Implementing differentiated instruction pedagogy to teach reading comprehension : Algerian EFL teachers' perspective

Abstract EN

This descriptive research study attempts to investigate Algerian EFL teachers' use of differentiated instruction pedagogy.

the researchers link the approach to reading comprehension.

the main concern is to take a closer look at the subjects' perceptions of the nature of the model, its principles and implementation in general, and differentiated reading instruction in particular.

the paper also aims at obtaining further recommendations for the better use of the pedagogy to teach the skill under study.

to gather relevant data, a teachers' questionnaire was administered to a sample of 100 Algerian EFL teachers.

the results indicate some gaps in the educators' attempts to implement the model in addition to their claims to have many obstacles which hinder the process in the Algerian educational context.

hence, further recommendations to rid the context of such hindrances are highlighted by the participants.