TEACHING ENGLISH IN CLASSES WITH FAST AND SLOW LEARNERS: PROBLEMS, THEORETICAL FOUNDATIONS, AND EFFECTIVE PEDAGOGICAL SOLUTIONS
Keywords:
differential instruction, ZPD, input hypothesis, BICS and CALP, multimodal approach, EFL, slow learnerAbstract
This scientific article examines the didactic, psychological, and methodological challenges that arise when fast and slow learners study English together in general education schools. The study draws on the theoretical perspectives of prominent scholars such as Vygotsky, Krashen, Cummins, Gardner, Harmer, and Tomlinson and explores the scientific foundations of differential, communicative, cooperative, and multimodal approaches, as well as their practical applications.
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