Differentiated Instruction in an Elementary School EFL Classroom

Abstract

Elementary school English teachers in Taiwan face classes of students with differing levels of English proficiency, to the point where about one‐third of the students may have never learned English before, and another third may already have read Harry Potter in English. A successful teacher recognizes that diversity may affect learning and works toward a classroom in which diversity is valued (Tileston, 2004). Differentiated instruction is one way to meet the needs of diverse students (Thousand, Villa, & Nevin, 2007). This article focuses on how Tomlinson's (1999) three components of differentiated instruction can be implemented in an elementary school EFL classroom.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 23 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.