Differentiated Instruction: Strategies for English Language Learners Listening Comprehension Development
Date of Award
Thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Teaching English to Speakers of Other Languages in the College of Graduate Studies at Bridgewater State University, 2015.
Master of Arts in Teaching
Differentiated Instruction is a hot topic right now and teachers need to keep up with the changes in the educational system. The one-size-fits-all approach that we have being dealing with for so long, no longer fits the needs, preferences and learning styles of our students. Teachers need to differentiate instruction and provide students with different avenues of learning in order to maximize their learning process. Because more attention and practice is needed on listening skills, knowledge in differentiated instruction and the different strategies to teach listening skills can be used together to help develop English language learners listening comprehension skills. Of particular interest to this research paper are researches dealing with the importance of listening in the language learning, as well as the stages of listening comprehension, the factors that may hinder it and the strategies to help ELLs overcome them. The main purpose of this literature review is to provide EFL teachers, in a synthesized way, with a review about the existing literature on differentiated instruction as well as on listening skills so that these two can be put together and help ELLs develop their listening comprehension skills while having their preferences, styles and readiness taken into consideration. Findings from researchers are presented and some conclusions and suggestions are proposed for further and practical development of this topic.
Joyce Rain Anderson (chair)
Moreno, Stefanie. (2015). Differentiated Instruction: Strategies for English Language Learners Listening Comprehension Development. In BSU Master’s Theses and Projects. Item 14.
Available at https://vc.bridgew.edu/theses/14
Copyright © 2015 Stefanie Moreno