Teaching mixed-level language classes, where learners of varying proficiency share the same learning environment, presents both challenges and opportunities for teachers and students alike. This article explores the complexities of managing diverse skill levels, addressing issues such as differentiated instruction, learner motivation and classroom interaction. Simultaneously, it highlights the potential benefits of mixed-level settings, including peer learning, enhanced learner autonomy and exposure to varied linguistic input. Through a review of contemporary literature, this study identifies effective strategies for overcoming obstacles and maximizing the educational value of mixed-level classes. Recommendations for practitioners and suggestions for further research are provided.

Mixed-level classes, differentiated instruction, learner motivation

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