How Do Teachers Differentiate Instruction Through Materials in a Colombian Rural Zone?

Authors

DOI:

https://doi.org/10.15381/lengsoc.v22i2.25216

Keywords:

strategies, materials, educators, differentiation, adaptation

Abstract

This research study aims to investigate how teachers implement strategies of  differentiated instruction through materials in their classrooms by taking into consideration the diverse students’ profiles. In this phenomenological qualitative article a total of six (6) EFL educators from Pensilvania (Caldas) participated in this investigation, and data was collected through class observations and semi-structured interviews. The results explore the teachers' level of understanding about differentiation, the training they had received on materials' development and the variety of resources provided for each institution, the aspects they contemplate when creating/designing and adapting materials, and the way in which differentiation through materials was carried out in the classroom. In the conclusion of the article, the importance of providing teachers with the necessary resources is emphasized, as well as the necessity for professional development opportunities, and ongoing support to help them meet the student’s needs.

Author Biographies

  • Valentina Castiblanco, Universidad El Bosque, Bogotá, Colombia

    Completing a bachelor's degree in Bilingualism with a focus on ELT at El Bosque University in Bogotá, Colombia. She is expected to graduate in the first semester of 2023. As part of her studies, Valentina completed a teaching practicum in Pennsylvania, Caldas, as a pre-service teacher, where she and her colleagues identified key issues related to bilingualism in rural areas. This experience inspired the current investigation.

  • Laura Pelaez, Universidad El Bosque, Bogotá, Colombia

    Currently pursuing a B.A. in Bilingualism with emphasis on EFL Teaching at El Bosque University (Universidad El Bosque, UEB) in Bogotá, D. C., Colombia, with an expected graduation date between February and March 2024. Laura has gained experience in the field through an internship in Pennsylvania, Caldas, a little town in the rural area of Colombia, where she conducted the research of this paper along with the other co-authors. 

  • Melany Santana, Universidad El Bosque, Bogotá, Colombia

    Student at El Bosque University (Universidad El Bosque - UEB) in Bogotá, Colombia, where she is currently pursuing a degree in Bilingualism with an emphasis on EFL Teaching. Her goal is to become an English/Spanish teacher. Melany has almost 4 months of experience as a pre-service teacher in Pennsylvania, Caldas, where she was able to put her knowledge into practice and hone her skills as a professional.

  • Danna Tibaná, Universidad El Bosque, Bogotá, Colombia

    Studying for a degree in Bilingualism with an emphasis on EFL Teaching at El Bosque University in Bogotá, D.C., Colombia. She is expected to complete her studies and graduate between February and March 2024. In addition to her studies, Danna has worked as a teacher and participated in the research process for this article in Pennsylvania, Caldas, a small town where she worked with primary school students.

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Published

2023-09-26

Issue

Vol. 22 No. 2 (2023)

Section

Academic articles

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Copyright (c) 2023 Laura Valentina Pelaez Triviño, Valentina Castiblanco Ibañez, Melany Santana Mina, Danna Isabella Tibaná Mora

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How to Cite

Castiblanco, V., Pelaez, L., Santana, M., & Tibaná, D. (2023). How Do Teachers Differentiate Instruction Through Materials in a Colombian Rural Zone?. Lengua Y Sociedad, 22(2), 283-302. https://doi.org/10.15381/lengsoc.v22i2.25216