EMPOWERING ENGLISH LANGUAGE LEARNERS THROUGH DIFFERENTIATED INSTRUCTION
Abstract
This article examines the imperative of differentiated instruction for empowering English Language Learners (ELLs) in the diverse landscape of 21st-century classrooms. It delves into the multifaceted needs of ELLs, including language proficiency, cultural backgrounds, and learning preferences, and highlights how responsive, tailored approaches can unlock their full academic and personal potential. The article underscores the importance of strategic scaffolding, culturally responsive pedagogy, and authentic family-community partnerships in crafting learning environments that celebrate the richness of linguistic and cultural diversity. By embracing differentiation as a means of liberation, educators can foster equity, inclusion, and the development of global-ready citizens.
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References
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