DIFFERENTIATED INSTRUCTION IN MIXED-ABILITY ENGLISH LANGUAGE CLASSROOMS
DOI:
https://doi.org/10.5281/zenodo.10682339Keywords:
Differentiated Instruction, mixed-ability classrooms, English language teaching, learner diversity, inclusive education, individualized learning..Abstract
Teaching English in mixed-ability classrooms presents significant challenges for educators, including addressing varying proficiency levels, learning styles, and motivational factors. Differentiated Instruction (DI) offers a responsive approach to these challenges by tailoring content, process, product, and learning environment to meet diverse learner needs. This paper explores the application of DI in English language classrooms, examines its impact on student engagement and achievement, and discusses practical strategies for effective implementation. The findings indicate that DI enhances learner motivation, promotes inclusivity, and improves overall language acquisition outcomes in heterogeneous learning environments.
References
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD.
Hall, T. (2002). Differentiated Instruction. National Center on Accessing the General Curriculum.
Heacox, D. (2012). Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms. Free Spirit Publishing.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
Subban, P. (2006). Differentiated Instruction: A Research Basis. International Education Journal, 7(7), 935–947.
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