Understanding Differentiated Instruction (DI): Practices and Challenges in the EFL Classroom in Morocco

Understanding Differentiated Instruction (DI): Practices and Challenges in the EFL Classroom in Morocco

Abdelmoula El khdar, phd.

Sultan Moulay Slimane University, Faculté Polydisciplinaire de Khouribga, Morocco

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8080229

Received: 13 August 2024; Accepted: 20 August 2024; Published: 14 September 2024

ABSTRACT

Several studies have documented the significance of Differentiated Instruction (DI) and its positive impact on students with diverse learning needs. However, there is a notable dearth of academic research focusing on DI in the Moroccan context, specifically within the English as a Foreign Language (EFL) classroom. This qualitative study aims to (i) investigate the DI practices of Moroccan EFL teachers at the secondary education level, and (ii) explore the challenges they encounter. Data were collected through focus group (FG) discussions, which were subsequently coded, analyzed, and interpreted using thematic analysis. The principal findings revealed that Moroccan EFL teachers implement randomized forms of differentiation, often without a clear understanding of DI. They also face a number of challenges. Therefore, it is imperative that pre-service and in-service training programs incorporate DI components to equip teachers with the necessary pedagogical tools to effectively address the complex issue of heterogeneity in English language classes.

Key terms: Differentiated instruction (DI), DI practices, DI challeneges, Moroccan EFL classroom

INTRODUCTION

The field of education has increasingly recognized the importance of Differentiated Instruction (DI henceforth) in meeting the diverse learning needs of students. However, in the Moroccan context, there is little research on DI and teachers’ practices of DI remain largely unexplored, except for a few attempts (El khdar, Rguibi & Bouziane, 2019a; El khdar, Rguibi & Bouziane, 2019b; El khdar, 2021).

This paper explores DI practices specifically in the context of English as a Foreign Language (EFL) teaching in Morocco. It sets out to (i) highlight DI practices employed by Moroccan EFL teachers within the context of secondary education in Morocco and (ii) shed light on the challenges these teachers may encounter in implementing DI.

The Moroccan English language classroom profile is comprised of a breadth of language learners, characterized by a wide range of academic and socio-demographic traits. These learners differ in background, readiness, interests, learning profiles, intelligence, language aptitude, academic standing, giftedness, strengths and weaknesses, working memory, personality, motivation, learning strategies, talents, exceptionalities and so forth. They also demonstrate a wide range of English language proficiency.

This diversity requires Moroccan EFL teachers to think differently in response to the wide range of learners. Unfortunately, the educational system in Morocco has been inhospitable to the diverse academic needs of students (El khdar, Rguibi & Bouziane, 2019a). However, the multilevel abilities and diversity among these learners mandate a differentiated approach to instruction. This approach is essential to guide each student toward meeting their academic and personal goals, thereby preparing them for the future beyond school walls.

METHODOLOGY

This qualitative research data were collected by means of focus group (FG) discussions. The use of FGs helped in studying the patterns and commonalities related to the topic under investigation. Constant comparison of two FGs was utilized to reach data saturation and particularly across-group saturation in order to evaluate the quality of the research (Onwuegbuzie, Dickinson, Leech & Zoran, 2009). Additionally, comparing the FGs served as a way to validate and test the meaningfulness of the emerging themes, patterns, and commonalities in both groups.

The FGs were formed via pre-existing groups (Onwuegbuzie et al., 2009). The first group was formed mainly by colleagues from the EFL community and the second one was formed by colleagues from CFIE ([1]). The FG demographic homogeneity affected successful group members’ willingness and confidence to express their viewpoints naturally.This ultimately impacted the quality of the discussions in each group. The FGs were  mainly convened to answer the following research questions:

1. RQ1: How do Moroccan EFL teachers practice differentiated instruction?
2. RQ2: What factors impede the incorporation of differentiated instruction in the EFL Context?

The FG participants were English teachers in high schools from various regions of Morocco. The virtual nature of the meeting allowed for diversity among participants, hence the diversity in the information provided (Onwuegbuzie et al., 2009, p.3). The researcher refrained from interrupting interviewees or taking sides, maintaining a neutral stance to avoid influencing their responses. He served solely as a moderator to monitor the group dynamics by facilitating and organizing the discussion and creating an environment conducive to group interaction throughout the course of each group session (ibid). Participants were encouraged to share their personal experiences related to the concept of differentiated instruction in response to the posed questions above.

