This concept paper is about differentiated instruction in Malaysian ESL reading classrooms. The Malaysian Education Blueprint emphasizes equality in education for all students. The policy calls for the abolition of classroom streaming, and students are placed in classes regardless of their academic performance. As a result, students in a classroom have varying levels of proficiency, and Tomlinson’s (1999) differentiated instruction (DI) appears to be a way to meet the students’ diversity. Despite the positive impacts of DI on language learning, teachers are still facing challenges in implementing DI in their classrooms. Therefore, this study aims to investigate the challenges and strategies employed by Malaysian English as a Second Language (ESL) secondary school teachers in implementing differentiated reading instruction and their perspectives on the impact of DI on students’ reading skills. This study will adopt a qualitative research design and select 5 Malaysian ESL public secondary school teachers with experience teaching students with varying proficiency levels. For data collection, the study will conduct semi-structured interviews, classroom observations, and documents such as students’ examination results and teachers’ lesson plans. Overall, this qualitative case study aims to provide in-depth insights into the challenges and strategies employed by Malaysian ESL secondary school teachers in implementing differentiated reading instruction, ultimately informing the development of effective instructional strategies to support diverse student needs.

Authors:
Aimi Liana Ahmad, University Malaya, Malaysia
Shanina Sharatol Ahmad Shah, University Malaya, Malaysia

About the Presenter(s)
Aimi Liana Ahmad, an M.Ed in TESL postgraduate student at University of Malaya. Her interests include TESL, applied linguistics, and teacher training. She is currently working on a project exploring differentiated instruction in ESL classrooms.

Connect on Linkedin
https://www.linkedin.com/in/aimi-liana-2089a927a

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