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Differentiated instruction (DI) takes into consideration both language objectives and content objectives (see Content and Language Integrated Learning ).

Differentiated instruction is a teaching approach that allows teachers to meet the needs of all learners in their classroom. It is based on the idea that students learn in different ways and at different paces. By differentiating instruction, teachers can provide students with the support they need to be successful.

In the context of English language learning, differentiated instruction can be applied in a number of ways, such as:

• Varying the content: This could involve providing different levels of difficulty, using different materials, or focusing on different aspects of the language.
• Varying the process: This could involve giving learners different tasks, allowing learners to work at their own pace, or providing different levels of support.
• Varying the product: This could involve asking learners to create different types of output, such as writing, speaking, or art.
• Using flexible grouping: This could involve grouping learners based on their needs, interests, or abilities.
• Providing feedback: This could involve providing feedback that is specific, timely, and actionable.

Differentiated instruction is particularly relevant in the English language acquisition (ELA) classroom because it can help students who are learning English as a second language (ESL). ESL students come to the classroom with a variety of language and academic backgrounds. By differentiating instruction, teachers can ensure that all ESL students have the opportunity to succeed.

Here are some specific examples of how teachers can differentiate instruction in the ELA classroom:

• Content: For students who are struggling with reading comprehension, the teacher could provide them with a simplified version of the text or read the text aloud to them. For students who are ready for a challenge, the teacher could assign them a more complex text or have them complete an extended response question.
• Process: For students who need more scaffolding, the teacher could provide them with graphic organizers or sentence frames to help them organize their thoughts. For students who are ready to work independently, the teacher could assign them a project or have them work in a small group.
• Product: For students who are more visual learners, the teacher could have them create a presentation or a poster. For students who are more auditory learners, the teacher could have them give a speech or record themselves reading a passage.
• A teacher is working with a group of learners who are learning about the weather. The teacher could give some learners a worksheet with simple questions about the weather, while giving other learners a more challenging worksheet with more complex questions.
• A learner is trying to improve their speaking skills. The teacher could give the learner a speaking partner who is at a similar level of proficiency. The teacher could also provide the learner with a list of prompts to help them start conversations.
• A group of learners are working on a project together. The teacher could divide the project into different tasks and then assign each task to a group of learners based on their interests and abilities.

Differentiated instruction is a complex and challenging process, but it is one of the most effective ways to meet the needs of all learners in the classroom. By taking the time to differentiate instruction, teachers can help all students succeed, regardless of their language or academic background.

Here are some additional tips for differentiating instruction in the ELA classroom: