HOW TO TEACH A LANGUAGE TO TEENAGERS WITH DIFFERENTIATED INSTRUCTION
Keywords:
Use entry-level assessments (e.g., reading comprehension tests, writing samples, or oral assessments) to gauge each student’s abilities. Conduct surveys to identify students' interests, learning preferences, and motivations for learning the language.Abstract
To effectively implement DI, teachers must first understand the diverse needs of their teenage students. This involves conducting diagnostic assessments at the beginning of the course to evaluate their proficiency levels, learning styles, and interests (Tomlinson, 2001). Language learners, especially teens, may differ in terms of their linguistic background, cognitive skills, and engagement with the target language.
References
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Gregory, G. H., & Chapman, C. (2013). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Corwin Press.
Heacox, D. (2012). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners. Free Spirit Publishing.
Levy, H. M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-164.
Santangelo, T., & Tomlinson, C. A. (2012). Teacher Educators’ Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation. Action in Teacher Education, 34(4), 309-327.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.
