LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:2 February 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Essentials for Differentiated English as Second Language (ESL) Instruction

M. Saravanapava Iyer, Ph.D.

Abstract

In most of the English as a Second Language classrooms input is supplied without considering and understanding learners by the teachers due to the administrative pressure and teachers’ ignorance. On many occasions, the task of the educational administrators is merely completing the syllabus before the end of the semester/year in order to conduct the semester-end examination/year-end examination without considering the quality of the outcome. Therefore, the effectiveness of the classroom input becomes questionable and in this particular situation, the achievement rate of the learners frequently indicates the insufficient proficiency level in any basic skills. In reality, it is an acceptable fact that every learner is unique in the classroom and their approach to language learning differs across individuals. Thus the classroom teaching system needs to be remodelled to cater to these learners’ requirements.

In order to provide adequate and appropriate insightful ideas, this article attempts to discuss some major facts pertinent to the differentiated instruction; therefore it chiefly aims to focus on how teachers can successfully investigate some major learner factors (internal/external) before they embark on to implement their teaching programme and also how successfully they can implement differentiated instruction.

Keywords:Differentiated instruction, learner factors, needs, proficiency level, learner centredness

1. Introduction

In English as a Second Language (ESL) classroom, some learners learn English faster and effortless compared to others; for these learners language learning is pleasurable and fun. Some other learners learn a language by hard work and endeavour. However, there are other sets of learners who learn a language very slowly. Experienced teachers may not deny that these types of variation in learning process among learners are common in the same classroom. Furthermore, the current evidences in the ESL scenario clearly show that a large number of learners are unable to accelerate their learning process due to many factors. In fact some of them are internal and others are external. Whether these factors are internal or external, undoubtedly they play a crucial role in deciding the pace of learning process. Most of them are beyond learners’ control. Therefore, in this situation teachers’ responsibility becomes significant. If language teachers are smart enough to investigate those factors properly and implement an appropriate differentiated teaching programme (classroom input) accordingly, major segment of the ESL learners can be liberated from those learning issues.

1.1. Differentiated Instruction - Definition

Differentiated instruction is widely recognized nowadays because of its effectiveness in mixed ability learning environments. Exactly it is not simply an introduction of different activities or strategies in ESL classrooms. It requires deeper level understanding of the learners and their needs with background knowledge. Ongoing evaluation has to be administered by the teacher to check the learning purposes and needs of the learners. In this situation, teachers have to become ethnographers and investigators. Teachers have to pay attention to make a better balance between their input/activities and learners’ desires.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Saravanabava, Ph.D.

M. Saravanapava Iyer, Ph.D.
Senior Lecturer in ELT, Gr. I
English Language Teaching Centre
Faculty of Arts
University of Jaffna
Jaffna
Sri Lanka
bavaneltc@yahoo.com
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