Abstract
This study examines differentiated instruction (DI) practices in Malaysian ESL secondary school reading classrooms, focusing on strategies and challenges. With the integration of the Common European Framework of Reference (CEFR) into Malaysia’s English curriculum and the adoption of mixed-ability classrooms under the Kurikulum Standard Sekolah Menengah (KSSM), differentiated instruction has become essential for addressing diverse student needs. The research draws on Tomlinson’s DI framework, emphasizing content, process, and product differentiation tailored to students’ readiness, interests, and learning profiles. A qualitative case study design explores how three ESL teachers in the Petaling Perdana district implement DI strategies, using semi-structured interviews, classroom observations, and document analysis. Thematic analysis reveals impending strategies such as collaborative learning, tiered assignments, and digital tools integration to enhance engagement and comprehension. However, potential significant challenges include time constraints, insufficient resources, and inadequate professional training pose threats to effective implementation. The findings aim to inform professional development initiatives, addressing the practical barriers to DI and fostering more inclusive and effective teaching practices. By addressing these challenges, the study contributes to enhancing English reading literacy in mixed-ability Malaysian ESL classrooms, aligning with national educational goals and global educational equity standards.
Author Information
Aimi Liana Ahmad, Universiti Malaya, Malaysia
Paper Information
Conference: ACE2024
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2024 Conference Proceedings (View)
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