Large-sized classes present a real challenge to both the beginning and experienced world language teachers. I am assuming these large classes will be in the upper primary or middle school age group. Will you have assistance from the regular classroom teacher and/or instructional aide? Don’t be shy! Consider asking for parent volunteers for some events, too.
The two most important things to establish in the early weeks (first two months) are (1) an established routine of varied types of exposure to and interaction with the target language in one contextual theme with a posted (daily) schedule -- and (2) lots of positive classroom management. For ideas on the ultra-important latter, see
I also would suggest that you divide the class into small established groups of students (4-6 in size). If you have access to past academic records, make sure that there is a good mix of high achieving students, average students, and special needs students. Feel free to shuffle if there is a bad match. Make a seating chart, grouping those students nearby to cut down on noise when you switch an activity. I have found that, sometimes starting with grade four and definitely by grade five, same sex groups work best.
Have the students choose a name for their group (possibly related to the theme at hand). Enlist the help of each group on a rotating basis for necessary tasks, depending on the age group – passing out paper, erasing the board, distributing white boards and markers, straightening up the classroom, taking attendance, setting up the bulletin board with today’s date, weather, etc. Perhaps you could assign a “Group of the Day” who would be in the spotlight for that particular day/week eventually; the spotlight could then rotate to another group.
Consider having a type of competition between groups to bring group identity and spirit to the forefront – points for being prepared (Spanish folder out, pencils sharpened, etc.), positive participation, or success in small group tasks with small prizes each quarter for the outstanding group.
Be prepared to shuffle the group the next marking period, too, to keep everything fresh. Having small groups established will enable you to experiment with a variety of activities to see what works best with each class. Keep an open mind about stationing one group in the hallway, for example to practice a dialogue, if you need more space, too.
Regarding a possible limited number of supplies --- I have a limited number of computers in my classroom and have successfully grouped three students at each one. They sit side by side with one person in charge of the mouse and shift to the right when there is a new task. And, I make it a rule to have pairs of students share white lap boards. Students just draw a line down the middle of the whiteboard; each student uses one side.
It is essential that you communicate your expectations to both students and parents (for support). Consider composing one letter to both groups that you go over in class during the first week. Ask students to bring the letter home for a parent or guardian to discuss together and sign. I have posted my parent/student letter on this page:
Be prepared for a rocky ride at the beginning, but eventually things will coalesce!
