Learning Elementary English in Overcrowded Classes for True Beginners Essay Example

to UASD's role as a public university in the Dominican Republic committed to providing accessible education for all. Enrollment rates at the university tripled between 1995 and 2004 due to its dedication to offering open and critical education (Brea, 2004). According to UASD's statistical office, the number of students remained consistently above 165,000 between 2007 and 2010 (Universidad Autonoma de Santo Domingo Planning University Office). To further exemplify this point, refer to the table below which presents the total number of students enrolled during each year's first semester:

Year Total Amount of Students
2007-1:166,228
2008-1:166,603
2009-1:166,818
2010-1:170530

This data originates directly from UASD's statistical office.Due to the high enrollment rate at UASD, classes must accommodate more than 50 students per section according to the university's assignment program. This overcrowding issue affects not only the Language Department but also elementary English classes, which hinders the learning process for students. Slavin (1989) suggests that reducing class size has more benefits when there are fewer than 20 students in a class, ideally between 15 and 19. The professors in the Language Department are currently addressing the physical conditions of schoolrooms at the language school. Carreno (2007) indicates that there are more students than the school can accommodate, and this overcrowding is exacerbated by factors such as noise and a lack of equipment that hinder English instruction. In Carreno's study, classroom capacities within the Physical Department range from 15 to 48 students according to a table provided. The aim of Carreno's (2007) thesis was to measure and quantify LS Coordination Room classrooms. This study investigates how overcrowded conditions impact English beginners' learning experience at UASD (Santo Domingo) and explores teaching

techniques that can enhance their learning.The research will focus on Elementary English degrees offered in UASD's modern language program. The aim is to compare the results with two private universities that have similar programs but smaller class sizes (less than 20 students). The goal of this study is to understand the challenges faced by true beginners in overcrowded classrooms and provide insights and potential solutions for improving the teaching-learning process in the Dominican Republic and similar settings. To achieve this, five pedagogical teaching techniques will be implemented in overcrowded classrooms to enhance learning. The outcomes will then be compared with those from ideal classrooms in private universities that teach the same English program. This survey aims to assist educators worldwide in understanding how predetermined pedagogical techniques can impact the teaching-learning process for true beginners in unavoidable overcrowded conditions due to budget and space limitations, as well as a large number of students. In this thesis, specific terms will be used that require explanation to avoid confusion. Definitions provided by prominent scholars will be reviewed and adopted based on their perspectives on learning, which has been defined differently over the years depending on their school of thought.Hoy and Miskel (2005) suggest that modern behavioral approaches to learning have derived from Skinner's scholarship and the work of his followers. According to this perspective, learning is defined as a change in behavior resulting from experience, without considering mental processes (Hoy and Miskel, 2005, p41). Therefore, it implies that learning causes modifications in students' behavior. In contrast, the cognitive approach perceives learning as an active mental process involving thinking, acquiring, retrieving, creating and problem-solving. It regards learning as an

internal activity that can be observed through comprehension, retrieval and logical use of new information. On the other hand, the social constructivist approach considers learning as a participatory process where students need to actively engage in order to discover principles, concepts and facts by themselves. This emphasizes the importance of encouraging guessing and intuitive thinking among learners (Brown et al., 1989; Ackerman, 1996). Other constructivist educators also argue that meaning is created through interactions between individuals and their environment. They propose that knowledge is constructed through social and cultural exchanges (Ernest, 1991; Prawat and Floden, 1994). Additionally McMahon (1997) states emphatically that learning is a social process not limited to mental activities or passive behaviors influenced by external forces. He strongly believes that meaningful learning occurs when individuals engage in social activities.According to Vygotsky (1978), there is a crucial point in cognitive development when speech and practical activity, previously separate lines of development, come together. Practical activity constructs intrapersonal meaning, while speech connects this meaning to the shared interpersonal world of the child and their culture. The definition and interpretation of "learning" vary depending on perspective. Scholars such as Woolfok (1999) and Hoy and Miskel (2005) argue that learning occurs when experience brings about a relatively permanent change in an individual's knowledge or behavior, intentional or unintentional, for better or worse. Conversely, Brown (2000) views learning as a complex concept that cannot be easily summarized with a simple definition. He describes various aspects of learning like acquisition or acquiring, retention of information or skills, cognitive organization, memory, conscious focus and action, relative permanence with potential for forgetting, reinforced practice, and behavioral change. The research examines

