My colleague, Dr. Julie Mathews-Aydinli, did the following research on
the topic of how the number of students in the second language classroom
affects their learning of the language and found basically that the
research backs teacher perceptions that large classes are a negative
factor in learning the language. Below is a summary (in her words) of
the research, bibiliographic info, and abstracts of all the research she
looked at. It's long but detailed. She highlighted and bolded important
sections - but I don't know if those marking will make it to the list.
At any rate, hope this helps make the case...
Miriam
Miriam Burt
Center for Applied Linguistics
4646 40th Street NW
Washington, DC 20016
(202) 362-0700
(202) 363-7204 (fax)
miriam at cal.org 

 
from Julie:
 
Here's my final report!

 

If we look at the research over the last 25 years, there is generally a
consensus that supports what most teachers would report, that large
classes are a negative factor in effective teaching and learning of a
second language. Several research studies have shown the negative
affects of large classes (e.g. Coleman, 1989; Gonzales, 2003; Oberg,
1993; Ozerk, 2001; Tsuji, 1989). Many others provide further anecdotal
evidence of large class size as a problem (e.g. Berney & Stern, 1990;
Leki, 2001; and Morgan, 2000), and a theoretical article in TESOL
Quarterly strives to provide a model for understanding the various ways
that large class size negatively affects second language learning
(LoCastro, 2001). 

 

Still, there are studies that suggest that large class size is in fact
not a problem. A closer look at these studies seems to reveal a couple
of possible qualifications for such an assessment of the class size
issue. First, many of these studies (e.g. Elango, 1993; Kumar, 1993;
Vuppala, 1993) are English as a Foreign Language studies, and are based
in contexts in which even the researchers admit that large classes are
an "inescapable aspect" of language teaching (Vuppala, 1993). One would
have to question therefore whether the findings of these studies, many
of which emphasize also seeking ways to find benefits in the large class
size, are simply attempts to make the best of a bad situation, rather
than actual 'proof' that large classes are a positive thing. The other
type of study that tends to argue large classes are not a problem also
has a caveat of sorts, that they usually look at large language classes
in which other, innovative approaches are in place (e.g. Knight, 2000).
For example, Bolton (1988) is a study from a community college ESL class
in which a teacher opted to redistribute three classes of 25 students
into one class of 75 but then use the extra time to give tutorials and
group conferences etc. With these extra activities, a statistical
comparison on the performance of the students in the large group with
that of students in regular smaller classes was not significantly
different. If anything, there were suggestions that the large group
students performed slightly better. One would automatically question
however whether there might not have been some effect of the teacher and
students putting 'extra' effort into this new and experimental situation
that may have caused some problems for purely statistical validity.

 

Looking at the research overall therefore, I think one has to agree that
it confirms teachers' widespread perceptions that large classrooms not
only make teaching more difficult, but that they also have negative
affects on the students' learning. 

 

 

 

 

 

ACTUAL STUDIES SHOWING LARGE CLASS SIZE HAS NEGATIVE AFFECT



DN: Database Name
    Linguistics and Language Behavior Abstracts
TI: Title
    Large Classes and Student Learning
AU: Author
    LoCastro, Virginia
AF: Affiliation
    U Americas, Puebla, Mexico
SO: Source
    TESOL Quarterly, 2001, 35, 3, autumn, 493-496

AB: Abstract
    To address the question of the effect of class size on second
language
    instruction & learning, a model parallel to R. C. Gardner's
(1985)
    model of attitudes & motivation in language learning is
suggested.
    Fifteen problems of language pedagogy related to class size are
    grouped under pedagogical, management-related, & affective
    categories. The importance of learners' opportunities to interact
with
    the target language, supported by various recent hypotheses,
suggests
    that the maximum number of students for effective language learning
in
    a classroom is 15. In light of the worldwide democratization of
    education, class size is identified as one of the sociocultural
    variables underlying educational systems. 8 References. J. Hitchcock



 

 

 

 

