Abstract
AbstractThis study analyzed Taiwanese elementary school English teachers’ perceptions of, designs on, and knowledge constructed about, differentiated instruction in content in an intensive summer course. Based on the data analysis of surveys, the document, videos, and an interview, the study had the following findings. First, before the intensive summer course, although they thought highly of differentiated instruction, they used the same textbook and did not implement differentiated instruction in their classroom practice. Their reluctance resulted from their lack of competence in differentiated instruction, time, and opportunities on collaborative planning. Secondly, throughout the intensive summer course, only three teachers differentiated their instruction in content by integration of jigsaw reading and supplementary materials. Finally, their knowledge constructed on differentiated instruction mainly came from the instructor of the intensive summer course and online resources. Three suggestions are pr...
Highlights
Elementary school English teachers in Taiwan struggle to meet the needs of learners who have different learning styles, English proficiency levels, and aptitude
This study explores Taiwanese elementary school English teachers’ perception of, designs of, and knowledge constructed about, differentiated instruction in content
Based on the data analysis, the results are discussed in three issues in terms of perceptions of the differentiated instruction, designs of differentiated content in lesson plan, and knowledge constructed about differentiated instruction
Summary
Elementary school English teachers in Taiwan struggle to meet the needs of learners who have different learning styles, English proficiency levels, and aptitude. Effective teachers realize that diversity may affect learners’ learning and can work toward creating classroom settings that value it (Tileston, 2004). Not all teachers know how to differentiate their instruction. English teachers lack competence to differentiate instruction for a range of learners in mixed-level English classes (Dee, 2011; Holloway, 2000; Ruys, Defruyt, Rots, & Aelterman, 2013; Scott & Spencer, 2006; Tomlinson, 1999b). Teachers with competence in differentiated instruction can become more adept at planning instruction to meet learners’ readiness levels (Dahlman, Hoffman, & Brauhn, 2008). English teachers employ tiered assignments, choice boards, and Question–Answer Relationship (QAR) to differentiate instruction in terms of process and product (Chen, 2007; Chen et al, 2014; Chien, 2012, 2013a, 2013b, 2015a, 2015b; Kao, 2014)
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