Chapter II how to teach languages to different age groups

2.2 Top tips for planning with mixed aged groups

Unlike the younger student groups outlined above, adults deliberately and consciously choose to learn an additional language. They tend therefore to be highly motivated as they have a specific objective or reason for learning (e.g a job, travel plans etc.) and will, in theory, work hard to achieve their goals.
Yet teaching adult language learners can be a challenge for two main reasons. Firstly, they usually have other commitments besides their studies – work and family obligations take priority over language lessons, which may often be cancelled or postponed. Furthermore, classes of adult learners often tend to include students with significantly different levels of proficiency. It can be difficult to meet everyone’s learning needs when students are starting from different points!
As a result, try and ensure that lessons include activities which are appropriate for all ability levels and be sure to check that all activities are age-appropriate. Kids’ books will, for instance, be a big turn-off for adult learners. The communicative language teaching (CLT) approach, with its focus on real-life situations, is therefore highly effective and relevant for engaging adult learners. To that end, tailor lessons around their needs and challenges – writing a job application, preparing for a citizenship test or conducting mock interviews, for example. 
Furthermore, adult learners will be highly focused on language that they can actually use NOW in a wide range of professional and personal contexts. Strive to create those scenarios in your classrooms (e.g a business presentation or a business lunch) and make it real and relevant at all times. A key part of this will also involve teaching everyday slang and colloquial phrases. Most business people in London don’t speak the Queen’s English, so help them to get familiar with idioms and phrases like “get something off the ground” or “go the extra mile.”
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Planning for a mixed aged group can be difficult with such varying ages, stages and abilities. However regardless of the age of the child each learning journey should be individual to each child. To help with this from of planning practitioners may find it easier if they follow individuals interests and working on individuals next steps. There will be some part of the day which may require splitting the children for example for letters and sounds sessions, however this could be a time when younger children nap or sing songs.
There are so many benefits to having a variety of children together as the younger children scaffold and learn from the older children. There are some beliefs that having older children with younger children holds older children back however this is rarely the case if the rooms routine is strong and the activities are planned and differentiated effectively. All children can follow the same basic routine with meal times, activity times, rest times, outdoor times if this has to be planned for. Every activity completed can be differentiated to promote development for each child depending on their age/stage and ability. As suggested above certain activities you may choose to split the children for and as long as all children are engaged, focused and learning this is okay. If you work in a setting which has separate rooms you may choose to incorporate some mixed aged sessions into your day or week. This will ease transitions and offer a wealth of learning for the children.