In addition to demographic factors like gender, age, race, and socio-economic backgrounds, modern students display nuanced differences in intelligence, learning styles, and personality, posing a contemporary challenge for educators seeking to cater to diverse needs (Eikeland & Ohna, 2022; Tomlinson, 2017; Koehler, 2010). To tackle this issue, several studies have suggested the adoption of differentiated instructional strategies to enhance learner engagement and ultimately improve learning outcomes (Tomlinson, 2017; Awla, 2014; Koehler, 2010). However, there exists a noticeable gap in the application of these strategies, particularly in second language teaching in Rwanda (Ngendahayo & Askell-Williams, 2016). Furthermore, empirical research exploring the perceptions and implementation of differentiated instruction among teacher trainers and trainees in these contexts, as well as the factors influencing its adoption, is lacking. This study aimed to investigate how English teacher trainers and trainees in Rwanda perceive and implement differentiated learner-centered strategies, with the goal of providing insights into differentiated instructional practices and addressing existing gaps in the academic literature.
The study employed a mixed methods research design, incorporating guided interviews and questionnaires to collect in-depth data from participants affiliated with educational institutions in Kigali City, including the Adventist University of Central Africa, the Kigali Institute of Education, Mt. Kenya University, and Institut Catholique de Kabgayi (ICK). The choice of utilizing a mixed methods approach was in alignment with the recommendations of Schoonenboom and Burke (2017), who advocated for the integration of both quantitative and qualitative methods to achieve a more comprehensive analysis that contributes significantly to the existing body of knowledge. Primary data were gathered through the administration of questionnaires to participants. The selection of this instrument was deemed appropriate due to the delineated population, geographical proximity within Kigali City, and the absence of language barriers, as highlighted by MacDonald and Headlam (year not specified). Furthermore, the study incorporated semi-structured exploratory interviews, guided by a thematic approach rather than rigid, predefined questions, following the methodological guidance of MacDonald and Headlam (year not stated).
The results show that English teacher trainers and trainees have positive attitudes toward differentiated instruction but often lack a nuanced understanding of its practical application, highlighting broader issues related to teacher capacity building and professional support within educational institutions. There is a need to reimagine teacher training and capacity building to address the misalignment in practice and effectively equip teachers with the requisite skills for the reality of the 21st-century classroom. The study also underscores the substantial challenges hindering the effective implementation of differentiated instruction and recommends workable solutions to remedy this.
In summary, the results of this study have considerable implications for instructional methodologies and the improvement of teaching practices within the framework of English language education in Rwanda. They represent a valuable asset for educators, policymakers, and researchers involved in this field.