English classes in secondary schools are one of those with the biggest learning diversity. It is not uncommon to find a class of S1 newcomers comprises of students of average ability and students who struggle to arrange alphabets A-Z in the right sequence.
When dealing with diversities in the classroom, a common phenomenon is observed. More able students benefit from dealing with challenging learning tasks that require higher-order thinking skills and the use of the language. For less able students, one strategy is to have their confidence in learning English boost, then gradually have their skills built up by engaging them with achievable small tasks which also require higher-order thinking.
It is envisaged that student motivation in learning English would enhance. Learning and teaching materials designed to train students’ higher-order thinking would address learning diversity within a class setting. Various differentiated instruction strategies are applied in classrooms, yet students are expected to take responsibility and play an active role in the learning process. The goal is that every student in the same classroom be given the opportunity to acquire the knowledge and skills needed to succeed.