the concept of acquisition as a multifaceted construct. According to Hoy and Miskel (2005), the study defines learning as a stable alteration in knowledge or behavior resulting from experience. The term "overcrowded categories," also known as "big categories," has multiple definitions. Paulsen (2006) states that the Vancouver Secondary Teachers' Association considers a classroom with over 30 students to be overcrowded.
In Kerry Childs' (2008) work, overcrowded categories are defined as classes with more than 25 students. Sean O'Grady, a member of the Killarney Town Council, emphasizes the need to reduce class sizes in Ireland to align with European norms of 25 students per class and 15 students per class for cases of chronic disadvantage. Hess (2002) provides another definition, stating that big or overcrowded categories consist of 30 or more students in various educational settings. According to Slavin (1989), an ideal class size should have fewer than 20 students. Additionally, Hess (2002) defines an overcrowded category as consisting of 30 or more pupils in a classroom. Helgesen (1987) describes false beginners as individuals who have a basic understanding of the language and can participate in activities requiring some level of accuracy. Richards et al.(1985) explain that false beginners are students who have received some form of language instruction but have limited proficiency in the language being studied. They can be contrasted with true beginner students who have no prior knowledge of the language. The term "false beginners" has also been researched in Japan due to the large number of students they receive each term. Peaty (1987) states that false beginners in Japan typically enter university having studied grammar and sentence translation in school English for six

years.However, it is now widely accepted that reducing class size is the most effective solution for English language instruction and other areas (Graham, 2009). In the past, class sizes were much larger, often reaching 30-35 or even 40 students. It was assumed that all students had equal backgrounds and started at the same levels without any disadvantages. However, true beginners require individualized attention to develop their listening and speaking skills. This research will analyze how overcrowded classes in elementary English levels affect the learning process of true beginners.

Despite widespread acknowledgement of the negative impact of overcrowded classrooms on education, some studies have shown that reducing class size is the most effective solution. Although various studies and books have analyzed and proposed solutions to overcrowded classrooms, it remains a common problem globally due to limited space, budget constraints, and a shortage of teachers.

This literature review will be divided into four sections: articles denouncing the issue, related studies, the adverse effects of overcrowding on learning, and teaching techniques for such conditions.

Articles denouncing the issue

This section aims to support the idea that overcrowded classrooms impede the learning process and provides evidence that this problem is not exclusive to the Dominican Republic.Notable articles highlighting concerns about overcrowding in schools include: In 1999, Vice President Al Gore criticized the practice of "crowding all students into overcrowded, factory-style high schools" in the United States. Education Secretary Richard Riley also suggested reducing school size as a means to address student disaffection. He emphasized the importance of creating small and supportive learning environments that promote connectivity and engagement among students. However, this becomes challenging when high schools are built to resemble

shopping malls.

The issue of overcrowding is evident in various locations. According to Gore and Riley (cited in Mitchell, 2000), public schools in New York are experiencing widespread classroom overcrowding. Similarly, Winerip (2003) has written an article denouncing this problem. Rezonable (2007) discusses overcrowded English classes for freshmen at California State University and Chicago Public Schools. Dell' Angela (2005) reports that the Chicago Teachers Union has pledged to address crowding complaints and all 595 schools in Chicago have been instructed to manage class sizes.

Ireland also faces a similar situation as mentioned by The Kingdom (2008). Sean O'Grady, a member of Killarney Town Council reveals that 20.5% of Kerry pupils learn in classes with 30 or more students, which contrasts sharply with the European average of 25 per class in disadvantaged areas.O'Grady calls on politicians to assess class size and classroom conditions.Furthermore, in an article published by Paulsen (2006), the difficulties experienced by Vancouver students learning in overcrowded classes are discussed. The article refers to a study that found overcrowded classrooms affecting 30,000 Vancouver students.

Studies on overcrowded categories

Research indicates that smaller class sizes yield greater benefits when there are fewer than 20 students, preferably between 15 and 19. In 1989, Slavin conducted a study comparing classes with less than 20 students to larger classes. Both groups of students had similar demographics and educational abilities. However, Slavin's research indicated that the positive effects of reduced class size were minimal and did not last once the students returned to regular class sizes.In 2002, Finn conducted a study examining the advantages of reduced or ideal class sizes.The findings demonstrated that these classrooms had higher quality instruction, easier

classroom management for teachers, more time for teaching content, fewer disruptions and disciplinary issues, increased student focus on learning, and a decrease in dropout rates.Tennessee's Project STAR (Student-Teacher Achievement Ratio) is another significant research project. This study began in 1985 and focused on kindergarten through third-grade classrooms. It compared classes with 13 to 17 students to classes with 22 to 26 students.Instructors who took part in the study lacked professional training in teaching reduced-size classes and were assigned randomly to various class sizes. The study encompassed 79 schools, over 300 classrooms, and 7,000 students. The outcomes of this experiment demonstrated that students achieved better results on standardized and curriculum-based tests when they were in smaller classes compared to larger ones. This finding held true for both white and minority students attending smaller classes in inner-city, urban suburban, and rural schools. Hanushek (1994) also supported these findings. The results indicate that early grade students have greater opportunities for academic development when they attend classes with fewer than 20 students. Research from the Promising Initiative to Better Education in Your Community (2000) reveals that smaller class sizes lead to increased educational progress, and these advantages persist even after students transition into larger classes. A study by Grave, Rauscher, and Sherfinski (2009), which examined 27 classrooms across nine schools over three years, discovered that high-quality classroom environments enhance the benefits of reduced class size. Furthermore, this study revealed that these factors synergistically contribute to learning. Achilles, Finn, and Pate-Bain (2002) assert that minority and low-income students derive more advantages from smaller class sizes as they also reduce retention rates and improve student discipline thereby resulting in lower high

