ESL Teachers’ Perspectives on Differentiated Instruction for Quality Inclusive Education

Abstract:

Introduction: The Malaysian Education Blueprint (MEB) 2013-2025 introduced differentiated instruction to address the diverse needs of students in a heterogeneous classroom, aligning with 21st-century learning goals. This paper aims to assess teachers’ knowledge and understanding of differentiated instruction within the Malaysian ESL context to support inclusive education. Methods: A descriptive research design was employed, involving 96 respondents from 20 public secondary schools in the Northeast district of Penang. Data were collected through surveys to evaluate teachers’ perceptions, levels of implementation, and understanding of differentiated instruction. Results: The findings revealed that teachers generally held positive perceptions towards the implementation of differentiated instruction. However, the actual level of implementation was perceived to be only moderate. Further investigation indicated that teachers harbored several misconceptions about differentiated instruction, reflecting limited knowledge and understanding of its principles and practices. Discussion: The study highlights the gap between teachers’ positive perceptions and their moderate implementation levels of differentiated instruction. Misconceptions and limited knowledge among teachers suggest the need for targeted professional development to enhance their understanding and effective application of differentiated instruction in the classroom. Conclusion: While teachers in the Malaysian ESL context are positively inclined towards differentiated instruction, their implementation is hindered by misconceptions and limited understanding. Addressing these issues through comprehensive training programs is crucial for fostering an inclusive education environment that meets the diverse needs of all learners.

Keywords:

Differentiated instruction; Inclusive education; ESL classroom; Mixed-ability; Diversity.

Citation: Melanie Khor Wei Chen and Gurnam Kaur Sidhu (2024). ESL Teachers’ Perspectives on Differentiated Instruction for Quality Inclusive Education. Horizon J. Hum. Soc. Sci. Res. 6 (1), 18–26. https://doi.org/10.37534/bp.jhssr.2024.v6.n1.id1268.p18