Author
  Oberg, Robin.
Title
  Effects of ESL Time and Class Size on the Achievement of LEP Students.
Date of Publication
  November 1993
Abstract
  A study investigated the relative effect of 45-minute and 90-minute
daily instruction in English as a Second Language (ESL) on limited
English proficient (LEP) first-graders' language and overall
achievement. The subjects were two groups of pupils from different
schools: (1) 13 pupils from 7 language backgrounds, receiving 45 minutes
of instruction daily; and (2) 17 pupils representing 5 native languages,
receiving 90 minutes of instruction. Data used for analysis included
reading and language test scores, oral language proficiency test scores,
and teacher-provided information on overall grades. Results indicate
that the pupils in shorter ESL class, which was also smaller, made
higher grades in the regular classroom than did the other group. The
short-class group also had higher oral proficiency test scores, but not
significantly higher reading and language test scores. It is concluded
that class size and time may have some significant effect on regular
classroom achievement and oral language achievement but not may not
affect scores on standardized achievement tests. (MSE)

 
Author
  Coleman, Hywel.
Institution
  Leeds Univ. (England). School of Education[BBB27921], Lancaster Univ.
(England). Dept. of Linguistics and Modern English Language.[BBB27922]
Title
  How Large Are Large Classes? Lancaster-Leeds Language Learning in
Large Classes Research Project Report No. 4.
Availability
  Overseas Education Unit, School of Education, University of Leeds,
Leeds LS2 9JT, United Kingdom (individual reports 0.50 pounds sterling,
surface mail).
Date of Publication
  1989
Abstract
  This report confirms anecdotal evidence that language teachers do find
large classes to be problematic, collates data on class sizes in various
parts of the world, and investigates the possibility of defining a large
class, at least from the teachers' points of view. The first section is
introductory. The second presents findings of a small-scale (n=46)
investigation of the perceptions of native-speaking and
non-native-speaking teachers of English as a Second Language (ESL) of
the characteristics of large classes. The third section describes a
larger study of ESL teachers' experiences with and perceptions of class
size in Great Britain, Turkey, Indonesia, Madagascar, Mali, Japan,
Greece, Jordan, and Spain. Section 4 discusses what the study tells
about actual class sizes, and section 5 is a detailed analysis of the
relationship between teachers' experiences and their perceptions of
class size. It is concluded that class size varies across countries and
probably across institution type. No evidence that teachers share a
universal conception of ideal class size was found, but there appeared
to be a positive correlation between the largest class regularly taught
and both perceptions of an ideal class and perceptions of what a large
class is. Further research is recommended. (MSE)

Result <7>
Accession Number
  ED322751
Author
  Coleman, Hywel.
Institution
  Leeds Univ. (England). School of Education[BBB27921], Lancaster Univ.
(England). Dept. of Linguistics and Modern English Language.[BBB27922]
Title
  The Study of Large Classes. Lancaster-Leeds Language Learning in Large
Classes Research Project. Report No. 2.
Availability
  Overseas Education Unit, School of Education, University of Leeds,
Leeds LS2 9JT, United Kingdom (individual reports 0.50 pounds sterling,
surface mail).
Date of Publication
  1989
Abstract
  This is the second of 12 research reports on the phenomenon of
language instruction within a large class environment. The report is
written in five sections. The second section (following the introductory
first section) discusses the reasons for studying large classes in
language instruction, including the facts that teachers find large
classes cause difficulties that affect teaching performance, that large
classes are becoming commonplace, and that very little has been done to
address the problem or train English-as-a-Second-Language (ESL) teachers
to instruct under such difficult circumstances. The third section
outlines and explains the project's activities, namely, creating a
bibliography, networking, organizing colloquia, and promoting and
undertaking research. Section 4 presents the nine specific questions
that the project is attempting to study. These include the following:
the teacher's concerns, the extent of the large class phenomenon, the
reasons for the occurrence of large classes, attitudes towards large
classes, data collection in large classes, the performance of large
classes, strategies in large classes, language acquisition in large
classes, and experiments in large classes. Section 5 summarizes and
presents conclusions. (GLR)




