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Differentiated instruction and learning in the English language classroom : focusing on native and gifted/talented pupils in the FWB

Vanderhaeghe, Annabelle
(2023)

Files

Vanderhaeghe_0665-18-00_2023.pdf
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Details

Supervisors
Meunier, Fanny
Faculty
Faculté de philosophie, arts et lettres
Degree label
Master [120] en langues et lettres modernes, orientation générale, à finalité didactique
Abstract
Based on previous research, this masters’ thesis portrays an assessment of differentiated instruction with English native-speaking pupils and gifted and talented pupils in EFL (English as a Foreign Language) classrooms in the Fédération Wallonie-Bruxelles. After a theoretical framework on differentiated instruction, native speakers, and gifted and talented pupils, it analyses the differentiated instruction strategies EFL teachers in the FWB use and how native and gifted and talented pupils perceive them to then point out areas of improvement. The findings showed that EFL teachers indeed implemented differentiated instruction with native and gifted and talented pupils. A majority of pupils, however, did not perceive anything different in terms of activities and strategies compared to their peers. Only one strategy was mentioned by both teachers and pupils, and that was peer-tutoring. Based those findings, the main suggestion would be to diversify and adapt their differentiated instruction strategies to the pupils’ profiles in their classrooms.