Anzhela Aitbayeva, Aliya Olzhayeva


Differentiation instruction is a tool which helps teachers to meet the learners’ needs. Teacher in a differentiated classroom believes in the capacity of every learner to succeed, scaffolds next steps of every learner in a progression of learning objectives and creates a classroom which actively supports the growth of each individual learner (Tomlinson, 2014). This article examines the implementation of differentiated instruction in English reading classes in Kazakhstan. It investigates teachers’ attitude towards differentiated instruction and implementation of it. A gap was revealed between teacher’s actual practice of differentiation with their declared practice of it. This article also explores the reading learning objectives which are challenging for high school learners to achieve and teachers to teach. Teachers experienced difficulties with the objectives which require analysis of the text; most learners, on the other hand, reported experiencing no difficulties in achieving the learning objectives.


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differentiation, tiered instruction, learning objectives, reading, Bloom’s taxonomy

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