Differentiation by Task and Support in ELT: Reflections from British Council Training

Differentiation, ELT, English Language Teaching, Inclusive Pedagogy, Learner Diversity, Teacher Reflection 0 comments

Diversity and learner-centered teaching

AI-generated picture by Prof. Jonathan Acuña Solano in January 2026

Introductory Note to the Reader

After taking this module with TeachingEnglish by the British Council, a cascade of ideas began to take shape, particularly around the need to differentiate instruction in order to provide all learners with equitable opportunities to master content.

The module prompted me to reconsider how learner preferences, skills, and cognitive capacity intersect with instructional design and classroom decision-making. What initially appeared to be a methodological concern gradually revealed itself as a deeper pedagogical stance.

This essay is the result of that reflection. It represents both a synthesis of theory and practitioner insight and a moment of professional learning that has been genuinely rewarding so far.

Jonathan Acuña Solano

Differentiation by Task and Support in ELT: Reflections from British Council Training

Abstract

Differentiation has become a cornerstone of contemporary language teaching, especially in classrooms characterized by learner diversity, mixed proficiency levels, and varied motivational profiles. This essay explores the concept of differentiation in English Language Teaching (ELT) through the lens of TeachingEnglish: Managing learners and resources, a course offered by the British Council, with particular emphasis on Module 2, Unit 1: Understanding differentiation. Drawing on the British Council’s pedagogical framework, Carol Ann Tomlinson’s theoretical contributions, and practitioner perspectives featured in the course, the essay argues that differentiation should be understood not merely as a set of instructional techniques, but as a pedagogical philosophy grounded in inclusivity, learner-centeredness, and respect for diversity. Integrating reflective insights from professional practice, the discussion highlights learner differences, classroom strategies for differentiation, and the role of resources in supporting equitable learning. Ultimately, the essay contends that differentiation is essential for enabling all learners to engage meaningfully with instruction and to achieve shared learning objectives in language education.

Keywords:

Differentiation, English Language Teaching, ELT, Learner Diversity, Teacher Reflection, Inclusive Pedagogy

Resumen

La diferenciación se ha consolidado como un concepto central en la enseñanza contemporánea de lenguas, especialmente en contextos caracterizados por la diversidad de aprendientes, grupos de habilidad mixta y perfiles motivacionales variados. Este ensayo explora la diferenciación en la enseñanza del inglés como lengua extranjera (ELT) a partir del curso TeachingEnglish: Managing learners and resources del British Council, con especial atención al Módulo 2, Unidad 1: Understanding differentiation. A partir del marco pedagógico del British Council, los aportes teóricos de Carol Ann Tomlinson y las perspectivas de docentes en ejercicio, se argumenta que la diferenciación no debe entenderse únicamente como un conjunto de técnicas didácticas, sino como una filosofía pedagógica basada en la inclusión, el enfoque centrado en el aprendiente y el respeto por la diversidad. El ensayo integra reflexiones de la práctica profesional para analizar las diferencias entre aprendientes, las estrategias de aula y el uso de recursos como elementos clave para promover el aprendizaje equitativo. En conclusión, se sostiene que la diferenciación es una práctica esencial para garantizar una participación significativa y el logro de objetivos comunes en la educación lingüística.

Resumo

A diferenciação tornou-se um conceito central no ensino contemporâneo de línguas, especialmente em contextos marcados pela diversidade de aprendizes, turmas heterogêneas e perfis motivacionais variados. Este ensaio analisa a diferenciação no ensino de inglês como língua estrangeira (ELT) a partir do curso TeachingEnglish: Managing learners and resources, oferecido pelo British Council, com foco no Módulo 2, Unidade 1: Understanding differentiation. Com base no referencial pedagógico do British Council, nas contribuições teóricas de Carol Ann Tomlinson e em perspectivas de professores em exercício, argumenta-se que a diferenciação deve ser compreendida não apenas como um conjunto de estratégias instrucionais, mas como uma filosofia pedagógica fundamentada na inclusão, no enfoque centrado no aprendiz e no respeito à diversidade. O ensaio incorpora reflexões da prática profissional para discutir diferenças entre aprendizes, estratégias de sala de aula e o uso de recursos como elementos essenciais para promover a equidade educacional. Conclui-se que a diferenciação é uma prática indispensável para garantir o engajamento significativo e o alcance de objetivos comuns no ensino de línguas.

Introduction

Differentiation has become a central principle in contemporary English Language Teaching (ELT), particularly in contexts marked by learner diversity in proficiency, motivation, learning styles, and professional backgrounds. Rather than viewing differentiation merely as remedial support for weaker learners, educational research increasingly frames it as an inclusive pedagogical stance aimed at equity rather than uniformity. Tomlinson (2014) defines differentiation as a teacher’s “proactive response to learner needs,” emphasizing that effective instruction must vary content, process, product, and learning environment. This essay, my blog post 521, reflects on Module 2 – Differentiation by task and support from the British Council course TeachingEnglish: Managing learners and resources, integrating course content, established ELT and education scholarship, practitioner testimony, and my own reflections as an ELT professional. Through this discussion, differentiation by task and support is examined as a means to foster learner agency, engagement, and deeper learning.

