English language teachers’ perceptions of differentiated instruction at a foundation school in Turkey: A case study

2022-12
Tokatlı, Esma
Process of learning a new language can be a challenging journey shaped by various differences students bring into the classrooms. This situation can pave the way for adopting the differentiated instruction approach. Since teachers are the ones managing the process of differentiated instruction, they hold a significant place as stakeholders. Therefore, this case study aims to investigate the ways the instruction is differentiated in English lessons in a private middle school in Ankara and how the teachers perceive differentiated instruction. Fifteen teachers took part in the study, and the data was collected with interviews and analysis of ten lesson plans. The inductive analysis approach was applied to analyse the qualitative data, and significant themes emerged. The findings revealed that the English teachers taking part in this case study differentiate their instruction mainly on the products of their lessons considering their students’ readiness level, working style preferences, and interests. They perceived differentiation with many advantages, such as the increase in student motivation, engagement and academic progress. Regarding the disadvantages, the participants observed the emergence of negative feelings and negatively affected class atmosphere because of some students’ negative perceptions. Findings also revealed the obstacles and challenges of the participants, such as lack of support and information regarding differentiated instruction. The results also showed that the teachers overcome these challenges mostly with the help of their co-workers. Considering these findings, the current study provided some recommendations regarding the role of the institutions and integration of differentiated instruction in teacher education programs.

Suggestions

English Language Teachers Implementation of Curriculum with Action Oriented Approach in Turkish Primary Education Classrooms
Yeni Palabıyık, Pınar; Daloğlu, Ayşegül (2016-04-01)
The aim of the study is to explore English language teachers' implementation of a curriculum innovation with an actionoriented approach in the context of teaching English to very young learners in Turkish primary schools. As a part of exploratory case study design, data from multiple sources were gathered in the form of observational field notes, followup interviews and document analysis. Findings indicated a variation in teachers' instructional practices ranging from traditional to constructivist. Even if ...
English as a Foreign Language Instructors Induction Early Practices of Language Teachers Teaching at Tertiary Level
Öztürk, Mustafa; Yıldırım, Ali (2012-01-01)
This study aimed to investigate the nature of the induction process of English as a foreign language (EFL) teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a) having 1 to 3 years of teaching experience, and (b) teaching at higher education level. The data gathered from the interviews were transcribed, coded, and categorized unde...
EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes
Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014)
The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
English language teaching and language teacher education in Turkey- An Evolutionary Overview
Balbay, Seher (2021-10-01)
This study provides a much-needed socio-political perspective on language teaching in Turkey and identifies key influences and orthodoxies past and present and their impact on current practices of language learning. The researchers provide a refreshing critique of successive cycles of policies and how they have variously sought to secure starting with imperial, nationalist, and contemporary populist ambitions of language teaching in the classroom and beyond. Almost 150 years of such efforts have frequently ...
EFL student and instructor perceptions of pair and group work speaking activities: a case study at a state university in Turkey
İlkyaz Akın, İnci Nur; Savaş, Perihan; Department of English Literature (2018)
The aim of this study was to investigate the perceptions of English preparatory school students and their language instructors of the implication of pair and group work speaking activities in English as a Foreign Language (EFL) classes. The study was conducted as a case study with 496 English as a foreign language (EFL) students and nine instructors of English language in the preparatory school of a state university in Ankara, Turkey. The data for this study were collected through a questionnaire administer...
Citation Formats
E. Tokatlı, “English language teachers’ perceptions of differentiated instruction at a foundation school in Turkey: A case study,” M.A. - Master of Arts, Middle East Technical University, 2022.