DIFFERENTIATED INSTRUCTION IN TEACHING FRENCH AS A FOREIGN LANGUAGE IN ELEMENTARY SCHOOL GREEK PUPILS WITH LEARNING DISABILITIES

Abstract

Due to the increasing prevalence of learning difficulties among children, educators are actively seeking effective pedagogical strategies that foster equitable education and academic achievement for all students. Differentiated instruction, a method that tailors teaching approaches to individual learning needs, has gained popularity worldwide, particularly in elementary school settings. This article discusses a thesis research project conducted in Greece, with the aim of examining the utilization and impact of differentiated teaching on the academic outcomes of Greek primary school pupils facing learning difficulties, especially in the context of learning French. The primary objective was to identify effective approaches so as to support students in overcoming learning challenges while mastering French as a foreign language. The study underscored the importance of adapting teaching methods to individual requirements and establishing an inclusive learning environment. The findings from this research have significant implications for educators and policymakers, offering an opportunity to enhance teaching practices for children with learning difficulties. Educators should develop tailored learning experiences that align with unique learning profiles by incorporating differentiated teaching, thereby fostering a more inclusive and successful education system. This study offers insights to the ongoing discourse on pedagogical techniques for children with learning difficulties.