Accession Number
  ED308335
Author
  Tsuji, Gerry K.
Institution
  Toronto Board of Education (Ontario).[SFO88000]
Title
  A Research Report on the Toronto Board of Education's Response to
Adult Literacy.
Date of Publication
  May 1989
Abstract
  Since 1985, the number of adult literacy programs provided by the
Toronto Board of Education has increased by 500 percent and learners by
almost 300 percent, so that in 1989, almost 9,000 adults are enrolled in
nearly 700 classes. Two distinct groups are being served: a unilingual
group, most of whom are Canadian-born, English-speaking young adults,
and an English as a second language (ESL) group who are typically
literate in a language other than English. The differences between the
two groups have consequences for program planning, instructional
methods, locations of classes, and outreach. Classes are scheduled at
most times of the day. Unilingual learners tend to take more hours of
instruction per week than ESL learners. Generally, all learners are
pleased with their classes, although few attend for more than a year,
and the dropout rate is high. Gains for unilingual learners are
associated with good attendance, amount of instructor's experience, and
a classroom that promotes independent learning. ESL learners' gains are
related to length of participation in programs, level of class, the
amount of inservice training taken by their instructors, class size
(about 10), and classrooms with high levels of participation, interest,
and respect, by both learners and instructors. Lead instructors spend at
least half their time on administration, although they feel their
primary role is program support. Program administrators generally feel
that learners are being well served, although specific areas were noted
as requiring attention, such as more funds to advertise and integrating
adult classes with day school programs. (KC)




 



DN: Database Name
    Linguistics and Language Behavior Abstracts
TI: Title
    An Input-Throughput-Output Analysis of a Two-Way Immersion Language
    Program: The Case of California's Largest Elementary School District
AU: Author
    Gonzalez, Margarita
AF: Affiliation
    U California, Santa Barbara
SO: Source
    Dissertation Abstracts International, A: The Humanities and Social
    Sciences, 2003, 64, 6, Dec, 1944-A

    This research examines the inputs, throughputs (processes), and
    outputs of the Two-Way Immersion Language Program implemented in
four
    elementary schools in Bakersfield City School District, the largest
    K-8 school district in the State of California. Through qualitative
    and quantitative methods, this study explores two models of the
    Two-Way Immersion Language Program: (1) the 90/10 model, implemented
    in one school since 1997, which starts kindergarten with 90% Spanish
    and 10% English instruction until it gradually reaches equal time by
    fifth grade, and (2) the 50/50 model, adopted by three schools in
    2000, which teaches equal percentage time of English and Spanish in
    all grade levels. The study used a triangular method of data
    collection by (1) conducting in-depth face-to-face interviews using
    structured open-ended interviewing protocols for teachers,
principals,
    and district administrators, (2) collecting data from 278 students,
    and (3) conducting classroom observations in the four school sites.
    Findings showed that 15% of students did not continue in the
programs
    across all of the schools, and the dropout rate was higher in early
    grades. Findings of student achievement indicated that students in
the
    two language models scored higher in mathematics than in reading on
    English and Spanish standardized tests. Statistically significant
    improvement in math in English standardized tests from
grade-to-grade
    was found in two groups of first and fourth graders in the 50/50 and
    90/10 model respectively. Further, students in both models dropped
in
    their percentile ranks from grade-to-grade in English reading;
    however, two groups of third and fourth graders in the 90/10 model
    showed a slight improvement. Students from the two models scored
    higher on Spanish than on English tests, however the improvement
    varied. First and fourth graders in the 90/10 model significantly
    improved in math on Spanish tests. First graders in both models
    significantly improved in Spanish reading, while second and third
    graders in the 90/10 model significantly dropped in their percentile
    ranks in Spanish reading. These findings suggest the possible
effects
    of small class size, teachers' backgrounds and attitudes,
principals'
    leadership styles, teachers' actions toward parental involvement,
and
    instructional support from teacher aides as significant factors that
    may be related to achievement scores.

DN: Database Name
    Linguistics and Language Behavior Abstracts
TI: Title
    Teacher-Student Verbal Interaction and Questioning, Class Size and
    Bilingual Students' Academic Performance
AU: Author
    Ozerk, Kamil
AF: Affiliation
    Education Dept, Claremont Graduate U, CA
SO: Source
    Scandinavian Journal of Educational Research, 2001, 45, 4, Dec,
    353-367

AB: Abstract
    This article is a result of a small-scale study with the purpose of
    investigating teacher-student verbal interactions &amp; questioning
    &amp; students' curriculum-related performance in small &amp; large
    mainstream classes. In mainstream classes the bilingual students
were
    taught together with their monolingual Norwegian peers. The study
    shows that there are inter- &amp; intragroup differences with
respect
    to (1) teacher-student verbal interaction; (2) academic questioning;
    &amp; (3) curriculum-related performance of students in small
classes
    compared with large classes. The bilingual minority students, in
    general, &amp; bilingual minority girls, in particular, benefit from
    civics lessons in small classes more than they do in large classes.
It
    is suggested that by creating rich possibilities for teacher-student
    verbal interaction &amp; curriculum-oriented academic questioning,
    small classes can provide conditions for better academic performance
    in content-area subjects, eg, civics, for bilingual students in
    general, &amp; bilingual girls, in particular. 7 Tables, 42
    References. Adapted from the source document

