Abstract
<jats:p>Large, mixed‐ability classes are a common reality in second and additional language education programs worldwide. The large classes tend to stem from financial and structural constraints rather than pedagogical choice. These classes present well‐documented challenges, such as teachers' difficulties with class management, students who are less likely to be willing to communicate or participate, a lack of opportunity for the teacher to provide individualized feedback, and difficulties sustaining student motivation over the long term. At the same time, large classes offer unique opportunities. The large number of students in them bring diverse linguistic, cultural, and experiential resources that teachers can leverage. Teachers of large classes may need to be particularly creative and employ purposeful groupings, designate leaders or experts during classroom tasks to help others in their task groups who are struggling or who are of lower abilities, and use technology wisely to support interaction in novel ways. Drawing on recent research, this entry not only synthesizes the key challenges that have been documented, but also highlights practical, evidence‐informed strategies that support communicative teaching, learner autonomy, and effective task implementation in large, heterogeneous language classrooms. Finally, recommendations emphasize thoughtful planning, flexible groupings, differentiated instruction, and the strategic use of student resources to create engaging learning environments.</jats:p>