Differentiated Education in Teaching ESL or EFL
Differentiated education in teaching English as a second or foreign language (ESL/EFL) takes into account the individual differences and needs of students. Its purpose is to provide a personalized experience that adapts to students’ strengths, weaknesses, interests, and learning styles or preferences. Differentiated education focuses on creating a more inclusive and enjoyable teaching and learning environment where students learn at their own pace and are motivated to reach their potential.
There are different models of teaching English as a foreign or second language (EFL/ ESL). Let us remember that through this type of didactic, the teaching of English is for students whose mother tongue is another.
Programs for teaching English as a foreign language can be classified into the following models:
- Extraction of students from their classroom at the primary level.
It consists of students withdrawing from the regular classroom to receive specialized instruction in a separate classroom during the day. The primary focus of the student withdrawal program, from their regular classroom, for teaching English as a foreign language is English grammar, vocabulary, reading, speaking, and writing.
- Teaching by immersion
English immersion programs, often called English immersion structures, generally include all subjects taught in English with some native language clarification.
- Bilingual program model
The main objective of the bilingual program is the acquisition of skills in English by minority students who do not master the foreign language, aiming to succeed in the primary teaching classroom in English. It should be noted that a large variety of bilingual program models use the students’ mother tongue in their learning and developing the English language.
- Transitional teaching
Transitional bilingual programs have been described as those in which the student’s native language is used as a mix of instruction, where the native language serves as a temporary bridge to the instruction of the native language. Initially, instruction is provided in the native language to all subject areas, with little time dedicated to English as a Foreign Language instruction.
- Dual teaching
Dual immersion programs strive to develop bilingualism and biliteracy skills in all students and to promote language equity.
When carrying out differentiated instruction, we can adapt materials or tools, adjust teaching methods and use various evaluation or assessment methods. It is here where we can integrate the theory of multiple intelligences as a tool in teaching English as a second or foreign language.
The theory of multiple intelligences is based on three fundamental principles:
- We are not all the same; there are differences.
- We don’t all think alike.
- Education becomes more effective when these individual differences are considered.
Each human being thinks differently, therefore, performs differently in different areas and stages of his life. By adapting the teaching methodology to meet the student’s needs, we ensure that each student can learn and practice the language. The final goal is to obtain significant learning that allows you to function in your environment and solve daily life problems. Next, we present different strategies to achieve a differentiated teaching process.
Recommendations for strategies to use to achieve a differentiated teaching process when teaching English as a second language (ESL):
- Adaptation of materials
Provide students with different levels of reading materials, images, and videos that match their language proficiency and learning style.
Example: reading aloud and writing by processes.
- Differentiated appraisal
Use various assessment methods, such as oral presentations, written assignments, and self-assessment tools, to assess students’ language skills and understanding.
- Multisensory learning
Incorporate different learning modalities, such as visual, auditory, and kinesthetic activities, to reach different types of learners.
- Individualized learning
Provide students with opportunities to work on independent projects and research that align with their interests and language goals.
- Collaborative learning
Let students work in small groups with others with similar language skills and learning needs.
Example: role play and theater presentations.
- Personalized instruction
Provide individualized attention and support to students who need extra help or have specific language learning goals.
Using these strategies, we create an inclusive and fun classroom with a learning environment that meets our students’ needs when they get a meaningful learning process.
References:
Bartolomei-Torres, P. (2018). Inteligencias Múltiples en el Aula, un recurso para el aprendizaje significativo en la enseñanza de una lengua extranjera. Granada, España: Universidad de Granada.
Lara-Alecio, R., Galloway, M., Irby, B., Rodríguez, L., & Gómez, L. (2004). Two-Way Inmmersion Bilingual Programs in Texas. Bilingual Research Journal, 28(1), 35-54.
McClellan, J., & Conti, G. (2008). Identifying the Multiple Intelligences of Your Students. Journal of Adult Education, 37(1), 13-32.
Yeh, E. (2014). Teaching Culture and Language Through the Multiple Intelligences Film Teaching Model in the ESL/EFL Classroom. Journal of Effective Teaching, 14(1), 63-79.
