DIFFERENTIATED INSTRUCTION FOR MULTILEVEL LANGUAGE CLASSES: A PEDAGOGICAL MODEL FOR B1–C1 MIXED GROUPS

This thesis addresses a persistent challenge in higher education: teaching multilevel language classes where students range from CEFR B1 to C1 within the same cohort. Traditional whole-class instruction often leaves lower-level learners overwhelmed and advanced students under-challenged. To resolve this, the study proposes a differentiated instruction model grounded in Vygotsky’s Zone of Proximal Development and Tomlinson’s framework for responsive teaching. The model employs tiered tasks, flexible grouping, flipped micro-lessons, and peer mentoring to ensure all learners engage meaningfully with linguistic content at their appropriate level. Analysis shows that this approach not only narrows achievement gaps but also fosters metacognitive awareness and collaborative learning.