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The increase in population and the demand to study for various purposes has immensely contributed to classroom population in India. The varied interest among learners, their social background, attitude, and abilities, are to be looked by teacher. Teacher cannot blindfold to these differences. Heterogeneous classrooms are inevitable in India, which stands for Unity in Diversity. The aim to address the mixed atmosphere where each student feels welcomed and accepted with his/her capabilities under one roof becomes a challenge to a teacher. Hence answering this phenomenon is essential. This paper is divided into three parts. The first part discusses, what is a large class and heterogeneous class in Indian conditions in relation to other developing and developed countries. In the second part, discusses about the elements of heterogeneity. The third part presents the methodology used for this study such as informal interviews, discussions among 44 teachers from five colleges who teach to a large heterogeneous class. The collected data was analysed, how teachers manage those problems in the large classes given to them. As a result, the researcher also has given solution to manage those problems with the Eclectic Approach.

This research was performed in an Arts and science college of Indian ESL learners to explore the impact of mind mapping of vocabulary based retention strategy use. First year general English students were chosen. An experimental method was conducted; forty students have been taken as the subject. They were subjected to therapy in which the use of mind mapping approach instructed vocabulary selection through miming. The findings of the post-test acquired through the SPSS software showed at the end of instructions find that students can retain the words what they learned before. The findings of a delayed post-test after sometime disclosed that the long-term impact of the mind mapping approach was considerably effective in retaining the vocabulary by ESL learners in teaching this activity. One significant pedagogical implication of this research is that a more focused mind mapping approach of vocabulary can be very efficient at the general English classroom of ESL learners.