A study on strategies for differentiation in the teaching of english as a foreign language
Keywords:
diversity, differentiatied instruction, diffrerentiation strategies, classroom observation, teachers' self-reportAbstract
Differentiation as a classroom practice requires teachers to understand the nature of each one of the students to meet their individual differences. This study examines differentiation strategies used by English teachers in a secondary school in their classrooms. The literature review points out that there is no one method which guarantees every student’s development but it can be easier if teachers use differentiated instruction. Qualitative data was collected by means of classroom observations and the teachers’ self-report. Findings of this study show that teachers sometimes make use of differentiation strategies, but its feasibility decreases because of the time and workload involved.
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