Differentiating Instruction for EFL Learners
Laura A. Borja, Sandy T. Soto, Tatiana X. Sanchez

Abstract
This work aims at exploring what differentiated instruction is by providing an overview about how different authors conceive this new approach used in classroom instruction. It also provides an overview about how Vygotsky’ Sociocultural Theory has influenced differentiated instruction, what can be differentiated in the teaching/learning process as well as what is necessary to consider in order to conduct instruction differentiation. Likewise, an overview about the demographics of one school setting in Ecuador along with an explanation of a set of ideas to differentiate the content, process, product, and learning environment within the English as a Foreign Language classes in Ecuadorian classrooms have also been developed as part of this paper.

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