The focus group interviews were conducted through Google Meet platform which allowed for an accurate recording of the conversation. The researcher created the meeting on the platform and provided the meeting link to the participants in advance of the scheduled time. The FGs were held separately, representing a total of 12 participants. Each group was comprised of six EFL teachers, permitting enough data saturation. The same open-ended questions were asked in each focus group meeting to illicit how teachers practice DI and how they deal with the learners ‘differences and the obstacles they are likely to face along the way to differentiation.

After obtaining the consent of the participants, the researcher audio-recorded their conversations. Each focus group meeting lasted between 30 and 35 minutes. The researcher transcribed the interviews and identified the voices; each participant stated his/her first name before stating their responses. Some slight editing was performed on the interviews because some of the transcriptions were incomplete and replete with a number of missing words, fragmented sentences and odd phrases. The aim of editing was merely to increase readability; however, the core respondents ‘statements were kept intact.

Stewart, Shamdasani and Rook (2007) posited that “The analysis and interpretation of focus group data require a great deal of judgment and care” (p.109). They are subjective in nature and difficult to interpret. Accordingly, they demand a rigorous energy on the part of the researcher. They also depend on the research questions and on an in-depth exploration of the topic studied. Notwithstanding, a simple descriptive narrative is quite appropriate and often all that is necessary (Stewart et al.,2007, p.110). Braun and Clarke (2006) identified seven steps the researcher goes through in thematic analysis (Figure 1).

Figure 1: Thematic Analysis Steps

Participation agreement letters were sent to individual participants prior to the day of the interviews ensuring total confidentiality.No personal information was disclosed to any external parties, including identities except of course for the researcher whose role was that of an observer, recording statements for transcription, but not participating in any way. The frequencies and percentages of the focus groups’ demographic variables are summarized in the following Table (1):

Table 1:  Frequencies and Percentages of Demographic Variables for (FG1/FG2)

FINDINGS

This section sets out to analyze the findings from FG interviews conducted during this study. The collaborative nature of the focus group provides an insightful perspective for comprehending the research problem as it lends meaning to the collected data. After conducting a thorough analysis of the data, the following noteworthy themes were identified:

1. Theme 1: Ambiguities Surrounding DI.
2. Theme 2: Recognition of students’ diversity
3. Theme 3: Balancing simplicity and complexity in instruction.
4. Theme 4: Moroccan EFL teachers implementing Differentiated Instruction.
5. Theme 5: Challenges in Moroccan EFL teachers’ DI implementation.

a. Theme 1: Ambiguities Surrounding DI.

In both FGs, participants provided various interpretations of the concept of DI. Their explanations were often vague and inconsistent, ranging from perceiving DI as a mere pedagogy to considering it a comprehensive approach. For instance, one participant viewed it as “a pedagogy used by teachers to address students’ differences” while another described it as “part of the new approaches adopted in the Standards Based Approach in Morocco.” Other responses included different labels such as “a realistic approach,” “a new term,” “a new notion,” “a new challenge,” “a logical pedagogy,” and “a challenging task.” Some participants even suggested that DI is “adjusting the language of instruction and tailoring it”.Additionally, some participants referred to DI as “a solution to classroom boredom.” In brief, ambiguities at the conceptual level were evident in the teachers’ responses, which might lead to misconceptions.

b. Theme 2: Recognition of students’ diversity

Another recurring theme in the FG discussions was the participants’ recognition of the diversity among students in the EFL classroom. The discussions revealed that most participants were aware of the variations in students’ abilities and the challenges associated with meeting their individual learning needs. One participant suggested that “differentiated instruction should be based on a comprehensive understanding of students’ levels, with the aim of facilitating their learning progress.” This viewpoint was echoed by another participant who described a group of learners as “consisting of individual students who clearly possess different abilities and aptitudes.” Similarly, another participant acknowledged that “students may have varying levels, but the teacher should adjust his/her language and instruction to accommodate the needs of all.”

