Identifying Opportunities and Challenges on Vocabulary Learning within Differentiated Instruction

Abstract

ABSTRACT : This action-research aimed at identifying opportunities and challenges that differentiated instruction could bring to vocabulary learning of a heterogeneous class. It was conducted in a public school in La Ceja, Antioquia with 34 second graders. Action strategies included the promotion of station rotation, the exploration of students’ most prevalent learning styles, and the evaluation of student’s vocabulary. Data gathering instruments included teacher’s journal, vocabulary tests, questionnaires, a focus group, students’ artifacts, and interviews. Findings revealed an increased in the amount of students’ range of vocabulary and started developing multiple strategies to continue learning the language. On the other hand, the lack of familiarity in the matter of differentiated instructions, participant’s demographics and external factors hindered the development of actions.