Articles

Differentiated Instruction for Slow Learner Inclusion Students in English Language Teaching: Challenges and Opportunities

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Despite the growing recognition of differentiated instruction for diverse learners, its implementation for slow learner inclusion students in English language teaching within resource-constrained Indonesian schools remains underexplored. This study investigates the implementation of differentiated learning models for slow learner inclusion students at SMPN 1 Rembon, South Sulawesi, Indonesia, focusing on the challenges these students face and the impact of differentiated instruction on their learning motivation and competence. Employing a qualitative case study approach, data were collected through in-depth interviews with nine slow learner inclusion students, two English teachers, and two homeroom teachers, complemented by classroom observations and document analysis. Thematic analysis was conducted within Miles and Huberman’s interactive framework. The findings revealed eight major challenges confronting slow learner inclusion students: negative emotional responses, perceived difficulty of English, comprehension failures, falling behind during instruction, need for extended learning time, vocabulary deficits, affective barriers, and environmental obstacles. Following differentiated learning implementation, four significant positive impacts emerged: improved comprehension and language skills demonstrated by increased ability in writing simple commands (from 20% to 75%), enhanced participation rates (from 75% to 85%), strengthened intrinsic motivation and self-confidence, and development of independent learning habits. Teachers identified five implementation challenges and employed eight effective strategies including content differentiation, discovery learning, parent collaboration, and individual learning plans. The study concludes that despite infrastructural and pedagogical constraints in peripheral educational settings, targeted differentiation strategies can substantially improve learning outcomes for slow learner inclusion students. These findings contribute original insights into differentiated instruction in the Indonesian ELT context, challenging the assumption that effective inclusion requires resource-intensive interventions while providing evidence-based recommendations for creating inclusive learning environments that advance educational equity in the Global South.

Turning English into a Second Language in Vietnam’s Education System: A Language Policy Analysis

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The year 2025 marks a critical turning point in Vietnam’s language education policy with the official approval of the national project to transform English into a second language within the education system. This paper critically examines the policy Making English a Second Language in Schools (2025–2035, Vision 2045) through Spolsky’s (2004) tripartite model of language policy, focusing on language ideologies, language management, and language practices. Drawing on policy documents, government resolutions, and secondary sources, the study situates the policy within Vietnam’s broader historical, sociopolitical, and sociolinguistic context of post–Đổi Mới reform and globalization. The analysis reveals that the policy is underpinned by a strong ideology of linguistic instrumentalism, positioning English as a key resource for national development, global integration, and workforce competitiveness. At the level of language management, the policy demonstrates ambitious, centralized planning through curriculum reform, teacher development, English-medium instruction, and digital transformation. However, language practices across educational contexts reveal persistent gaps between policy aspirations and classroom realities, particularly in rural and disadvantaged regions. Uneven teacher preparedness, infrastructural disparities, exam-oriented pedagogies, and emerging equity concerns challenge the sustainable implementation of English as a functional second language. The paper argues that while the policy represents a significant shift from foreign language education toward systemic bilingualization, its long-term success depends on contextualized implementation, teacher agency, and equitable resource allocation. Ultimately, English should function as an inclusive communicative resource rather than a gatekeeping mechanism, ensuring that national modernization does not exacerbate existing social and linguistic inequalities.