Delving into Educators' Perspectives and Practices in Second Language Teaching Contexts: Differentiated Instruction in the Spotlight

Authors

  • Christine Osae

    UNICAF University, Zambia
  • Isaak Papadopoulos

    Department of Early Childhood Education, International Hellenic University, Thessaloniki, 57001, Greece

DOI:

https://doi.org/10.30564/fls.v6i3.6565
Received: 30 April 2024 | Revised: 15 May 2024 | Accepted: 28 May 2024 | Published Online: 30 June 2024

Abstract

This study aims to investigate the perspectives and implementation of differentiated learner-centered strategies by 96 English teacher trainers and trainees in Rwanda, employing surveys and semi-structured interviews as data collection tools over one year. The findings reveal positive attitudes toward differentiated instruction but underscore the need for a more nuanced understanding of its practical application. Significant challenges identified include inadequate training, limited resources, and time constraints. The study proposes actionable solutions such as comprehensive professional development programs, enhanced resource allocation, and effective time management strategies. Highlighting the necessity for improved teacher training and capacity building to align practice with the demands of the 21st-century classroom, these findings hold substantial implications for instructional practices in English language education in Rwanda. The study offers valuable insights for educators, policymakers, and researchers in the field.

Keywords:

Differentiated instruction; Differentiation; English language education; Teacher trainers; Learner-centred strategies; Teacher capacity building; Professional development

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Osae, C., & Papadopoulos, I. (2024). Delving into Educators’ Perspectives and Practices in Second Language Teaching Contexts: Differentiated Instruction in the Spotlight. Forum for Linguistic Studies, 6(3), 294–325. https://doi.org/10.30564/fls.v6i3.6565

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Vol. 6 , Iss. 3 (September 2024): In progress

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