Theoretical and Methodological Foundations of a Student-Centered Differentiated Approach to Teaching English to B1-Level EFL Learners
Keywords:
B1 level, EFL, learner-centered approach, differentiated instruction, inclusive education, scaffolding, formative assessment, individual learning needs, communicative competence, CEFR.Abstract
This article analyzes the theoretical and methodological foundations of a learner-centered differentiated methodology for teaching English to B1-level learners of English as a foreign language (EFL). The relevance of the study is determined by the fact that treating B1-level learners as a homogeneous group based solely on their overall language proficiency does not fully address their individual linguistic, cognitive, social, and emotional needs. The article substantiates the interrelationship among such concepts as the learner-centered approach, differentiated instruction, communicative language teaching, the action-oriented approach, scaffolding, and formative assessment.
References
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Strasbourg: Council of Europe.
Council of Europe. (2020). CEFR Companion Volume: Learning, Teaching, Assessment. Council of Europe.
Council of Europe. The CEFR in the classroom. Language Policy Programme.
Council of Europe. CEFR Descriptors. Language Policy Programme.
Council of Europe. The CEFR Companion Volume and the action-oriented approach.
Dema, D., Klibthong, S., & Srisurakul, T. (2022). Exploring Bhutanese teachers’ perceptions of differentiated instruction in inclusive schools in Bhutan. Australasian Journal of Special and Inclusive Education, 46(1), 88–100.
North, B., & Piccardo, E. (2019). Developing new CEFR descriptor scales and expanding the existing ones: Constructs, approaches and methodologies.
Piccardo, E., North, B., & Goodier, T. (2019). Broadening the scope of language education: Mediation, plurilingualism, and collaborative learning.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD.
Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. Alexandria, VA: ASCD.
