Descriptors Differentiated Instruction Based on Linguistic Competence and CEFR Levels
DOI:
https://doi.org/10.5281/zenodo.18787192Ключевые слова:
CEFR, differentiated instruction, linguistic competence, proficiency descriptors, communicative competence, learner-centered instruction, task-based learning, assessmentАннотация
The article explores how differentiated instruction can be implemented in language classrooms using CEFR linguistic
descriptors. The study emphasizes tailoring teaching methods and tasks according to learners’ proficiency levels
to enhance their communicative competence and language skills. Differentiated instruction is presented as a flexible
approach that accommodates learners’ individual needs, including variations in vocabulary range, grammatical accuracy,
pronunciation, and interactional abilities. The article examines the alignment of CEFR levels with classroom practices,
highlighting that proficiency descriptors provide clear benchmarks for designing level-appropriate tasks. By integrating
differentiated instruction with CEFR-based evaluation, teachers can create activities that challenge learners at an appropriate
level, promote engagement, and encourage effective communication. The study also discusses assessment strategies
that support ongoing feedback and learner autonomy
Библиографические ссылки
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6. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. 464 p.
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