PLANNING FOR AND ENACTING DIFFERENTIATED INSTRUCTION IN THE POSTSECONDARY LANGUAGE CURRICULUM

The urgency to respond to the diverse profiles of postsecondary language students is increasingly recognized by language educators. Indeed sociodemographic, socioaffective, linguistic, and cognitive dimensions necessarily impact both the process and product of classroom language study. Differentiated instruction, or how instructors identify and adapt to learner differences in the classroom has emerged as one way of addressing the diverse needs of student populations. Grounding our review of differentiated instruction in sociocognitive understandings of language learning, we first identify shortcomings in current conceptualizations of differentiated instruction and then propose a dynamic, dialogic process, one in which educators and students both actively participate. After a brief overview of traditional approaches to differentiation of instructional content, practices, and products in the individual language classroom, we explore ways in which programs can design curricula that create equitable learning opportunities for all. More specifically, we examine the role of inquiry, technology, collaboration, and reflection in developing linguistic proficiency, intercultural competence, and second language identity. Throughout the chapter, classroom practice and curricular design are centered.