A differentiated classroom approach for diverse ESL readers

Nooreiny Maarof , and Hamidah Yamat , (2010) A differentiated classroom approach for diverse ESL readers. International Journal of Learner Diversity , 2 (1). pp. 75-86. ISSN 2180-1630

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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.

Item Type:Article
Keywords:differentiated classroom approach; diverse; ESL readers; reading abilities; reading skills
Journal:International Journal of Learner Diversity
ID Code:3528
Deposited By: Mr Fazli Nafiah -
Deposited On:16 Feb 2012 03:54
Last Modified:03 Apr 2012 04:39

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