A differentiated classroom approach for diverse ESL readers

Most English as a Second Language (ESL) classroom can be characterized by multifarious factors, which in turn easily define the ESL classroom as the epitome of diversity. This "differentness" of learners poses a great challenge to teachers in providing appropriate instruction...

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Main Authors:	Nooreiny Maarof, Hamidah Yamat
Format:	Article
Published:	Universiti Kebangsaan Malaysia 2010
Online Access:	http://journalarticle.ukm.my/3528/ http://journalarticle.ukm.my/3528/

id	ukm-3528
recordtype	eprints
spelling	ukm-35282012-04-03T04:39:50Z http://journalarticle.ukm.my/3528/ A differentiated classroom approach for diverse ESL readers Nooreiny Maarof , Hamidah Yamat , Most English as a Second Language (ESL) classroom can be characterized by multifarious factors, which in turn easily define the ESL classroom as the epitome of diversity. This "differentness" of learners poses a great challenge to teachers in providing appropriate instruction in the language skills, such as in the teaching of reading. Reading is a complex skill, which involves the interaction of various factors associated with the reader and the text. Although most ESL readers are literate in their native language, reading in a second language requires specific skills and strategies. In what ways can the teacher assist ESL readers of differing reading abilities to improve their reading skills? How can the teacher manage a class of readers of differing reading abilities? This article discusses an approach which attempts to address the needs of diverse readers. In a differentiated classroom approach, various strategies and activitied task are organized to assist teachers in addressing the differentness of learners in the reading classroom. Universiti Kebangsaan Malaysia 2010-12 Article PeerReviewed Nooreiny Maarof , and Hamidah Yamat , (2010) A differentiated classroom approach for diverse ESL readers. International Journal of Learner Diversity , 2 (1). pp. 75-86. ISSN 2180-1630 http://www.ukm.my/fpendidikan
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
description	Most English as a Second Language (ESL) classroom can be characterized by multifarious factors, which in turn easily define the ESL classroom as the epitome of diversity. This "differentness" of learners poses a great challenge to teachers in providing appropriate instruction in the language skills, such as in the teaching of reading. Reading is a complex skill, which involves the interaction of various factors associated with the reader and the text. Although most ESL readers are literate in their native language, reading in a second language requires specific skills and strategies. In what ways can the teacher assist ESL readers of differing reading abilities to improve their reading skills? How can the teacher manage a class of readers of differing reading abilities? This article discusses an approach which attempts to address the needs of diverse readers. In a differentiated classroom approach, various strategies and activitied task are organized to assist teachers in addressing the differentness of learners in the reading classroom.
format	Article
author	Nooreiny Maarof , Hamidah Yamat ,
spellingShingle	Nooreiny Maarof , Hamidah Yamat , A differentiated classroom approach for diverse ESL readers
author_facet	Nooreiny Maarof , Hamidah Yamat ,
author_sort	Nooreiny Maarof ,
title	A differentiated classroom approach for diverse ESL readers
title_short	A differentiated classroom approach for diverse ESL readers
title_full	A differentiated classroom approach for diverse ESL readers
title_fullStr	A differentiated classroom approach for diverse ESL readers
title_full_unstemmed	A differentiated classroom approach for diverse ESL readers
title_sort	a differentiated classroom approach for diverse esl readers
publisher	Universiti Kebangsaan Malaysia
publishDate	2010
url	http://journalarticle.ukm.my/3528/ http://journalarticle.ukm.my/3528/
first_indexed	2023-09-18T19:39:02Z
last_indexed	2023-09-18T19:39:02Z
_version_	1777405465495339008

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A differentiated classroom approach for diverse ESL readers