The Use of Differentiated Instruction in LSP Courses in Moroccan Higher Education
DOI:
https://doi.org/10.34874/PRSM.iajesp-vol7iss1.38621Keywords:
differentiated instruction, pedagogy, LSP, higher education, needs analysisAbstract
Differentiated instruction and LSP pedagogy have a shared purpose – identifying and responding to students’ diverse needs. The present study aimed to bridge the gap between theory and practice by eliciting LSP instructors’ views about the use of differentiated instruction in the teaching of languages for specific purposes (LSP). The survey participants included twenty LSP instructors teaching English and French at a large polytechnic university in Morocco. The findings suggest that LSP instructors placed a high value on the use of differentiated instruction. Most of the participants recognized the importance and practicality of using differentiated instruction in LSP courses. Class size and lack of training represented the major barriers to the effective implementation of differentiated instruction in LSP courses.
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