Journal of Languages and Translation
Volume 5, Numéro 2, Pages 126-137
2025-07-01

Implementing Differentiated Instruction Strategies To Develop Efl Learners’ Intercultural Competence: Voices From An Algerian Secondary School Context



Authors : Boualli Halima . Boudiaf Asma .

Abstract

Developing intercultural competence (IC) in foreign language education is an important area of research in academia. In Algeria, several studies have focused on intercultural education at universities. However, targeting IC at secondary schools has not yet been researched. This study, hence, aims at developing IC in one of the secondary schools in Constantine. The empirical research which is based on the action research methodology has taken place in second year foreign languages stream. The classroom materials and tasks are designed according to Byram’s (2021) model of IC and Tomlinson’s (2001) pioneering pedagogical model of differentiated instruction which highlights the fact that a variety of students’ needs requires the use of a variety of strategies and techniques in EFL classes to cover the three main curricular components: content, process, and product. The pedagogy is also responsive to learners’ readiness levels, interests, and learning profiles. Qualitative data are collected through teacher’s observation, learners’ reflective writing at the end of each lesson, and assessment at the end of each unit of learning, in addition to a variety of activities. Findings show that the differentiated classroom materials and tasks have developed secondary school learners’ intercultural knowledge, skills, and mainly attitudes. It is then recommended that EFL secondary school teachers consider the richness and importance of targeting intercultural education through the implementation of differentiated instruction pedagogy to meet learners’ needs for enhancing their IC

Keywords

Algerian Secondary School learners ; Differentiated Instruction Strategies ; EFL classrooms ; Intercultural Competence

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