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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
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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 |
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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. |
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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. |
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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
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