 


CLASS SIZE ASSUMED AS PROBLEM 




 

DN: Database Name
    Linguistics and Language Behavior Abstracts
TI: Title
    Material, Educational, and Ideological Challenges of Teaching EFL
    Writing at the Turn of the Century
AU: Author
    Leki, Ilona
AF: Affiliation
    Dept English, U Tennessee, Knoxville [mailto:leki at utkux.utk.edu
<mailto:leki at utkux.utk.edu> ]
SO: Source
    International Journal of English Studies, 2001, 1, 2, 197-209

AB: Abstract
    A great deal of literature on teaching English writing focuses
    primarily on English dominant contexts. The particular situation of
    writing instruction in non-English dominant countries has received
    insufficient attention, especially in light of some of the claims
for
    the role of writing coming from the &quot;center&quot; countries.
    English language teachers, particularly those teaching in
non-English
    dominant countries, who give substantial attention in their courses
to
    teaching writing in English, face a number of challenges. This
article
    discusses two main categories of challenges. In the first group are
    challenges writing teachers face daily, such as class size, time
    constraints, accommodating local needs, &amp; coping with problems
    connected to lack of both teacher experience in teaching L2 writing
    &amp; student training in L1 writing. In the second group are
    challenges of a more ideological nature that are perhaps less
obvious
    but more powerful &amp; far-reaching, including the need to justify
    the large investment required on the part of institutions &amp;
    individuals in order to teach L2 writing, the right to resist center
    imposed materials &amp; methods, the need for dialogue with students
    about the role of writing in their lives, &amp; the need to make L2
    writing enhance learner options rather than limit them so that for
    learners, writing in the L2 becomes not a pointless additional
burden
    but a powerful means of accomplishing personal goals. 25 References.
    Adapted from the source document

 



 


DN: Database Name
    Linguistics and Language Behavior Abstracts
TI: Title
    Class Size and Second-Language Instruction at the Post-Secondary
    Level: A Survey of the Literature and a Plea for Further Research
AU: Author
    Morgan, Leslie Zarker
AF: Affiliation
    Dept Modern Languages &amp; Literatures, Loyola Coll, Baltimore, MD
SO: Source
    Italica, 2000, 77, 4, winter, 449-472

AB: Abstract
    This article summarizes several areas of research related to
    second-language class size: (1) studies of elementary &amp;
secondary
    class size (together with the few second-language class-size
    post-secondary studies); (2) English as a second language; (3)
general
    variables of second language acquisition; &amp; (4) large class
    studies. The various categories cannot be entirely separated from
each
    other, &amp; in fact provide information for possible future
research
    about class size in the post-secondary second-language classroom.
100
    References. Adapted from the source document

 


Result <8>
Accession Number
  ED319258
Author
  Berney, Tomi D.  Stern, Lucia.
Institution
  New York City Board of Education, Brooklyn, NY. Office of Research,
Evaluation, and Assessment.[BBB26953]
Title
  Eligibility and Programming in Chapter I English as a Second Language
(E.S.L.) Programs, 1988-89. OREA Report.
Date of Publication
  February 1990
Abstract
  Chapter I/Pupils with Compensatory Educational Needs programs in
English as a Second Language (ESL) served students at 78 high schools in
New York City, supplementing tax-levy-funded ESL classes in those
schools serving limited-English-proficient (LEP) students. Chapter I of
the Educational Consolidation and Improvement Act funded ESL and
bilingual classes, bilingual guidance counselors, and paraprofessionals.
Three program models were provided, each for a different type of high
school, with specific formulas for allocation of funds at different
instructional levels. Evaluation was conducted through interviews, data
collection, and observation. Each participating school had diverse
problems requiring different Chapter I programs, including native
language illiteracy, increases in the number of immigrant students
unprepared for the high school curriculum, social and economic
difficulties facing new immigrant students, and large classes. In some
cases, the constant influx of  new students made functional grouping
impossible, placing students at diverse ESL levels in the same class.
Recommendations for program improvement include: examining effects of
new LEP eligibility rules on demand for Chapter I funds to supplement
tax levies, evaluating effects of class size on ESL learning; and
exploring the effectiveness of the program model as it relates to
student acquisition of English language skills and time needed to
mainstream. (Author/MSE)




