The usage of a differentiated instruction strategy to teach heterogeneous english groups in a Costa Rican context

 

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Detalles Bibliográficos
Autor: Lopez Cerdas, Cristopher
Formato: tesis de maestría
Fecha de Publicación:2022
Descripción:Heterogeneous groups, also called mixed ability groups or classes, are one of the most challenging student populations for English as a Foreign Language (EFL) teachers. Currently, the lack of contextual research on the realities of heterogeneous groups in Costa Rica has created a need to collect important constructive aspects that could help teachers with heterogeneous groups. This paper, summarizes key guidelines that Costa Rican teachers can follow to initially understand what heterogeneous groups are and how to address them with a differentiated instruction (DI) approach while considering the students’ needs, group work, a student-centered approach, and learning styles, to follow an informed path in teaching mixed ability students.
País:Repositorio UNA
Institución:Universidad Nacional de Costa Rica
Repositorio:Repositorio UNA
Lenguaje:Español
OAI Identifier:oai:null:11056/26734
Acceso en línea:http://hdl.handle.net/11056/26734
Palabra clave:ENSEÑANZA DE IDIOMAS
INGLÉS
APTITUDES
ENSEÑANZA PRIMARIA
LANGUAGE TEACHING
ENGLISH
PRIMARY EDUCATION