Understanding Differentiation in ELT

At its core, differentiation involves designing learning experiences that allow learners to achieve shared objectives through varied pathways. The British Council (n.d.) frames differentiation as an approach in which “there's a main aim for all learners to achieve, but the learners will achieve that in different ways based on assumptions of what they're able to do.” This view aligns closely with Vygotsky’s (1978) concept of the Zone of Proximal Development, where learning occurs when tasks are pitched slightly above the learner’s independent ability but supported through scaffolding.

In ELT specifically, Lightbown and Spada (2021) argue that learners differ not only in proficiency but also in cognitive pace, affective factors, and prior experience, making uniform instruction pedagogically limiting. Differentiation, therefore, becomes a response to the reality of heterogeneous classrooms rather than an optional teaching strategy. As Scrivener (2011) notes, effective language teachers design tasks that are “open enough to allow different learners to succeed in different ways,” even when working toward the same communicative goal.

Differentiation by Task: Theory and Classroom Application

A clear illustration of differentiation by task is presented in the British Council course through a staged writing activity aimed at defining the concept of differentiation itself. Learners may complete a fully scaffolded gapped text, respond to prompts within a loosely structured frame, or write an independent definition. The gradual removal of support reflects increasing cognitive demand and learner autonomy. Tomlinson (2014) describes this progression as a hallmark of differentiated instruction, arguing that tasks should vary in complexity while maintaining a shared learning intention.

Such task design is particularly effective in mixed-ability classrooms, as it “acknowledges that some learners need more (or less) support than others” (British Council, n.d.). In communicative language teaching, this approach resonates with Ellis’s (2003) view of task-based learning, where tasks can be designed with different degrees of linguistic and cognitive challenge without compromising authenticity.

Reflection on Assumptions and Task Design

Reflecting on my own teaching context, particularly in English for Professionals courses, I recognize that my assumptions about learner ability have often leaned toward uniformity. As I noted in my reflection, “I must confess that I assumed that my learners, by making use of their higher order thinking skills, would be able to discuss the topic behind a TED Talk on houses made of bamboo and the metaphor behind it when it is applied to their work scenarios” (Acuña Solano, 2026).

The speaking task Designing Work Like Bamboo, inspired by Elora Hardy’s TED Talk, required learners to engage with metaphor, abstraction, and professional reflection. Although learners were given complementary roles (Design Strategist and Workplace Practitioner), the task itself was not intentionally differentiated by level. In retrospect, while outcomes varied, the process assumed comparable analytical and linguistic readiness. I further acknowledged that “frankly, I did not acknowledge the differences or allow differentiated tasks. The task was the same, yet the result could have been different” (Acuña Solano, 2026).

This realization echoes Ur’s (2012) observation that teachers often differentiate outcomes unintentionally while keeping processes uniform, a practice that may disadvantage learners who require more structured pathways. Intentional task differentiation, therefore, requires conscious planning rather than reliance on learner resilience or prior expertise.

Practitioner Perspectives on Task Differentiation

British Council contributors provide practical insights that reinforce research-based principles. Teacher Dario, a contributor of the British Council course, highlights the value of role assignment based on learner strengths, noting that more extroverted learners may lead discussions, while more artistic learners may excel at creative tasks such as poster design (Dario, as cited in British Council, n.d.). This approach reflects Gardner’s (2011) theory of multiple intelligences, which underscores the pedagogical value of aligning tasks with learners’ dominant strengths.

Teacher Geoffrey’s account of asking learners to bring authentic letters from home illustrates differentiation by task and resource. He notes that he “was amazed at the volume of resources which they brought to class” (Geoffrey, as cited in British Council, n.d.). Authentic materials, as argued by Gilmore (2007), increase learner engagement by connecting classroom tasks with real-world language use, while also allowing learners to contribute resources that reflect their individual contexts.

Differentiation, Learner Autonomy, and Self-Study

Differentiation by task also extends beyond classroom interaction into learner autonomy. Teacher Nery, another course contributor, emphasizes that “students need to be aware that they're responsible for their own learning” and describes assigning self-study tasks such as flashcard creation (Nery, as cited in British Council, n.d.). This position aligns with Holec’s (1981) foundational work on learner autonomy, which frames responsibility for learning as a core educational goal.

In my own practice, I adopt similar strategies. “Oftentimes when teaching English for Professionals, I encourage them to create their own ‘cheat sheets’… meant to be used in speaking activities” (Acuña Solano, 2026). For virtual learners, these tools function as self-generated scaffolds. Additionally, the use of graphic novels provides comprehensible input, echoing Krashen’s (1985) claim that language acquisition is facilitated when learners engage with meaningful, enjoyable texts slightly above their current level.