Many teachers expressed concerns about how to address students’ diverse levels effectively. One participant summarized it by saying, “Although we make significant efforts, we often find it challenging to adapt the syllabus to meet our students’ varying levels.” Teachers frequently expressed concern about understanding each student’s unique needs. The majority of those who participated in both FGs emphasized “the significance of comprehending and acknowledging the individual needs of every student.” During one focus group, a participant explained that “within the same class, teachers are confronted with students who have different learning styles, capacities, readiness, and backgrounds.”

c. Theme 3: Balancing simplicity and complexity in instruction.

Both FG participants stressed the importance of achieving a balance between catering to low achievers and high achievers when designing classroom activities. There was considerable discussion about providing different materials to learners of varying abilities, with one teacher suggesting offering students choices. Another participant emphasized the importance of incorporating variety into teaching, stating that “variety is the spice of teaching.” The majority of participants expressed a pressing need to diversify materials and adjust timing to accommodate a vast majority of students. One participant further explained this point by saying:

When teaching vocabulary, I often use visuals, but for high achievers, I can rely on context alone. The same goes for grammar, deductive teaching or noticing can be used with low achievers, while inductive teaching is more suitable for high achievers.

In a particular focus group session, a participant raised a concern about teaching students of different levels within the same class, stating: “Adapting the syllabus to accommodate low achievers might dampen the enthusiasm and excitement of high achievers, and vice versa.” Another participant suggested:

teachers should try to help both low and average achievers improve while avoiding the risk of overwhelming high achievers with boredom, a situation likely to arise in a mixed-class setting.

Some participants believed that the “ultimate goal of teaching should be the same for all students in the class, presenting yet another challenge.” Conversely, some asserted that “traditional teaching is unfair for high achievers because it leads to boredom.” The majority of participants from both groups agreed that providing different materials to both high and low achievers was important. Another noteworthy response to this issue included: “assigning challenging tasks to high-achieving students and moderate tasks to slower or average students.” Importantly, a shared consensus emerged among participants in both groups that adapting materials to accommodate each group of learners is essential for effective differentiation.

d. Theme 4:  Moroccan EFL teachers implementing Differentiated Instruction.

Moroccan EFL teachers generally employ similar strategies to cater to students’ varying learning needs. Many of them differentiate their teaching by adjusting the curriculum to accommodate learners at both ends of the learning spectrum. Group work and project work are commonly used strategies among the majority of EFL teachers in both focus group discussions. In one data extract, a participant stated: “Project work pays off, especially for low achievers,” while another explained that DI involves “doing many different things with a focus on students’ differences.” Regarding this issue, an interviewee likened DI to language acquisition, saying:

Just like language acquisition, the way we talk to kids when they are learning the language is not the way we talk to adults. There is something innate in us that pushes us to adjust our language based on the person we are talking to.

Another participant drew a different analogy, emphasizing that teachers should remember they have different customers to serve, similar to a pizzeria providing different choices to its clients. The importance of offering a variety of options was highlighted as a crucial aspect of differentiation. Without a diverse range of options, one risks losing clients.

One additional strategy agreed upon by the vast majority of participants was giving students choices. One participant explained, “I give students choice and more freedom to work.” Another participant stated:

I try to mix learners who have higher proficiency levels with those who are low achievers. This way, I aim to foster peer collaboration and peer teaching. We should assign challenging tasks to high-achieving students and moderate tasks to those who are slower or average.

It was acknowledged that force-fitting high achievers to solely cooperate with low achievers might be an ineffective way of differentiation in the classroom.

e. Theme 5: Challenges in Moroccan EFL teachers’ DI implementation.

The majority of teachers participating in FGs expressed concerns about the challenges of implementing DI in the Moroccan EFL context, characterized by its own unique idiosyncrasies. Both FGs reached a consensus on the specific challenges that hinder DI implementation in the Moroccan EFL context. One significant challenge identified by teachers is equity, as highlighted by one participant: “I think applying equitable measures in teaching is the most challenging part for me.” Similarly, the issue of fairness was also brought up, with another participant commenting: “Sometimes, if an English teacher differentiates, teachers of other disciplines may not necessarily do the same,which poses an extreme challenge.”

