| Summary: | This paper explores how pre-service EFL teachers perceive the variety of methodic-didactic and pedagogical forms of differentiation that they consider as acceptable in their teaching practice and which shed light on knowledge areas related to adaptivity competence. Our investigation looks into (a) qualitative questionnaire data that depict pre-service FL teachers’ conceptualizations of what it means to be a “good” and “bad” foreign language teacher; and (b) pre-service FL teachers’ quantitative evaluations of existing differentiation approaches designed for accommodating learners, especially ones experiencing specific learning differences such as difficulties with memorization, classroom communication, anxiety, or lexical and grammar confusion. Our results show that, despite expressing general agreement towards supporting individual learners’ needs, participants’ knowledge regarding how to respond to the needs of all FL learners appropriately is incomplete. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
|
|---|
