Vol. 1 No. 2 (2024), Articles
Vol. 1 No. 2 (2024)

THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION: ADDRESSING INDIVIDUAL LEARNER DIFFERENCES IN LANGUAGE TEACHING

Articles
Published 2024-10-27
Xoshimova Dilnoza Sobit qizi
Student of Alfraganus University dxoshimova8@gmail.com
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Keywords

Differentiated instruction, language teaching, individual differences, learner-centered education, inclusive teaching, language acquisition.

Abstract

Differentiated instruction (DI) is a teaching approach that tailors educational experiences to meet the diverse needs of students. In language teaching, individual differences such as learning styles, proficiency levels, and cognitive abilities necessitate flexible strategies to ensure that all students reach their full potential. This article examines the effectiveness of differentiated instruction in language teaching and how it addresses these individual learner differences. The research explores theoretical frameworks, practical applications, and empirical evidence supporting DI's impact on student outcomes in language acquisition.

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References

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.

2. Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.

3. Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Longman.

4. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.