DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE TEACHING: A METHODOLOGICAL FRAMEWORK
Keywords:
differentiated instruction, English language teaching, EFL, learner diversity, methodology, inclusive educationAbstract
This paper explores the application of Differentiated Instruction (DI) in English Language Teaching (ELT), focusing on its methodological foundations, classroom implementation, and impact on language learning outcomes. Drawing on constructivist and learner-centered theories, the study examines how DI strategies—tailored to students’ needs, readiness levels, interests, and learning styles—enhance engagement and performance in EFL settings. Results suggest that DI fosters inclusivity, autonomy, and communicative competence among diverse learners.
References
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Heacox, D. (2012). Differentiating Instruction in the Regular Classroom. Free Spirit Publishing.
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Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education.
Hall, T. (2002). Differentiated Instruction: Effective Classroom Practices Report. National Center on Accessing the General Curriculum.
Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Longman.
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