Another setback shared by most participants throughout the data is class size, although this is no longer a concern for many schools. This view is echoed by another participant who explained:

This year, we are not facing this obstacle as we have small groups. We have noticed that we really work better with smaller class sizes. We hope this situation continues for a long time.

However, even working with small class sizes, most participants in both focus groups found it challenging to meet the needs of all students.

Additionally, a recurring complaint throughout the dataset was related to the curriculum and the overwhelming number of lessons and units to be covered in each semester. Many participants believed that the syllabus is outdated and incompatible with many DI practices. As one interviewee put it, “The curriculum is obsolete, and teachers are hindered by the need to cover it.”

Classroom management was another significant topic of discussion among FG members, as it constitue a barrier to implementing DI in the Moroccan EFL classrooms. Issues such as noise and interruptions during group work, seating arrangements, and similar factors posed major setbacks for EFL teachers. Additional constraints reported by the majority of teachers included a lack of administrative support for DI practices, the presence of standardized textbooks and exams, insufficient resources, inadequate training, and a scarcity of information pertaining to students’ profiles, among other challenges.

Finally, many participants asserted that implementing DI is demanding and challenging in the Moroccan context. However, one participant emphasized that DI is a necessity in the 21st century, stating, “Differentiated instruction is a must today in English language teaching in Morocco”. Despite the acknowledged constraints, the majority of participants agreed that DI is a viable solution to address the heterogeneity and mixed abilities found in the EFL classroom.

Analysis

The varied ways in which DI is dealt with by Moroccan EFL teachers can lead to different interpretations. Throughout the entire dataset, there is a noticeable absence of a concrete definition for DI, with only a few interesting exceptions. It becomes apparent that Moroccan EFL teachers might benefit from further support and resources to deepen their pedagogical understanding of DI and stay abreast of the latest trends in EFL teaching and learning. This is noticeable in their improvised and vague definitions of DI, using terms such as ‘new pedagogy’, ‘approach’, or ‘method’. In line with this, Tomlinson (2000) emphasized that differentiated instruction is “not a recipe for teaching” and “not an instructional strategy” (p.6).

It could also be argued that Moroccan EFL teachers may not fully embrace the underlying philosophy of differentiation, as it requires substantial effort and a complete retrofit of their teaching methods. Lacking actual DI tools in their instruction, teachers often resort to simplified definitions to give the impression of familiarity with the concept. Additionally, their struggle to define DI translates into malpractice in the classroom, as they are unable to effectively implement the necessary strategies.

Moroccan EFL teachers demonstrate limited practice of differentiation. Some differentiation occurs incidentally in the classroom. What might be misinterpreted as DI strategies are often convential approaches to everyday teaching, like grouping or varying classroom activities. For many teachers, these practices emerge organically without being grounded in solid theoretical foundations.

Nunley (2001) points out that “if differentiated instruction means just that we are teaching a variety of teaching strategies, then most of us certainly would consider ourselves differentiating ” (p.11). However, true differentiation involves assessing each student’s individual needs and adjusting instruction accordingly. Teachers still aim for the same learning goals for everyone. Achieving this mandates a shift in teachers’ mindsets. They must recognize and address the unique needs of every learner in their classrooms.

It could be argued once again that these EFL teachers practice a form of differentiation or perhaps “micro-differentiation” as suggested by Tomlinson (2001), albeit without a solid theoretical framework. Alternatively, they may engage in theoretical discussions without translating them into practical implementation, which creates a gap between theory and practice (Bouziane, 2019, p.117). This results in varying levels of expertise among teachers (ibid). Ideally, there should be a strong connection between theory and practice.

Aligning with these perspectives, Tricarico & Yendol-Hoppey (2012) emphasized that “the opportunity to link theory and practice provides the experience needed to bring what is learned in teacher education classes into the […] classroom” (p.140). Teachers enhance their teaching skills when they bridge the gap between theory and practice, leading to a more practical experience in relation to DI.

In theory, Moroccan EFL teachers appear to recognize students’ diverse needs. Despite this knowledge, they still grapple to effectively respond to student variance. This echoes with James’ (2009) findings that while teachers conceptually know DI, yet in practical terms they possibly falter in implementing DI strategies in practice within their classrooms. James (2009) also raises the question of “how the concept of differentiated instruction is translated into day-to-day teaching within the classrooms” (p.169). Our results suggest that teachers’ theoretical background knowledge alone is insufficient and may cause mayhem in the teaching/learning process through misguided practices that impact student learning outcomes.

