Use of Differentiated Pedagogical Approaches by English Teachers in China: Issues and Challenges
DOI:
https://doi.org/10.54097/01h9ej82Keywords:
China, English Language Teaching, Differentiated Instruction, Differentiated Teaching Approaches, Educational Equity, Policy Implementation, Teacher PreparationAbstract
This article uses a literature review to examine the practical implementation of differentiated instruction (DI) by English teachers in China, with particular attention to recent policy adjustments such as the 'New Curriculum Standards' (2022) and the 'Double Reduction Policy' (2021). The review identifies the main obstacles to implementation, including systemic, didactic and technical aspects, and highlights the continuing gap between national policy objectives and classroom reality, particularly with regard to urban-rural differences, standardised assessment systems and teacher preparation. Finally, it proposes a framework that combines flexible policy interpretation, continuous professional development and technology-assisted teaching support.
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