Abstract

 Differentiated instruction is an umbrella term that covers a wide range of instructional strategies that aim to level the playing field by addressing diverse learners’ needs. Equally, LSP pedagogy is predicated on the identification and acknowledgment of learners’ needs. Both approaches incorporate pedagogical practices derived from the principles of learner-centered teaching. The integration of differentiated instruction practices into LSP pedagogy can potentially result in more effective learning and learner satisfaction.This study sought to survey LSP instructors’ views and perceptions about the use of differentiated instruction in higher education. Data was collected using a questionnaire with closed-ended questions. Participants included twenty LSP instructors teaching English and French at a large polytechnic university in Morocco. The majority of the participants placed a high value on the use of differentiated instruction in LSP courses. A number of implementation barriers were identified. Although differentiated instruction is considered to be an effective instructional approach, institutional constraints may hinder its potential benefits. 
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