Differentiated Instruction in Hong Kong Secondary Classrooms

• In Event: 63.084 - MTCC Roundtable Session 25
  In Roundtable Session: 63.084-14 - Teachers' Perceptions of Professional Tools

Abstract

Differentiated instruction (DI) is a popular strategy enabling students to learn English effectively. Yet teacher beliefs play an influential role in affecting its implementation. Little is known about English teachers’ beliefs towards DI. This paper aims to report the findings of English subject teachers’ beliefs and dilemmas when practicing DI, where a total of 96 English subject teachers responded to the survey whilst seven English subject teachers participated in the interviews. Findings are presented, accompanied by implications for curriculum implementation and professional development concerning DI in English language education.

Authors

• Sally Wai-Yan Wan, The Chinese University of Hong Kong

• Alice Hoi-Yan Hui, The Chinese University of Hong Kong

• Rita Hau-Kwan Lau, Chinese University of Hong Kong

• Hoi-Yee Ku, The Chinese University of Hong Kong

• Tsz-Kwan Ng, The Chinese University of Hong Kong

• Ka-Chun Chan, The Chinese University of Hong Kong

• Joey HUNG, The Chinese University of Hong Kong

• Angela Wai-Man Lam, The Chinese University of Hong Kong