Moroccan EFL teachers conceivably assume that theoretical knowledge alone is adequate to face the daunting reality of diversity in the classroom. There is a pressing need to concretize the philosophy behind differentiation in procedural terms in the classroom. Moreover, Moroccan EFL teachers face additional challenges in implementing DI, particularly in achieving a balanced approach in catering to students at both ends of the learning continuum. Although teachers have limited practical knowledge of DI, they invent classroom “survival” tactics to cope with this reality. There is every hope that they will be able to reach all students and avoid the trap of teaching to the middle as a means of survival within the classroom (Tomlinson, 1999). However, when faced with large classes, they opt for teaching to the middle and hope to reach more learners.

Tomlinson (2000) in Taylor & Mesco’s (2016) work cautions against using generic instructional methods instead of more targeted, differentiated approaches. This underscores the importance of teachers adopting nuanced strategies that cater to individual student needs rather than relying on one-size-fits-all instructional approach.

The challenges associated with implementing DI in the Moroccan educational context necessitate significant institutional and systemic changes in how teachers perceive DI within their classrooms. Many EFL professionals are beginning to recognize the impact of DI, despite some resistance. With increasing diversity in language classrooms, including students with special needs, gifted students, and those with average abilities, it has become imperative to tailor instruction to meet the needs of all learners.

Recent educational reforms in Morocco have emphasized a shift from teacher-centeredness to student-centeredness, as outlined in the Strategic Vision for Reform and later institutionalized in the ministry’s 51-17 Framework-Law, which serves as a binding legislative reference for all stakeholders (GoM, 2019). This shift provides optimism that implementing DI in Moroccan EFL classrooms can enhance student engagement by addressing their unique individual needs and interests. Consequently, this approach aims to achieve educational standards and improve overall education quality by setting a solid foundation for educational advancement, mainly in foreign languages learning.

The challenges of implementing DI in this study vary in nature, ranging from intrinsic factors such as complexities in theoretical understanding, discrepancies between theory and practice, and limitations in teacher education, to extrinsic factors including working conditions, readiness for change, inadequate teaching resources, and socioeconomic considerations (Bouziane, 2019). Some constraints, like curriculum mandates, class sizes, administrative support deficits, and human resource shortages, are beyond individual teachers’ control. However, teachers bear responsibility for their own motivation, management, and leadership in addressing these challenges.

Notably, some teachers attribute the difficulty of implementing DI to systemic barriers, reflecting a fixed mindset that resists change (Dweck, 2012). This mindset can lead to apprehension, reluctance to innovate, and a fear of failure when trying new instructional methods. Adopting a growth mindset, however, encourages educators to view challenges as opportunities for growth and improvement.

In summary, overcoming the challenges associated with DI in Moroccan EFL classrooms requires a coordinated effort to address both institutional barriers and individual mindsets. By fostering a supportive environment that encourages innovation, provides adequate resources, and promotes professional growth, Moroccan EFL educators can better meet the diverse needs of their students and enhance educational outcomes.

CONCLUSION

In brief, Moroccan EFL teachers’ practices of DI are largely identical. They engage in a form of “micro-differentiation”, which fails to adequately address significant learning challenges of diverse students. There is a consensus among them on the major themes discussed earlier. Additionally, there is a high degree of commonality in the FG responses regarding DI practices. However, the major impediments that hamper teachers’ execution of DI are inconsistent.

The use of FGs was significant for this study as it revealed major commonalities among participants’ views on DI. The findings from the first FG were confirmed by those of the second, achieving cross-saturation and validity. Additionally, the FGs facilitated in-depth discussions among participants, allowing them to build on each other’s responses, and provided richer data for qualitative analysis.

