Exploring the impact of blending differentiated instruction with linguistically appropriate practice towards a culturally and linguistically responsive pedagogy: An action research in a reception class

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Published: Dec 22, 2020
DOI: https://doi.org/10.12681/dial.22983
Keywords:
Differentiated instruction linguistically appropriate practice action research culturally and linguistically diverse students
Sophia Dimadi
Hellenic Open University
Magdalini Vitsou
University of Thessaly
https://orcid.org/0000-0002-7447-4634
Abstract

The present action research examines the impact of Differentiated Instruction and Linguistically Appropriate Practice on migrant students’ education. Drawing on data from the academic work of many scholars (Tomlinson, Santamaria, Valiandes, Sfyroera, Chumak-Horbatsch), the effect of mixing the two practices in the learning process and students' perceptions on using the new practice are examined.

In the context of this research, seven students of migrant background (10-12 years) participated in an intervention of five research cycles. The research was conducted in a Reception Class of an Elementary School of Piraeus, in Spring 2019. The researcher-educator through participatory observation and research diaries collected the data and reflected on the results of each research cycle. Qualitative data from the focus group discussion of students about their perceptions of new practice were also collected.

Findings showed that the blending of the two approaches had positive effects on learners in terms of engagement as they showed increased motivation, their interpersonal relationships improved impressively, while they all accepted the new practice with no serious disinclinations. From the students’ perspective, they all positively commented on the use of multiple materials, the playful nature of the activities as well as the cultural and linguistic awareness promoted by the intervention.

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Author Biographies
Sophia Dimadi, Hellenic Open University

Education

2019 Postgraduate Programme in Language Education for Refugees and Migrants, School of Humanities, Hellenic Open University.

2009 School of Primary Education, Faculty of Education of Aristotle University of Thessaloniki.

2004 School of Informatics, Faculty of Sciences of Aristotle University of Thessaloniki.

2000 Graduation from the 3rd High School, Trikala.

 

Professional experience

2005 – 2008 Computer Sciences Educator in Primary Education.

2009 – 2020 Teacher in Primary Education.

Magdalini Vitsou, University of Thessaly
Dr. Drama in Education,

Laboratory Teaching Staff
Department of Early Childhood Education
University of Thessaly

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