Implementation of the differentiated instruction to teach English as a second language

Abstract

The benefits of personalized education have been widely recognized to achieve the expected advances in the teaching-learning process, especially English as a second language. The literature is extensive in relation to this and other methodological strategies to be developed by teachers with the aim of achieving pleasant, flexible and innovative environments for the development of the training process, as well as to ensure that students become protagonists of their process of learning. The article analyzed theoretically the applicability of personalized instruction to teach English as a foreign language, consulting 35 current scientific documents, which served as a basis to analyze the phenomenon from a historical, dialectical and systemic point of view. Finally, it was concluded that, based on the benefits recognized by the literature, this type of strategy is increasingly implemented by teachers in the fulfillment of the objectives set forth in the English programs, turning the student into an active entity in permanent interaction with the social environment.