INTEGRATING DIFFERENTIATED INSTRUCTION INTO PRE-SERVICE TEACHER CURRICULUM: IN PURSUIT OF EQUITY AND INCLUSION IN ENGLISH LANGUAGE EDUCATION

Tinashe C. Matiyenga and Oluwatoyin Ayodele Ajani
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Tinashe C. Matiyenga: Department of Languages and Social Sciences Education, University of Zululand, South Africa
Oluwatoyin Ayodele Ajani: Department of Languages and Social Sciences Education, University of Zululand, South Africa

Social Sciences and Education Research Review, 2024, vol. 11, issue 1, 285-294

Abstract: This chapter investigates the integration of differentiated instruction strategies into pre-service teacher education curriculums, with a specific focus on promoting equity and inclusion in English language education. Differentiated instruction, a pedagogical approach tailored to meet diverse student needs, is critical in cultivating inclusive classrooms that enhance learning outcomes for all students. This study, using a desktop literature review approach, meticulously analyses peer-reviewed articles, book chapters, and conference proceedings to identify effective practices and theoretical underpinnings that support the adoption of differentiated instruction in teacher training programmes. The review reveals that while differentiated instruction is widely endorsed for its potential to address diverse learning styles and backgrounds, its practical implementation in pre-service curriculums remains inconsistent. Several barriers emerge, including insufficient training on adaptive teaching methods, lack of resources, and inadequate support systems within teacher education institutions. However, studies also highlight successful integration strategies that involve comprehensive training modules, hands-on practice with diverse learner scenarios, and ongoing professional support. Empirical evidence suggests that pre-service teachers equipped with robust differentiated instruction skills are better prepared to foster inclusive environments that recognize and nurture individual student potentials. This is particularly pertinent in English language learning, where linguistic diversity presents unique challenges and opportunities. The review also underscores the need for educational policy reforms to reinforce the importance of these strategies in teacher accreditation standards. This paper contributes to the broader discourse on teacher education by delineating a clear framework for embedding differentiated instruction into pre-service programmes, aiming to bridge the gap between theoretical advocacy and practical application. It calls for a concerted effort among stakeholders to prioritize and resource this crucial aspect of teacher education.

Keywords: Differentiated Instruction; Pre-Service Teacher Education; Equity; Inclusion; English Language Learning (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:11:y:2024:i:1:p:285-294

DOI: 10.5281/zenodo.15258189

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