DIFFENTIATED INSTRUCTIONS IN TEACHING FOREIGN LANGUAGES: EMERGENCE, COMPONENTS AND TRENDS

Gulrukh Yusupova

doi:10.2024/4wt86896

Authors

Gulrukh Yusupova Silk Road International University of Tourism and Cultural Heritage, lecturer, Samarkand, Uzbekistan Author

DOI:

https://doi.org/10.2024/4wt86896

Keywords:

differentiated instruction, individualized education, CLT, SLA, educational phycology

Abstract

Since the middle of the 20th century, differentiated education has been a subject of study and interest for foreign language teachers. However, as educators and researchers started looking into creative ways to fulfill the various requirements of language learners, it received more notoriety and recognition in the field of language education in the late 20th and early 21st centuries. The article reviews the idea of differentiated instruction, it’s emergence points, main components and trends in teaching a foreign language today. The article also highlights the actuality of differentiated instructions and provides recommendations for educators and institutions to effectively integrate it in their teaching strategies.

References

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Association for Supervision and Curriculum Development.