DIFFERENTIATION IN A

CLASSROOM WITH ENGLISH

LANGUAGE LEARNERS
TESL 426
December 15, 2015 By Rebecca Clark
Abstract
 Purpose: to explore ways of differentiating in a
classroom with ELL students.
 Question: “How can a teacher differentiate between
varying levels of proficiency within the classroom?”
 How?
 Reading articles about differentiation in ELL classrooms
 Reading articles about the concept of differentiation as a
whole
 Observing in the Career Development Academy (CDA), an
adult English program at a large university.
Diversity in ELL Classroom

ELLs are one of the most rapidly growing groups

among school-aged children in the U.S. (Buteau,
2009, p. 23).
Diversity in Classroom
 Students enter classroom with diverse needs and
abilities.
 Examples:
 Learning style
 Assessment style

 Learning backgrounds

 Proficiency levels

 Aptitudes
Differentiation

Differentiation is used to meet the diverse needs of

students in the classroom.
Teacher qualities and differentiation

 Teacher must:
 Be aware of individual student needs.
 Learn to connect with students.

 Have flexibility—change and modify plans/habits as

needed in order to better serve students.
 Be confident

 Persevere
Examples of differentiation
 “To-with-by” approach
 Scaffolding
 Group work
 Graphic organizers
 Varying assessment forms
 Project oriented (as opposed to test-oriented)
 Hands-on learning
Where can differentiation be used?

 With a little planning, it can be used in any classroom!

 Corrective feedback
 Addressing affective filters

 Student input (responsibility and ownership of learning)

 Language development (conversations)

 Content learning
 teacher instruction  group activities  self-directed learning
 scaffolding
More resources (bibliography)

Baecher, L., Artigliere, M., Patterson, D.K., & Spatzer, A. (2012), Differentiated instruction for English language learners as
“variations on a theme”. Middle School Journal, N.A., 14-21.
Buteau, G. and Marianne True (2009). Differentiating instructional strategies to support English language learners. The NERA
Journal, 44 (2), p. 23-25
Campbell, B. (2009). To-With-By: A three-tiered model for differentiated instruction. The NERA Journal, 44 (2), 7-10.
DelliCarpini, Margo (2006). Scaffolding and Differentiating Instruction in Mixed Ability ESL Classes Using a Round Robin Activity.
The Internet TESL Journal, Vol. XII (3). Retrieved from http://iteslj.org/Techniques/DelliCarpini-RoundRobin.html
Freeman, D.E. & Freeman, Y.S. (2011). Between worlds: Access to second language acquisition. Portsmouth, NH: Heinemann.
Hawkins, V. (2009). Barries to implementing differentiation: Lack of confidence, efficacy and perseverance. The NERA Journal, 44
(2), p. 11-16.
Hoover, John J., James R. Patton (2005). Differentiating Curriculum and Instruction for English-Language Learners With Special
Needs. Intervention in School and Clinic, Vol. 40 (4). Retrieved from
http://isc.sagepub.com/content/40/4/231.full.pdf+html
Lightbown, P.M. & Spada, N. (2013). How languages are learned. Oxford, UK: Oxford University Press.
Rogers, C. & Helman, L. (2009). One size does not fit all: How assessment guides instruction in word study with English learners. The
NERA Journal, 44 (2), 17-22.
Zushi, Sora (N.D.). ‘We Boil at Different Degrees’: Differentiation in the ESOL Classroom. Retrieved from
http://esol.britishcouncil.org/content/teachers/staff-room/teaching-articles/differentiation-esol-classroom