning opportunities despite the disparity in the students’ language proficiencies. The MPLC is an area that needs special consideration. This paper has practical implications for language teachers who are confronted with the challenges of the mixed-proficiency language class, and who accept and practice humanist principles. This article identifies how humanistic principles encourage the unlimited potential for growth and development of both teachers and students. Building on the research on humanistic principles, this paper attempts to answer the following questions: How might the humanistic approach to education contribute to language learning in the MPLC? What humanistic principles stand out as needed in the language class?