A differentiated classroom approach for diverse ESL readers
Most English as a Second Language (ESL) classroom can be characterized by multifarious factors, which in turn easily define the ESL classroom as the epitome of diversity. This "differentness" of learners poses a great challenge to teachers in providing appropriate instruction...
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| Main Authors: | , |
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| Format: | Article |
| Published: |
Universiti Kebangsaan Malaysia
2010
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| Online Access: | http://journalarticle.ukm.my/3528/ http://www.ukm.my/fpendidikan |
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| Institution: | Universiti Kebangsaan Malaysia |
| Summary: | Most English as a Second Language (ESL) classroom can be characterized
by multifarious factors, which in turn easily define the ESL classroom as the
epitome of diversity. This "differentness" of learners poses a great challenge
to teachers in providing appropriate instruction in the language skills, such
as in the teaching of reading. Reading is a complex skill, which involves the
interaction of various factors associated with the reader and the text. Although
most ESL readers are literate in their native language, reading in a second
language requires specific skills and strategies. In what ways can the teacher
assist ESL readers of differing reading abilities to improve their reading skills?
How can the teacher manage a class of readers of differing reading abilities?
This article discusses an approach which attempts to address the needs of
diverse readers. In a differentiated classroom approach, various strategies and
activitied task are organized to assist teachers in addressing the differentness
of learners in the reading classroom.
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