Differentiated instruction in secondary schools in Kazakhstan: English language teachers’perceptions and experience

Abstract

This article provides a comprehensive analysis of the implementation of differentiated instruction in secondary schools in Kazakhstan. Differentiated instruction is a pedagogical approach aimed at organizing the learning process in accordance with students’ levels of preparedness, learning pace, interests, and individual characteristics. Currently, the concept of differentiated instruction is closely linked to the learner-centered education paradigm and continues to develop within this framework. Differentiated instruction facilitates the adaptation of educational content to learners’ abilities, interests, and individual needs. The article discusses the theoretical foundations of differentiated instruction as well as practical mechanisms for its integration into the educational process.

The purpose of the study is to explore the perceptions, understanding, and self-reported practices of English language teachers working in inclusive secondary school classrooms in Kazakhstan with regard to differentiated instruction. The study is based on a quantitative survey method involving 46 English language teachers. The data were analyzed using descriptive statistics. The findings indicate that teachers highly value the importance of differentiated instruction in inclusive education; however, they report insufficient confidence and professional preparation to implement it systematically in practice. In addition, limited time, large class sizes, and a lack of methodological resources were identified as major barriers to the application of differentiated instruction. The results further demonstrate that teachers recognize the high pedagogical potential of differentiated instruction in inclusive education. Nevertheless, the findings reveal that the systematic implementation of differentiated instruction in practice is directly related to teachers’ professional training, the availability of adequate methodological support, and their level of confidence in using digital tools.

The conclusions of the article emphasize the importance of the systematic use of differentiated instruction in pedagogical practice.