school dropout rates.The survey also found that graduation rates were significantly higher. Burch, Theoharis, and Rauscher (2010) conducted a study in Wisconsin which emphasized the principal's approval as crucial for creating optimal classroom environments. Another study by Christopher and Steven (2009) revealed the importance of the principal's influence in creating inclusive learning environments and enhancing teacher capacity. These leadership practices have been proven to improve academic achievement levels. Specifically, their research focused on California's billion dollar class-size-reduction initiative and its impact on student performance in mathematics and reading. The findings showed positive outcomes but also highlighted that teachers without experience or full certification hindered the benefits of smaller classes. Graue and Rauscher (2009) suggest that future studies should explore instructional strategies that utilize smaller group resources and provide adequate support for teachers' professional development. Furthermore, Graue et al.(2007) emphasized that reducing class sizes is both a programmatic and instructional reform based on their investigation in nine high poverty schools. They discovered that successful class size reduction programs (with less than 20 students per class) required specific professional development initiatives to positively affect student outcomes.Bascia and Fredua-Kwarteng (2008) acknowledged the advantages of reducing class sizes, but emphasized the need for educational institutions to invest in professional development for teachers. It is crucial for these programs and institutions to be available and have appropriate facilities. Promising Enterprises to Better Education in your community (2000) supports the idea that reducing class sizes aims to provide qualified instructors and smaller classes in early education. This allows students to build a strong foundation for learning. However, adequate funding is necessary for optimal student development. Having a small group of students

does not guarantee their full benefit without trained teachers, principals, and sufficient resources. Fletcher (2009) conducted an experiment based on Tennessee research in the mid-1980s that focused on reducing class sizes.The study by Tienken and Archilles (2009) confirmed that students in ideal class sizes, with less than 20 students, showed improvements in certain aspects of high school engagement compared to those in larger classes. Over a three-year period, they conducted the study on 123 middle school students and found that intervention received in ideal classrooms led to significantly better performance for one year. Scholars have discussed the negative effects of overcrowded classrooms on academic performance. Snow (2000) shares his teaching experience, noting that students in large, overcrowded classes do not perform as well as those in smaller classes where teachers can interact more effectively. He also highlights how students learn more and achieve higher grades in smaller classes. An article published in The Crisis (2008) brings attention to the negative impact of overcrowded schools in California which includes reduced student attention, lower achievements, and increased violence. Konare (1994) mentions that a major issue with crowded classes is the lack of engagement from all students during reading activities.The text discusses the challenges faced by instructors and students in overcrowded classrooms. In these large classes, a small minority of top-performing students dominate oral responses to comprehension tasks, leaving most other students without enough time to finish reading or explain their answers. This results in weaker students opting out of reading activities and widens the gap between top-performing students and the majority. The teacher may attribute low student engagement to their low level of English proficiency. Teaching EFL

in overcrowded classes also presents challenges such as a lack of resources.

Hughes (2006) highlights this global issue in an article for the English Teaching Forum, particularly emphasizing its overwhelming nature in Indonesia. Additionally, UNC Charlotte Faculty Center for Teaching (2000) identifies various challenges when teaching large or overcrowded classes including engaging all students, providing individual support and feedback, managing disruptive behavior due to class size, maintaining a positive learning environment, fostering active learning, and effectively managing time to cover necessary material.

Instructors face difficulties such as dealing with paperwork, classroom distractions, learning students' names, and lack of flexibility in class activities.Despite the challenges that students face in understanding information, asking questions, feeling comfortable sharing knowledge, managing time, and lacking necessary skills for success, Duppenthaler (2000) suggests that overcrowded classrooms can still be effectively taught. To address the issues faced by instructors in identifying individual students and monitoring their progress, Duppenthaler introduces photo roll cards as a solution. These cards help in identifying, monitoring, recording, and responding to students' needs. Additionally,the UNC Charlotte Faculty Center for Teaching (2000) proposes utilizing technology as an option to enhance teaching and learning experiences in large or overcrowded classes. The text suggests several options for utilizing technology in the classroom: using PowerPoint or similar software for presentations; using Excel or similar software for managing class lists; establishing a class newsgroup or email list for communication and support; creating a class website with practice problems and resources; and developing a searchable question bank using FileMaker Pro. These options can be especially useful when providing multiple versions of the same queries and expanding office hours through email.The text includes research inquiries regarding score

differences in overcrowded classes with intervention and ideal classrooms for true beginners. It also addresses the same comparison for false beginners and performance comparisons between students in overcrowded classes with intervention versus those in ideal classes.