This MA thesis deals with the possibility of applying the principles of differentiation and individualisation in the third three-year cycle of primary school ELT classrooms.
The theoretical part defines various approaches of recognising differences among pupils which are essential for successful and effective implementation of differentiation and individualisation. Furthermore, we explain how the two terms, differentiation and individualisation differ and how they are intertwined. The thesis further presents three differentiation systems, among which internal learning differentiation and individualisation in EFL classes is of special interest to us, as well as its two sub-systems: a didactic-methodical model and goal and a content-oriented model. In this respect, the thesis highlights the difficulties the teachers of English language experience in the process of adapting the lesson to a group of students or to every individual.
The empirical part presents how teachers implement internal learning differentiation and individualisation in ELT classes. The results show that formal and informal communication with students help teachers to recognise the differences among them. Additionally, teachers acquire essential knowledge for differentiation and individualisation from their daily teaching practice, from professional interaction with colleagues and as the results show, they need further, continuous professional education in this field. When planning the lessons, they most often consider differentiation for the students with special needs and implement didactic-methodical and goal and content-oriented methods. The results also show that teaching-learning materials used in English lessons aren't sufficient enough for differentiation, therefore teachers often create their own materials suitable for different students.
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