DIFFERENTIATED INSTRUCTION FOR MIXED-ABILITY ENGLISH LANGUAGE LEARNERS
Keywords:
differentiated instruction, English language learners, mixed-ability classrooms, learner diversity, instructional strategies.Abstract
This study explores the implementation of differentiated instruction (DI) in English language classrooms with mixed-ability learners. By examining theoretical foundations and practical applications, the article highlights how DI strategies enhance student engagement, address diverse learning needs, and improve overall language proficiency. The research includes teacher and learner perspectives, instructional design, and evaluation of outcomes, offering a comprehensive view of DI's efficacy in diverse educational contexts.
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References
1. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
2. Hall, T. (2002). Differentiated Instruction. National Center on Accessing the General Curriculum.
3. Heacox, D. (2012). Making Differentiation a Habit. Free Spirit Publishing.
4. Anderson, K. M. (2007). Differentiating Instruction to Include All Students. Preventing School Failure, 51(3), 49–54.
5. Willis, J., & Mann, L. (2000). Differentiated Instruction: A Research Basis. Journal of Learning and Teaching.
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Copyright (c) 2025 Tuliboyeva Nilufar
This work is licensed under a Creative Commons Attribution 4.0 International License.
