Innovation in Language Learning

This study builds on Rodgers (2018) by examining the transferability of the Non-Level Concept (NOLC) as a pedagogical model in a North American university context. Originally developed in a study abroad setting, the NOLC integrates learners of varying proficiency levels into the same content-based language course. Drawing on classroom observations, student questionnaires, and semi-structured interviews, this research investigates the implementation of NOLC in a mixed-level, content-driven Italian course and analyzes students’ perceptions of self-efficacy and success. Findings indicate that the NOLC model is both structurally and pedagogically effective in uniting learners of different proficiency levels in a single classroom. Students reported notable gains in content knowledge and increased motivation and confidence, with particular emphasis on the benefits of peer collaboration, engaging course materials, and differentiated instructional strategies. The instructor’s role in cultivating an inclusive and supportive environment also emerged as critical to students’ perceived success. These results provide practical evidence for extending NOLC beyond study abroad programs, suggesting it may be a viable and sustainable model for small or under-enrolled language programs aiming to balance enrollment pressures with equitable, inclusive pedagogy. The study concludes with implications for curriculum design, faculty development, and institutional policy, proposing NOLC as a pedagogically sound and adaptable framework for post-secondary language instruction.

Keywords: inclusive pedagogy, mixed-level instruction, content-based instruction, self-efficacy, curriculum design

REFERENCES

[1] Rodgers, D. (2018). The “Non-Level Concept” and its Potential for Curricular Innovation. ITALICA – The Journal of American Association of Teachers of Italian, 95(3).