Exploring teachers’ experiences in implementing differentiated instruction in Grade 10 English as First Additional Language

Abstract

Utilising the qualitative approach, the study explored teachers' experiences in implementing differentiated instruction in Grade 10 English as First Additional language. Teachers often rush to complete the syllabus, resulting in learners with diverse learning needs not receiving sufficient attention. The study was grounded in the theory of differentiated instruction as it aims to reduce over dependence on didactic teaching method. Teacher pedagogy, therefore, needs to be adapted and improved to develop diverse learner competencies. The study employed a comprehensive methodology, utilizing semi structured interviews, lesson observation and document analysis to generate rich qualitative data. The findings revealed a complex landscape of experiences among teachers.

Many teachers reported a strong commitment to differentiating instruction in Grade 10 English First Additional Language to meet the diverse needs of their learners. However, they encountered significant challenges. A prevalent theme was a lack of adequate training and resources, which hindered their ability to effectively implement differentiated teaching strategies. Teachers expressed a desire for more professional development opportunities focused on practical applications of differentiated instruction.

Lesson observations highlighted varying degrees of implementation; some teachers successfully adapted their instructional methods, employing strategies such as flexible grouping and varied assessment techniques. In contrast, others struggled to engage all learners, often resorting to traditional teaching methods due to time constraints and curriculum pressures. Document analysis further supported these findings, revealing inconsistencies in lesson plans that reflected a one-size-fits-all approach. Overall, the study underscores the critical need for ongoing professional development and institutional support to empower teachers in effectively implementing differentiated instruction, ultimately fostering a more inclusive learning environment for all learners.