A study on strategies for differentiation in the teaching of English as a foreign language

• Autores: Cristina Sánchez Fernández
• Localización: Qurriculum: Revista de Teoría, Investigación y Práctica Educativa, ISSN 1130-5371, Nº 27, 2014, págs. 29-54
• Idioma: inglés
• Títulos paralelos:
  • Estudio de estrategia de diferenciación en la enseñanza de Inglés como lengua extranjera
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La diferenciación como práctica en el aula requiere que los profesores comprendan la natu - raleza de cada uno de los alumnos para conocer sus diferencias individuales. Este estudio analiza las estrategias de diferenciación utilizadas por profesores de inglés en un instituto de secundaria en sus aulas. La revisión de la literatura señala que no existe un método único que garantice el desarrollo de cada alumno, pero puede ser más fácil si los profesores usan la instrucción diferenciada. Los datos cualitativos fueron recogidos a través de observaciones de aula y del autoinforme de cada profesor. Los resultados muestran que los profesores algunas veces hacen uso de estrategias de diferenciación pero su viabilidad disminuye a causa del tiempo y la consecuente carga de trabajo.

  • English

    Differentiation as a classroom practice requires teachers to understand the nature of each one of the students to meet their individual differences. This study examines differentiation strategies used by English teachers in a secondary school in their classrooms. The literature review points out that there is no one method which guarantees every student’s development but it can be easier if teachers use differentiated instruction. Qualitative data was collected by means of classroom observations and the teachers’ self-report. Findings of this study show that teachers sometimes make use of differentiation strategies, but its feasibility decreases because of the time and workload involved.

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