DIFFERENTIATED INSTRUCTION IN TEACHING FRENCH AS A FOREIGN LANGUAGE IN ELEMENTARY SCHOOL GREEK PUPILS WITH LEARNING DISABILITIES

Due to the increasing frequency of learning difficulties among children, educators are looking for effective pedagogical strategies that promote fair education and academic accomplishment for all pupils. Differentiated instruction, which tailors teaching tactics to individual learning requirements, is one such method gaining popularity. Its effectiveness has been proved all around the world, especially in elementary school settings.

This article refers to a thesis research project undertaken in Greece. The goal of this study is to investigate the use and impact of differentiated teaching on the academic outcomes of Greek primary school pupils with learning difficulties, especially in the context of learning French. The study analyses the strategies utilized in providing differentiated teaching and evaluates its success based on the learning outcomes of the targeted students in order to accomplish this.

The study employs both qualitative and quantitative methodologies, relying on data from interviews and examinations to measure students' development. The major findings show that tailored teaching has the ability to positively influence the language learning experiences of children with learning difficulties. The study emphasizes the need of adapting teaching approaches to individual requirements, establishing an inclusive learning environment.

The findings have a wide range of consequences. These findings can be used by educators and policymakers to improve teaching practices for kids with learning difficulties. Educators may design individualized learning experiences that suit unique learning profiles by employing differentiated teaching, thus creating a more inclusive and successful education system. This study adds to the current discussion on pedagogical techniques for kids with learning difficulties by providing useful insights.