ADAPTING LANGUAGE INSTRUCTION FOR DIVERSE LEARNERS IN EFL CLASSROOMS
DOI:
https://doi.org/10.37547/Keywords:
differentiated instruction, EFL (English as a foreign language), modified texts, reading comprehension, lexile levels, newsela, rewordify, student choice, RAFT writing, sentence starters, scaffolding, first language support, low-stakes writing, flipped classroom.Abstract
The text provides a comprehensive overview of differentiated instruction practices in English as a Foreign Language (EFL) classrooms, particularly in settings with diverse language proficiency levels such as in Finland. It emphasizes the importance of adapting reading and writing materials to meet students' varying needs, readiness levels, and interests. Reading differentiation strategies include using simplified versions of texts, providing glossaries and visual aids, varying question types and difficulty, and encouraging student-generated questions. Writing differentiation includes using RAFT assignments, sentence starters, multilingual drafting, and low-stakes writing. Teachers also employ technology such as flipped classrooms and instructional videos to personalize learning and provide additional support or challenges.
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