 

 


CLASS SIZE DOESN'T MATTER RESEARCH


 

John Bolton

Larger is sometimes better: Approaches to larger classes

1988

ED292359

 

This is a study from a community college ESL class in which a teacher
opted to redistribute three classes of 25 students into one class of 75
but then use the extra time to give tutorials and group conferences etc.
With these extra activities, a statistical comparison on the performance
of the students in the large group with that of students in regular
smaller classes was not significantly different. If anything, there were
suggestions that the large group students performed slightly better. One
would automatically question however whether there might not have been
some effect of the teacher and students putting 'extra' effort into this
new and experimental situation that may have caused some problems for
purely statistical validity.


DN: Database Name
    Linguistics and Language Behavior Abstracts
TI: Title
    Expanding Enrollment while Maintaining Quality: A Spanish 101
    Experimental Model
AU: Author
    Knight, Susan
AF: Affiliation
    Central Michigan U, Mount Pleasant
SO: Source
    Hispania, 2000, 83, 4, Dec, 855-863

AB: Abstract
    Anecdotal evidence leads many foreign-language teachers to conclude
    there is an inverse correlation between class size &amp; student
    learning. Yet, to address the surging Spanish enrollments at the
    university level, the Spanish department at Central Michigan U began
    an experimental program challenging that tenuous relationship. While
    most beginning 4-hour language courses meet four times a week with a
    college instructor &amp; average about 25 students, the experimental
    classes meet two times &amp; have 60 students. For the other 2
hours,
    the 60 students are divided into groups of 15 &amp; work with
    undergraduate language majors who are supervised by the large-group
    instructor. The description of the program including quantitative
    &amp; qualitative assessments comparing the traditional &amp;
    experimental groups may serve as a model for other undergraduate
    programs of similar size. 1 Table, 18 References. Adapted from the
    source document 

Another study offering innovative ways of dealing with large class size.



Record 2 of 4

DN: Database Name
    Linguistics and Language Behavior Abstracts
TI: Title
    Large Class: Boon or Bane for Teaching/Learning Activities?
AU: Author
    Elango, K
AF: Affiliation
    Dept English Loyola (Autonomous)
SO: Source
    Focus on English, 1993, 8, 2, Mar, 12-16
DE: Descriptors
    *English as a Second Language (22100); *Second Language Instruction
    (75700)
AB: Abstract
    Discussed are the problems encountered by students learning English
in a large class setting. Students (N = 80) from a variety of
disciplines were chosen at random &amp; asked to identify their major
problems in the language classroom. Teachers (N = 11) responded to a
similar survey that asked what problems they encountered while teaching
English. Their responses were grouped into three categories:
teacher-,learner-, &amp; curriculum-based. Both students &amp; teachers
were asked to prioritize seven key issues gleaned from their initial
responses. Teachers gave large class size the highest priority, students
gave class size their lowest priority. When questioned further, a sample
of students said that class size was irrelevant if there was sufficient
motivation &amp; interest. Teachers felt that large classes increased
their workload, prevented them from catering to individual needs, &amp;
forced them to spend too much time on&quot;law &amp; order&quot;
problems. A minority of teachers felt that the appropriate pedagogy
could lead to effective learning even in the largest classrooms. 


 

DN: Database Name
    Linguistics and Language Behavior Abstracts
TI: Title
    Large Classes-Exploiting the Heterogeneous Factor
AU: Author
    Vuppala, Jaya
SO: Source
    Focus on English, 1993, 8, 2, Mar, 8-12
 
AB: Abstract
    Large classes of 60-100 students are an inescapable aspect of
    education in India. Studies suggest that learners in these classes
employ different strategies to accommodate their learning context.
Teachers, however, continue to use the traditional lecture method as a
means of managing the large class. In India, the heterogeneity of large
classes seems more problematic than the actual size. Large classes
contain a mix of students from regional medium schools &amp; students
from schools where English is the language of instruction, with very
diverse backgrounds &amp; language abilities. This situation is
compounded when teachers inadvertently focus on one group while ignoring
others. Researchers have begun to consider the possibility that this
heterogeneity might positively influence language learning, as students'
different abilities become a resource, rather than an obstacle for
learning. Strategies such as group work &amp; peer-consultation are
discussed. The role of teacher attitude &amp; the importance of English
instruction are emphasized. L. Taub 

