Meeting Individual Learner Needs: Differentiated Instruction in Ethnically Mixed Chinese Language Classes

Abstract

In the past few years, there are more and more non-Chinese speaking (NCS) students studying in local schools. However, their Chinese language ability is lag behind the local students. Their teachers found it difficult to cater for the huge learning diversity in the same classroom. The NCS students also found the local Chinese language curriculum very difficult, and it seems impossible to achieve. Because of this, the researchers worked with teachers who taught Grade 7 and 8, to investigate how differentiated concept can be used to cater for students’ learning diversity. Based on students’ Chinese language ability, the teachers applied the differentiated concepts to design teaching materials and learning activities. Besides, the teachers also set different learning objectives for different students. Research findings showed that differentiated teaching arrangement did not hinder the learning progress of the whole class, students (especially those local students with special educational needs) with different learning ability also benefited. Local and NCS students were able to learn together, as well as support others’ learning. Students’ sense of successful, as well as their learning motivation has been enhanced.