Abstract
This study aimed to investigate teachers' perceptions on the use of differentiated instruction for English language teaching. A concurrent triangulation design that involved 160 elementary school teachers from Catanauan I and II Districts, Schools Division of Quezon Province, who were chosen through a complete enumeration, was used. Data were gathered using a validated survey questionnaire and an FGD protocol. Meanwhile, weighted mean, multiple regression analysis, and interpretive phenomenological analysis were used to analyze the data. Findings revealed that the respondents practiced differentiated instruction along the dimensions of content, process, product, and environment to a great extent. Accordingly, they perceived differentiated instruction as a potent approach designed to employ strategies suited to the needs of English language learners (ELLs). Meanwhile, results affirmed that the content, process, product, and environment as dimensions of differentiated instruction practices are significantly related to the public elementary school English language teachers' perception.
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