Relevance of differentiated instruction in special education for EFL slow learners : a study of learning problems and some strategies at KAU, Jeddah

Abstract EN

Despite the many desperate attempts made to improve learners’ level in English, many of them have failed to attain the desired objectives.

In some cases, their failure can be directly attributed to ineffectiveness of curricula, learning materials, teaching methods, administrative or infrastructural issues, etc.

Some students might be affected by psychological or behavioural issues/ barriers which might take on deeper significance with the passage of time unless instruction is designed to meet to the needs of learners in general, and slow learners in particular.

Differentiated instruction (DI) is one of the especially-designed strategies to meet the learning needs of special learners, providing students with varying abilities the opportunity to learn the same curriculum.

However, the learning environment must be created for all students, including both inclusive and special students.

This paper examines the relevance of differentiation techniques in teaching English as a foreign language (EFL) with a prime focus on slow learners.

This paper demonstrates some of the teaching techniques, strategies and practices, deemed critical in the given pedagogic context of learners with respect to educational needs.

The findings are useful for understanding issues pertaining to slow learners of English, and the development of concomitant strategies of which differentiated instruction is one of them