Individualisation and Differentiation in Teaching and Learning English Vocabulary: Accommodating diverse primary school learners´ needs

Abstract

This diploma thesis addresses the topic of individualisation and differentiation in primary English language teaching and examines the implementation and perceived usefulness of a differentiated pedagogical intervention in a 4th-grade English classroom. The theoretical part discusses the development of differentiated instruction, learner differences that influence language acquisition, the key dimensions of differentiation, the principles of vocabulary acquisition, and learning strategies. The empirical part presents an action research study, including a diagnostic phase, the implementation of a pedagogical intervention using differentiated strategies, and an evaluation phase based on learner feedback and teacher researcher reflections.