High School English as a Second Language Teachers’ Narratives on Differentiated Instruction: A Case of South African Selected Schools

 By Haneen 

Title: High School English as a Second Language Teachers’ Narratives on Differentiated Instruction: A Case of South African Selected Schools

Authors: Onyinyechi Glory Ndu & Sive Makeleni

Published in: Education Sciences (MDPI), 2025

Key Focus: This study explores how ESL teachers implement differentiated instruction in high school contexts, including strategies and impacts on language learners’ academic development. 

 Relevance to my  research:

• Addresses differentiated instruction strategies specifically in secondary-level English language classes.
• Focuses on learners whose first language is not English, aligning with EAL contexts.
• Includes teacher perspectives and practical implementation insights — useful if your research examines management strategies and classroom practice.  

APA example

Ndu, O. G., & Makeleni, S. (2025). High School English as a Second Language Teachers’ Narratives on Differentiated Instruction: A Case of South African Selected Schools. Education Sciences, 15(6), 759. https://doi.org/10.3390/educsci15060759 

Background of the Study

Differentiated instruction has become an essential pedagogical approach in secondary education, particularly in classrooms that include English as an Additional Language (EAL) learners. As student populations become increasingly linguistically diverse, teachers are required to adapt instructional content, teaching processes, and assessment methods to accommodate varying levels of English proficiency and learning readiness. In secondary school settings, these demands are intensified by subject-specific language, academic rigor, and classroom management challenges.

The study by Ndu and Makeleni (2025) highlights the importance of differentiated instruction in high school ESL classrooms, emphasizing how teachers modify instruction to support learners’ language development and academic success. Their research demonstrates that differentiation strategies—such as flexible grouping, scaffolding, and varied instructional materials—play a crucial role in addressing learner diversity. However, the study also identifies challenges related to time constraints, curriculum pressures, and limited institutional support, which affect effective classroom management.

In international school contexts such as Pan Asia International School, where EAL learners form a significant proportion of the student population, understanding how differentiated instruction is managed in secondary classrooms is particularly important. Drawing from the insights of Ndu and Makeleni (2025), this study seeks to examine differentiated instruction management strategies and their implications for improving teaching practices and learning experiences of EAL learners in secondary classes.

Research Methodology

Ndu and Makeleni (2025) employed a qualitative research approach using a narrative case study design to explore high school ESL teachers’ experiences with differentiated instruction. The study focused on selected secondary schools in South Africa, with participants consisting of ESL teachers who had direct experience teaching linguistically diverse learners.

Data were collected through in-depth interviews, allowing teachers to share their instructional practices, beliefs, and challenges related to differentiated instruction. The narrative approach enabled the researchers to capture teachers’ lived experiences and classroom realities. Data analysis was conducted using thematic analysis, where patterns and themes related to instructional strategies, classroom management, and learner engagement were identified.

This methodological approach is relevant to the present study at Pan Asia International School, as it provides a framework for examining teachers’ perspectives and real-world practices in managing differentiated instruction for EAL learners in secondary classrooms.

Research Findings

The findings of Ndu and Makeleni (2025) revealed that high school ESL teachers actively employed differentiated instruction strategies to support diverse learners. Key strategies included flexible grouping, scaffolded language support, adaptation of teaching materials, and multiple assessment methods to address varying levels of English proficiency. These strategies were found to enhance student participation, comprehension, and confidence in using English.

However, the study also identified significant challenges in managing differentiated instruction. Teachers reported difficulties related to limited instructional time, large class sizes, and the pressure to meet curriculum requirements. Effective classroom management emerged as a critical factor influencing the success of differentiated instruction, as teachers needed to balance individualized support with maintaining an orderly learning environment.

Overall, the study concludes that while differentiated instruction positively impacts EAL learners’ academic development, its effectiveness depends on teachers’ management skills, professional training, and institutional support. These findings provide valuable implications for secondary schools like Pan Asia International School, where structured support and targeted professional development can strengthen differentiated instruction practices for EAL learners.