A TOOL OF CORE METHODOLOGIES FOR THE HETEROGENEOUS HIGHER EDUCATION LANGUAGE CLASSROOM
Abstract
The increasingly heterogeneous nature of university language classes presents a significant pedagogical challenge, rendering traditional, lockstep instruction ineffective. This article argues that addressing learner diversity requires a deliberate shift from a singular teaching methodology to a flexible toolkit of evidence-based strategies centered on the principles of Differentiated Instruction (DI) and Universal Design for Learning (UDL). The paper delineates a core set of methodological tools, including tiered assignments, flexible grouping, learning stations, adaptive learning technology, and multimodal scaffolding. It explores how these tools, when used synergistically, allow instructors to differentiate by content, process, and product, thereby creating an inclusive learning environment that supports mastery for all students—from the hesitant beginner to the advanced/heritage learner. The conclusion emphasizes that the effective management of heterogeneity is not about individualizing instruction for each student, but about creating a responsive and engaging ecosystem where variability is planned for and valued.
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