Reconstructing Foreign Language Teaching: Moving Beyond Methods
- 10.2991/assehr.k.200804.003How to use a DOI?
- differentiated instruction, education equity, foreign language teaching, optimum learning outcomes
Despite the growing popularity of eclectic and post-method education, and the freedom they have afforded to language teachers, contemporary teaching realities present newer scenarios that require more than appropriate teaching methods, approaches, or techniques. Today’s learners are a new generation of learners whose needs cannot any more be addressed by simply providing access to technology and developing their digital literacy skills. Educators are required to respond to bringing these different needs to the forefront, and to enact our classroom practices in the spirit of providing an equitable form of education for all, regardless of their visible and invisible differences. Such as perspective encourages us to ask whether particular student sub-groups are advantaged or disadvantaged when classrooms are seen as homogeneous. It is important that we plan our teaching practices so that a differentiated classroom environment can be created to facilitate optimum learning outcomes. This article suggests that through the embedded philosophies of respectfulness and responsiveness, a differentiated approach enables us to provide education fairly to all students with prospects of becoming effective citizens of the future.
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Raqib Chowdhury PY - 2020 DA - 2020/08/05 TI - Reconstructing Foreign Language Teaching: Moving Beyond Methods BT - Proceedings of the 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019) PB - Atlantis Press SP - 16 EP - 19 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200804.003 DO - 10.2991/assehr.k.200804.003 ID - Chowdhury2020 ER -