High School English as a Second Language Teachers’ Narratives on Differentiated Instruction: A Case of South African Selected Schools

The existence of poor academic performance among English as a second language (ESL) high school learners in the Eastern Cape Province has raised a lot of debate among scholars on the most suitable approach teachers could use to assist learners. Teachers’ narratives on the implementation of differentiated instruction and its effectiveness in the academic development of learners have been emphasized. Despite these prolific debates, learners in the Eastern Cape still struggle academically, given that the province always appears in the bottom three of the National Senior Certificate report regarding learners’ academic performance. Therefore, this study examines high school English as a second language teachers’ narratives on differentiated instruction. A purposive sampling technique was used to select a sample of ninety-nine (99) teachers, which involved fifty (50) teachers for the questionnaires and forty-nine (49) teachers with at least five years of experience from ten (10) schools for the interviews. The findings revealed that some teachers understood the concept of the approach and narrated its effectiveness, while some teachers misconceived DI as individualized instruction and inclusive education. Similarly, others preferred the traditional method and maintained that differentiated instruction implementation is easier said than practiced where there are diverse learners. Based on this study’s findings, it was concluded that teachers should be afforded professional development programs.