| Yhteenveto: | The purpose of this study is to describe the ways that expert and novice English
teachers differentiate their teaching for linguistically gifted students, and to see
whether these methods used differ based on teaching experience. I chose this
topic because in my bachelor’s thesis I studied how expert teachers differentiate
their teaching for the linguistically gifted students, and later on became interested
whether the means used differed based on the amount teaching experience.
The study was conducted using qualitative methods. Five female English
teachers with approximately 10-30 years of teaching experience were interviewed
to gather the data to represent expert English teachers. Novice teachers
were a group of four female English teachers with less than three years of teaching
experience.
When asked to define differentiation all of the teachers talked about teaching
so that everyone can learn. Most of the expert teachers put an emphasis on
differentiation for weaker pupils where as novice teachers discussed differentiation
from both perspectives. The study showed that expert and novice teachers
used several different methods to differentiate learning for their students.
Most of them were similar but differences were present in the amount of authentic
material, technology and pupil involvement used.
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