Issues on Language Teaching

1. Differentiated Instruction In The
English Language Classroom: A Case
For Integrating Personality Factors
A. Najib Tuanany

2. Basic Concept
In a classroom of English Language Learners (ELLs) will consist
of students with many types and level of the ability.
The differences may based on their culture background,
environment based, races, level of thinking, way of thinking, style,
and etc.
Otherwise, teacher have to meet the needs of those differences
with the linguistically diverse.
It could be done through differentiated instruction
This term leaves teacher confuse with some thought about the
preparation.
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3. ✖ Tomlinson (2001) framework for differentiating; tasks based on
1. Content
2. Process,and
3. Product
,has widely used by educators to organize many different the many different
ways an activity can be modified for different learners.
In the context of differentiation for ELLs, it is important for classroom
teachers to feel capable of making instructional choices that will support
access to content learning and develop language skills.
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4. Principles of Differentiating for ELLs
✖ Differentiation demands that teacher make
some alterations to their base lesson plans
to provide access to content learning for
ELLs.
✖ There are some principles that helps and
may guide teachers attempting to address
common concern to a differentiated.
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5. Ways to differentiate a
speaking activity
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6. 1. Know ELLs’ strengths and weaknesses in English
2. Set a common content objective and differentiate the language
objective
3. Make differentiation manageable for teacher
4. Make learning manageable for the students through
differentiation.
5. Identify a base activity for higher-level students and tier downward
6. Use yourself rather than a higher level students to serve as the
differentiation in the lesson
7. Use flexible rather than fixed grouping
8. Offer a choice of activities to let students do the differentiating
9. Recognized that cognitive complexity is intertwined with language
proficiency
10. Allot the same number of minutes for a differentiated task
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7. Factors in english language
classroom
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8. Sample of Research
“What Are The Factors Affecting the Use of English Language in English-
Only Classrooms: Student’s Perspectives in Pakistan”
By Asif, Bashir & Zafar (2018)
Aim of the Research
To give deeper
insight why
Pakistani
students use
their mother
tongue in
English only
classrooms.
To examine the
factors that limit
students and
teachers from
communicating
in English.
To explore
student’s thoughts
and potential
reasons for
speaking mother
tongue instead
English, in
English language
classrooms.
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9. methodology
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Participants
130 participants were included in this study
between the ages of 19-22 of EFL learners.
Setting
Institute of Communication and Cultural
Studies (ICCS) at Univeristy of Management
and Technology (UMT).
Data Collection
1. Questionnaire
2. Interviews from individual students
3. Focus group interviews
Research Approach
Qualitative research approach
Result
The results demonstrated that most
of the students like to communicate
in English and be a part of the
English-only environment however
they acknowledged some key
factors that prevented them from
speaking English in the classrooms.

10. 1. Social factors
2. Institutional factors
3. Psychological factors
4. Linguistic factors
(Hwang, 1993; Park, 1998;
Tomizawa, 1990 as cited
in Asif, Bashir & Zafar,
2018)
factors affected oral communication
✖ Kang’s (2006) add to
main sociocultural
factors prevented the
participant from using
English:
1. Lack of contact with
native speakers
2. Feeling of insecurity
about speaking
English
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11. Conclusion
✖Differentiated instruction will take different form depending on
the styles of teacher and students, but it should become more
familiar to teachers as they more routinely implement it.
✖In addition, according to the research most of the students like
to communicate in English and be a part of the English-only
environment, however they acknowledged some key factors
that prevented them from speaking English in the classrooms.
✖Fundamental factors they spoke about were personal, linguistic
and social. There were also various psychological and
institutional hindrances and all these factors were largely based
upon their beliefs, assumptions, needs and desires.
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12. Thanks!
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