A learner voice included in the course further validates this approach: “When I write something and can't find the exact expressions, I will ask a person who knows or else see the dictionary, so that my word power starts to increase” (Learner, as cited in British Council, n.d.). This statement reflects growing APA Essay Assistance, metacognitive awareness, and strategic competence.

Differentiation by Support

Beyond tasks and resources, differentiation by support addresses learners’ affective and cognitive needs. Harmer (2015) argues that effective teachers manage not only language input but also classroom atmosphere, confidence, and pacing. The British Council module presents challenges such as special educational needs, boredom among fast finishers, shyness, and slower processing speeds.

Reflecting on these issues, I suggested that learners with special educational needs benefit from additional scaffolding, potentially through classroom assistance, while others receive support from the main instructor (Acuña Solano, 2026). Peer support for learners with lower performance echoes Donato’s (1994) concept of collective scaffolding, where learners co-construct understanding through interaction.

For disruptive or bored learners, providing extension tasks aligns with Tomlinson’s (2014) recommendation to differentiate upward rather than simply offering more of the same work. For shy learners and slower processors, offering alternative modes of participation resonates with Kolb’s (1984) experiential learning cycle, which values multiple ways of knowing and expressing understanding (Acuña Solano, 2026).

Differentiating for Advanced Learners

Teacher Janine’s teaching diary presented in the course illustrates a shift from a deficit-oriented view of differentiation to a more inclusive one. She questions how to engage learners who “get bored because they finish their work quickly” (Janine, as cited in British Council, n.d.). Her response, independent book discussion groups and learner-generated quizzes, promotes deeper cognitive engagement. As she observes, learners “learn the material on a deeper level this way and enjoy contributing to the class” (Janine, as cited in British Council, n.d.).

In my own context with working adults, I noted that extended discussion groups may be impractical due to time constraints. However, “creating more open-ended tasks at the end of a teaching/learning cycle” allows advanced learners to stretch creatively (Acuña Solano, 2026). Drawing on my background in literature teaching, I see value in plot analysis, character description, and multimodal responses, which align with Bloom’s revised taxonomy (Anderson & Krathwohl, 2001) by engaging higher-order thinking skills.

Changing Attitudes Toward Differentiation

Teacher Janine’s concluding reflection captures a pivotal shift in teacher cognition: “Although sometimes it seems that they aren't interested or they're working slowly, in fact it's me that hasn't found the way of teaching that will engage them” (Janine, as cited in British Council, n.d.). Borg (2015) argues that such reflective moments are essential for professional growth, as they reshape teachers’ beliefs about learners and learning. Rather than attributing difficulty to learner deficit, reflection encourages teachers to interrogate their own pedagogical choices, assumptions, and habitual practices.

This shift is particularly significant in the context of differentiation. As teachers move away from viewing differentiation as an intervention for a small group of struggling learners, they begin to understand it as a universal design principle that benefits all students. Differentiation becomes embedded in lesson planning, task sequencing, and classroom interaction rather than applied retrospectively.

My own attitude has similarly evolved. As a reflective practitioner, I now approach differentiation as an ongoing professional stance that requires continuous observation, adaptation, and willingness to revise instructional choices. Documenting these changes through reflective journaling and professional blogging allows me to trace how differentiated support impacts learner engagement and outcomes over time.

Implications for ELT Practice

In practical terms, differentiation in ELT involves deliberate instructional choices. These include flexible grouping, tiered tasks, varied input modalities, and formative assessment practices that inform real-time adjustments. Scrivener (2011) highlights the importance of teacher responsiveness during lessons, noting that effective teaching often involves improvisation grounded in pedagogical awareness.

Moreover, differentiation aligns closely with inclusive education principles. UNESCO (2017) frames inclusion as a process of addressing and responding to learner diversity, a perspective that reinforces differentiation as a professional responsibility rather than an optional methodology.

Conclusion

Differentiation in ELT is best understood as a reflective, theory-informed approach to teaching that prioritizes learner responsiveness over uniformity. Drawing on the British Council’s framework, educational scholarship, and personal reflection, this paper has argued that differentiation is not about doing more work for teachers or simplifying learning for students. Instead, it represents a shift in mindset; one that places teacher reflection, learner support, and pedagogical adaptability at the center of professional practice.

Ultimately, differentiation challenges teachers to reconsider not only how they teach, but how they understand learners. In this sense, it is both a pedagogical strategy and a marker of professional maturity in ELT.

San José, Costa Rica

Sunday, February 1, 2026

📚 References

Acuña Solano, J. (January 2026). Personal reflection on differentiation. Unpublished manuscript.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury.

British Council. (n.d.). TeachingEnglish: Managing learners and resources – Module 2, Unit 1: Understanding differentiation. https://open.teachingenglish.org.uk/

Harmer, J. (2015). How to teach English (2nd ed.). Longman.

Scrivener, J. (2011). Learning teaching (3rd ed.). Macmillan.

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

UNESCO. (2017). A guide for ensuring inclusion and equity in education. UNESCO Publishing.

Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge University Press.

Differentiation by Task and Support by Jonathan Acuña