L2 Journal

This study examines the Non-Level Concept (NOLC), an instructional model that integrates learners of differing proficiencies into a single, content-based classroom. Originally developed in a study abroad context, NOLC offers an alternative to traditional, proficiency-sequenced curricula by emphasizing collaborative learning, differentiated expectations, and inclusive participation. In response to institutional enrollment challenges and equity goals, this study explores the adaptation of NOLC within a small, under-enrolled Italian program at a North American liberal arts university.

Using a mixed-methods approach—including classroom observations, student questionnaires, self-assessments, and interviews—this research investigates how the NOLC model was implemented in a thematically-organized intermediate-advanced course and how students perceived their own success and self-efficacy within this framework. Instruction emphasized real-world content and differentiated tasks to support all learners’ engagement and contribution.

Findings indicate that NOLC is both structurally and pedagogically feasible in a domestic university setting. Students across proficiency levels reported gains in content knowledge, increased confidence, and a stronger sense of belonging. Peer collaboration, instructor guidance, and differentiated support emerged as key factors in promoting learner agency and affective growth.

This study offers practical evidence that the NOLC model can foster inclusive language learning while also supporting curricular sustainability in small or at-risk programs. The findings suggest that integrating learners into mixed-level content courses, when supported by intentional design and equitable expectations, provides a viable, flexible approach to rethinking language instruction in higher education.