Scaffolding Reading for Mixed-Ability EFL Classrooms: The American Language Center, Meknes, as a Case Study

Author(s)	Dr. Ghizlan Elalaoui
Country	Morocco
Abstract	Teaching a mixed-ability class is one of the major challenges teachers experience on a daily basis. While each student is different in terms of their own learning abilities, interests, and learning styles, teachers are expected to employ teaching techniques that ensure all their students benefit from the lesson despite their differences. The present study investigates the effectiveness of differentiating instruction through scaffolding to enhance students’ reading comprehension skills. Through qualitative methods such as classroom observations and semi-structured interviews, the researcher could gather detailed insights into how teachers implement scaffolding strategies, the nuances of these strategies, and how they adapt them based on students' individual needs. The findings of this study showed that scaffolding reading helps mixed-ability students develop a deeper understanding of texts. The observed teachers managed to create an inclusive classroom environment where students had opportunities to be successful readers regardless of their different abilities and learning styles.
Keywords	differentiation, EFL students, mixed-ability classrooms, Morocco, reading, scaffolding techniques
Published In	Volume 6, Issue 1, January-February 2024
Published On	2024-01-10

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International Journal For Multidisciplinary Research