Introducing Differentiation Method to Build an Inclusive Classroom among 7th Graders’ English Lessons

Abstract

In today’s highly diverse classrooms, effective instruction must recognise and respond to the different readiness levels, interests and learning styles of students. This article examines how a differentiated instruction (DI) method can be introduced in the 7th-grade English curriculum at an IB school in Astana to build a more inclusive classroom. Drawing on the theoretical foundations of differentiation and inclusive pedagogy, literature on DI in English as a Foreign Language (EFL) settings, and a proposed phased implementation model (pre-lesson, lesson delivery, post-lesson/reflection), the article provides a framework for tailoring English lessons to a heterogeneous group of students. The framework addresses differentiation by phase, knowledge of English proficiency, student interest, and learning styles. When teachers proactively design content, process and product options, and monitor student engagement and outcomes, students with varied needs can access the curriculum, feel valued, and participate meaningfully. The article concludes with implications for practice at  school contexts and recommendations for further research.