To ensure effective DI implementation in Moroccan EFL classrooms, there is a need recognize the diverse profiles of students. Teachers require knowledge in areas such as multiple intelligences, learning styles, zones of proximal development, cognitive development, and brain-compatible instruction. They must vary content, process, product, and environment by understanding the cognitive processes involved in learning. Training programs, like those at CRMEF[2], CFIE and other higher education institutions, should include comprehensive modules on differentiated instruction. DI should also be a mandatory part of in-service professional development to build teachers’ expertise in DI. Prospective teachers need exposure to DI in their training, while current teachers require ongoing workshops to internalize DI strategies. Structural changes in the teaching environment are also necessary for effective DI implementation.

The Ministry of Education should integrate a common unified definition of DI within teaching guidelines, continuous training programs, and workshops across regional education academies (AREF). DI Training itself needs to betailored to cater for the needs of various teacher profiles. Many teachers cited the lack of training as a significant barrier to effective DI, suggesting its early introduction in pre-service programs. Schools should support teachers with differentiation tools and encourage the use of DI. Teachers’ positive perceptions of DI can enhance instructional effectiveness. Additionally, traditional assessments should be reconsidered in favor of alternative and differentiated tools that better serve diverse student needs. EFL curricula should focus on personalized tasks and critical thinking rather than standardized drills and mechanical exercises. Textbooks must align with the DI philosophy in terms of offering engaging and diverse content. Briefly, a well-rounded EFL classroom, rich in content and flexible learning modes, will prepare students for their future in a personalized and meaningful way.

REFERENCES

1. Braun,V.,& Clarke, V.(2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). 77-101.
2. Bouziane, A. (2019). ELT Issues in Morocco: A Research-based Perspective. Rabat: Moroccan Association of Teachers of English.
3. Dweck, C.S. (2012). Mindset: How You Can Fulfill Your Potential. London: Robinson.
4. Schunk, D. H. (2012). Learning Theories: An Educational Persepctive(6^th edition). Boston: Pearson.
5. El khdar, A., Rguibi,S., Bouziane,A. (2019a). The Need for Educational Equity through Multimethodology and Differentiation in the Moroccan EFL Classroom. international  english studies journal , 33-47.
6. El khdar,A., Rguibi,S., Bouziane,A. (2019b). A case study of differentiated instruction in the EFL reading classroom in one high school in Morocco. International Journal of English, Literature and Social Science(IJELS) , 4 (6), 1862-1867.
7. GoM. (2019). Framework Law https://tinyurl.com/vn2crxf: Government of Morocco.
8. Nunley, K.F. (2001). Layered Curriculum: The practical solution for teachers with more than one student in their classroom (2nd ed). Amherst, NH, Brains.org Publishers., United States.
9. Onwuegbuzie,A.,Dickinson,W.,Leech.,N.,& Zoran,G. (2009). A Qualitative Framework for Collecting and Analyzing Data in Focus Group Research. International Journal of Qualitative Methods , 8 (3), 1-21.
10. Stewart,D.,Shamdasani P.,&Rook,D. (2007). Focus Groups: Theory and Practice. Thousand Oaks, Calif: SAGE.
11. Taylor, R., & Mesco, J. (2016). Differentiating instruction: Challenges in the secondary classroom. International Journal of Education and Social Science, 3(10), 58-61.
12. Tomlinson, C. A. (1999). The differentiated classroom:responding to the needs of all learners. Alexandria,VA: Association for Supervision and Curriculum Development.
13. Tomlinson, C. A., & Allan, S. D. (2000). Leadership for Differentiating Schools & Classrooms. Alexandria, Va.: Association for Supervision and Curriculum Development.
14. Tomlinson, C. A. (2001). HOW TO Differentiate Instruction In Mixed Ability Classroom (2ND EDITION ed.). Alexandria, Virginia USA: Association for Supervision and Curriculum Development (ASCD).
15. Tricarico, K., & Yendol-Hoppey, D. (2012). Teacher learning through self-regulation: An exploratory study of alternatively prepared teachers’ ability to plan differentiated instruction in an urban elementary school. Teacher Education Quarterly, 139-158
16. James, D. (2009). Differentiated Instruction: One School’s Survey Analysis. The Corinthian ,10 (13), 169-191.

FOOTNOTES

[1] Centre de Formation des Inspecteurs de l’Enseignement-CFIE (The Training Center for English Language Teaching Inspectors.)

[2] Centres Régionaux des Métiers de l’Éducation et de la Formation (Regional centers for education and training professions)