High School English as a Second Language Teachers’ Narratives on Differentiated Instruction
A Case of South African Selected Schools
Bibliographic Data
| ID | 22047583 |
|---|---|
| Authors | Onyinyechi Glory Ndu (0000-0002-7894-3768, University of Fort Hare, corresponding author), Sive Makeleni (0000-0002-8484-300X, University of Fort Hare) |
| Year | 2025 |
| Volume | 15 |
| Issue | 6 |
| Pages | 759 |
| Publication date | 2025-06-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15060759 |
| OpenAlex | W4411338410 |
| Language | EN |
| References cited | 45 |
The existence of poor academic performance among English as a second language (ESL) high school learners in the Eastern Cape Province has raised a lot of debate among scholars on the most suitable approach teachers could use to assist learners. Teachers’ narratives on the implementation of differentiated instruction and its effectiveness in the academic development of learners have been emphasized. Despite these prolific debates, learners in the Eastern Cape still struggle academically, given that the province always appears in the bottom three of the National Senior Certificate report regarding learners’ academic performance. Therefore, this study examines high school English as a second language teachers’ narratives on differentiated instruction. A purposive sampling technique was used to select a sample of ninety-nine (99) teachers, which involved fifty (50) teachers for the questionnaires and forty-nine (49) teachers with at least five years of experience from ten (10) schools for the interviews. The findings revealed that some teachers understood the concept of the approach and narrated its effectiveness, while some teachers misconceived DI as individualized instruction and inclusive education. Similarly, others preferred the traditional method and maintained that differentiated instruction implementation is easier said than practiced where there are diverse learners. Based on this study’s findings, it was concluded that teachers should be afforded professional development programs
Comprehension approach · Language education · Linguistics · Mathematics education · Narrative · Pedagogy · Sheltered instruction · Sociology · Education Systems and Policy · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
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Promoting inclusion and equity in education
Comparison of Convenience Sampling and Purposive Sampling
The impact of labelling students with learning difficulties on teacher self‐efficacy in differentiated instruction
Voices in practice
Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools
Family Engagement in Schools
Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia
The Voice of the Parent Cannot be Undervalued”
Teachers talk on student needs
Guidelines to assist the implementation of differentiated learning activities in South African secondary schools
How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity
Teaching to address diverse learning needs
Student teachers’ practice and experience with differentiated instruction for students with higher learning potential
| Highly cited | No |
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