Exam Notes: Theory and Practice in Primary English Language Teaching 2

3. Differentiation in Primary ESL Classroom

Definition of Differentiation

• Differentiation: Tailoring instruction to meet individual learners' needs.

o Adjustments in content, process, product, and learning environment.

o Recognizes students' varying background knowledge, readiness,

interests, and learning profiles.

Strategies in Differentiated Teaching and Learning

1. Visual Metaphors:

o Use imagery to represent abstract ideas (e.g., comparing grammar rules

to traffic signals).

o Helps visual learners understand and retain concepts.

o Example: A "puzzle" metaphor to explain how grammar rules fit together

to form coherent sentences.

2. Multisensory Activities:

o Combine visual, auditory, and kinesthetic elements.

o Examples: Role-playing (acting out scenarios), singing songs to learn

vocabulary, using flashcards for memory recall, and storytelling to
practice sentence structures.

o Tools: Interactive whiteboards, videos, or physical manipulatives (e.g.,

letter tiles).

3. Interventions:

o Targeted support for struggling learners.

o Examples: One-on-one tutoring sessions focusing on phonics, peer

mentoring programs for vocabulary building, and scaffolded reading
exercises.

o Case Study: A student struggling with reading fluency benefits from

personalized phonics drills paired with audio recordings.

Differentiated Instruction in the 21st Century

• Technology Integration:
 o Use apps like Duolingo, Kahoot, and Quizlet to make learning engaging
and adaptive.

o Example: Assigning interactive grammar games to reinforce tenses.

• Collaborative Learning:

o Group activities like shared story-writing or role-plays.

o Example: Groups creating and presenting dialogues set in real-life

situations (e.g., ordering food at a restaurant).

• Critical Thinking and Creativity:

o Open-ended tasks like designing a poster on "My Dream Holiday" to use

descriptive language.

Task, Materials, and Outcome in Differentiated Teaching and Learning

• Tasks: Offer tiered tasks (e.g., writing a simple paragraph for beginners, creating
a short essay for advanced learners).

• Materials: Include a mix of physical books, digital resources, and manipulatives.

o Example: Providing picture dictionaries for younger learners and bilingual

glossaries for intermediate students.

• Outcomes: Students can choose how to demonstrate learning, such as through

an oral presentation, a drawing, or a written reflection.

Teacher Support in Differentiated Learning

• Use scaffolding tools like sentence starters ("I think that...") or graphic
organizers.

• Conduct regular formative assessments to adjust teaching methods.

• Encourage learners by highlighting their progress through personalized feedback

and praise.

4. Assessment and Feedback for Primary ESL Classroom

Classroom-Based Assessment (CBA)

• Continuous, formative approach integrated into daily teaching.

• Purpose: Track learner progress, identify needs, and inform instruction.

• Examples: Observations during group work, exit tickets asking "What did you
learn today?", and reflective journals.
Teacher Assessing Learners

• Assess through:

o Oral Activities: Include storytelling, debates, and impromptu Q&A

sessions.

o Written Tasks: Assign creative writing exercises, cloze tests, and error
correction tasks.

o Participation: Evaluate engagement in tasks like peer teaching or group

discussions.

• Use rubrics: Design rubrics that rate learners on criteria like fluency, accuracy,
and originality.

Peer Assessment

• Advantages:

o Promotes collaboration, self-awareness, and accountability.

• Guidelines:

o Establish clear rubrics and norms for feedback.

o Provide examples of constructive comments (e.g., "You used great

vocabulary, but your sentence could flow better if you...").

Feedback During Oral Work

• Types:

o Recasts: Reformulate learners’ sentences with corrections.

▪ Example: "I goed to school" → "Oh, you went to school?"

o Elicitation: "Can you try that again using past tense?"

o Praise: Highlight strengths ("You used excellent adjectives in that

sentence!").

• Immediate feedback encourages correction without discouraging learners.

Feedback During Written Work

• Strategies:

o Use marking codes (e.g., "sp" for spelling, "ww" for wrong word).

o Provide "two stars and a wish" feedback: Two positive comments and one
area for improvement.
 o Peer review sessions: Partner learners to critique each other’s drafts.

• Example: Marking a student’s essay with comments like "Great use of transition
words" and "Consider revising sentence structure here."

5. Using Local Languages in Primary ESL Classroom

The Role of Local Languages in ESL Classroom

• Local languages can:

o Simplify explanations of grammar rules (e.g., "This tense is similar to past

tense in your language").

o Facilitate cultural connections (e.g., discussing proverbs in both English

and the local language).

o Build rapport, especially with younger learners who might feel intimidated
by English.

Using Local Languages Productively in ESL Classroom

• Code-switching: Use sparingly to explain difficult concepts.

o Example: Explaining "present perfect" with examples in both languages.

• Translation Exercises:

o Encourage learners to translate simple sentences back and forth to

improve vocabulary.

• Bilingual Resources:

o Provide materials like storybooks written in both English and the local
language.

o Example: Assigning a dual-language folktale for a comprehension task.

Benefits of Using Local Languages

1. Cognitive Benefits:

o Enhances conceptual understanding through comparisons.

o Builds stronger connections between known and new knowledge.

2. Emotional Benefits:

o Provides comfort to nervous learners.

o Encourages active participation in classroom discussions.

 3. Practical Benefits:

o Simplifies instructions for activities.

o Supports learners in complex tasks, such as writing compositions.

Drawbacks of Using Local Languages

• Over-reliance on local languages can:

o Limit exposure to English.

o Delay fluency in using English in real-life contexts.

• Teachers need to maintain a balance to avoid undermining English immersion.