Abstract
The Differentiated Instruction (DI) approach addresses individual learner`s needs in a mixed ability class by focusing instruction on student learning profiles. The purpose of this study was to describe the effects of the implementation of four DI strategies suggested by Herrera (2011) in order to analyze their impact on students’ productive skills within two different educational settings: the high school and university. A total of 105 students and two English teachers participated in this study. An online survey assessed learners’ perceptions of the DI strategies. The results confirmed that the 4 DI strategies implemented in both settings had a positive effect on the development of students’ writing and speaking skills. This study concluded that there is not a universal, one-size-fits-all strategy for teaching that includes all students. In-depth knowledge of students’ needs, and interests is a starting point for addressing instruction in a more effective way. Finally, the DI approach is starting to emerge in Ecuadorian EFL classrooms, and teachers are showing interest in applying the corresponding strategies as an aid to student learning.
Highlights
English has been taught in Ecuador as a foreign language (EFL) in all educational levels for almost three decades, such as pre-school, primary, secondary and higher education
A study, carried out in Loja (Ecuador) by León (2013), based on classroom observations, concluded that most English classes used the grammar translation method with virtually no class participation because teachers were largely unfamiliar with different teaching methods and terminology: an issue situation that has characterized EFL classrooms in Ecuador for many years
Ecuadorian teachers were sent to American universities, where they were first exposed to the Differentiated Instruction (DI) through Tomlinsons work
Summary
English has been taught in Ecuador as a foreign language (EFL) in all educational levels for almost three decades, such as pre-school, primary, secondary and higher education. Since 1992, efforts have been made to reform the English Curriculum with varying degrees of success. These have included a developmental reform on language skills teaching. There was a focus on teacher development, part of which involved initiating The Go Teacher Scholarship Program. In this program, Ecuadorian teachers were sent to American universities, where they were first exposed to the Differentiated Instruction (DI) through Tomlinsons work. Teachers were challenged to reflect on the onesize-fits-all teaching approach that had characterized EFL in Ecuador, and to move towards more meaningfully tailoredlearning activities suggested by Herrera (2011) and applied at Kansas State University
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