Same, same, but different - Individual Differentiation in Higher Education Language Teaching

Abstract

At first sight, there seems to be no need for differentiated teaching and learning at universities given the mostly homogenous groups of learners. Most students belong to a certain age group, which implies that they share the same interests, experiences, learning objectives and knowledge. In most academic language courses, students are generally tested before the semester start so that the learners of one course share the same language level. Nevertheless, by having a closer look at the students’ interests, needs, (linguistic) backgrounds as well as their previous knowledge and language proficiency, obvious differences among learners can be revealed. As a result, methods for differentiation in the classroom are necessary for all levels and languages taught at university. This paper shows that forms of differentiated teaching are not only obligatory but can also essentially contribute to a more efficient learning outcome for all students and make learning processes more suitable and motivating for learners and teachers.