 

Record 1 of 4
 
Teaching English in Large and Small Classes-Does Class Size Affect
Teaching?
AU: Author
    Kumar, Karuna
AF: Affiliation
    Central Instit English &amp; Foreign Languages, Hyderabad AP 500007
    India
SO: Source
    CIEFL Bulletin (New Series), 1993, 5, 1-2, June-Dec, 119-131
 

Abstract
    Observations &amp; audiotaped recordings of two middle school
English as a foreign language classes in India - one "small" (N =27)
&amp; one "large"; (N = 47) - were compared to see ifclass size affected
the quality of teaching. Postobservation interviews with the teachers (N
= 2) are also utilized. Findings suggest that class size might not be a
crucial variable in determining the amount of opportunities for learner
interaction made available by a teacher. 2 Tables, 11 References. 




________________________________

From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On
Behalf Of Miriam Burt
Sent: Friday, January 20, 2006 11:34 AM
To: The Workplace Literacy Discussion List
Cc: Julie Mathews
Subject: Re: [Workplace] Optimal number of students in a classroom
Importance: Low


Peter and others, 
 
this is great! I'll pass it on to my colleague so she doesn't duplicate
this - but perhaps finds  more...?
Miriam
Miriam Burt
Center for Applied Linguistics
4646 40th Street NW
Washington, DC 20016
(202) 362-0700
(202) 363-7204 (fax)
miriam at cal.org 


________________________________

From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On
Behalf Of Peter MacMonagle
Sent: Friday, January 20, 2006 11:01 AM
To: The Workplace Literacy Discussion List
Subject: RE: [Workplace] Optimal number of students in a classroom


I did a little resrearch on class size. Yes, financial considerations do
drive administrators' decisions, but research does indicate that the
size of the class in lower grades and among minority and ESL students
helps achievement and learning.
 
See :
 
Achilles, C.M. (2003) for a report given to the NY State task force on
school and equity
Schwartz, W (2003) on Tennessee's STAR Program
Miller-Whitehead, M. (2003) Compilation of class size findings, a paper
presented at the Mid-South Educational Research Association
 
Arias, J.J & Walker, D.M. (2004) in the Journal of Economic Education
(Additional Evidence on the Realtionship Between Classs Size and Student
Performance) relationship claim that previous research showing no
effects may not have been as rigorous as they should have been and do
not account for faililng students who drop their classes, thus raising
the achievement reporting of the remaining, more successful students.
This is a study of college students
 
Olberg, R. (1993) Effects of ESL time and class size on the achievements
of LEP students (Research Study). Says there is a classroom efffect for
short classes (45 min), but this study did not see much gain on
standardized tests. My answer to that is the question: How different is
the standardized test from the material the students were using in the
classroom?  Perhaps we need a study on transfer effects of classroom
English to real life  English and the language of the tests being used.
 
Gilstrap, S. (2002) for a study on class size, new teachers, and 8th
grade LEP students (ratios considered were about 20:1) with classroom
coaches. (Los Angeles study of a federal program to reduce class size)
 
So, yes there is reseach out there that backs up the anecdotal reporting
from the classroom that says that teachers enjoy more time to work with
their students and students do better in smaller class sizes, especially
at the lower grades and with minority and second language students.
 
Wm. Peter MacMonagle, M.Ed. 
Central Piedmont Community College 
West Campus 2219
Community Development/Workplace Basic Skills 
704-330-4668 
 
Murphy's Law of Possibility: All things are possible 
except skiing through a revolving door. 


________________________________

From: workplace-bounces at nifl.gov on behalf of SusanPate at aol.com
Sent: Thu 1/19/2006 8:30 PM
To: workplace at nifl.gov
Subject: Re: [Workplace] Optimal number of students in a classroom


I've been teaching ESL students for over 20 years.  Our district tries
to keep beginner/low beginner classes to 15 max.  Believe me, they don't
want to have classes this small as it is costly but justify it because
"reasearch says...."  Sorry, can't give you the research...this is also
the magic number that was thrown around in my college ESL content
classes.    
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