DIFFERENTIATED INSTRUCTION IN MIXED-ABILITY ENGLISH CLASSROOMS

Authors

  • Vafoyeva Mahbuba Rustam kizi English language teacher of Polytechnic College №1 in Karmana district, Navoi Region, The Republic of Uzbekistan

DOI:

https://doi.org/10.55640/

Keywords:

differentiated instruction, mixed-ability classrooms, English language teaching, student engagement

Abstract

This study examines differentiated instruction in mixed-ability English classrooms and its impact on student engagement and learning outcomes.

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References

1.Harmer, J. (2007). How to teach English. Longman.

2.Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.

3.Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.

4.Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

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Published

2025-12-20

Issue

Vol. 4 No. 11 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

DIFFERENTIATED INSTRUCTION IN MIXED-ABILITY ENGLISH CLASSROOMS. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(11), 2508-2511. https://doi.org/10.55640/

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