Christian Ludwig
‘Divide et impera’? — Differentiation and individualisation in the autonomous foreign language classroom
The idea of differentiated and individualised instruction is by far not new but has been gaining momentum in the field of foreign language learning over the last decade. Differentiation, designed to meet all students’ needs, however, often remains an incomprehensible and even mystical approach to many teachers and learners alike. In the course of this workshop, we will shed light on the idea that autonomous foreign language learning not simply complements differentiation but rather naturally accommodates differences between learners. In a first step, we will explore some of the main ideas of differentiation and individualisation. In the main part of the workshop, we will then discus simple ways to differentiate and individualise by gradually developing your learners’ autonomy. Here, the argument will be made that the autonomous classroom is per se a differentiated and, to a certain extent, individualised classroom. Participants should feel encouraged to share their experiences with differentiated instruction and bring their own examples of individualised/differentiated activities.
‘Divide et impera’? — Differentiation and individualisation in the autonomous foreign language classroom
The idea of differentiated and individualised instruction is by far not new but has been gaining momentum in the field of foreign language learning over the last decade. Differentiation, designed to meet all students’ needs, however, often remains an incomprehensible and even mystical approach to many teachers and learners alike. In the course of this workshop, we will shed light on the idea that autonomous foreign language learning not simply complements differentiation but rather naturally accommodates differences between learners. In a first step, we will explore some of the main ideas of differentiation and individualisation. In the main part of the workshop, we will then discus simple ways to differentiate and individualise by gradually developing your learners’ autonomy. Here, the argument will be made that the autonomous classroom is per se a differentiated and, to a certain extent, individualised classroom. Participants should feel encouraged to share their experiences with differentiated instruction and bring their own examples of individualised/differentiated activities.