DIFFERENTIATED INSTRUCTION IN INCLUSIVE ENGLISH LANGUAGE CLASSROOMS: SUPPORTING LEARNERS WITH DIVERSE EDUCATIONAL NEEDS

This article investigates the design, implementation, and outcomes of differentiated instruction (DI) strategies in inclusive English language teaching (ELT) classrooms. Following IMRAD structure, the study reviews existing empirical literature, synthesizes key findings from international research bodies, and presents a framework for applying differentiation to content, process, product, and learning environment. The research draws on evidence from UNESCO, OECD, the British Council, and seminal scholars including Tomlinson, Hattie, Vygotsky, and Krashen to argue that differentiated instruction is not an optional enhancement but the methodological core of equitable ELT practice. The article identifies five learner diversity dimensions — linguistic proficiency, learning style, cognitive profile, cultural background, and disability status — and maps specific DI strategies to each. Results affirm that when applied systematically, DI significantly improves academic engagement, language output quality, and learner self-efficacy across all student populations, including those with special educational needs (SEN).