Hi Nnenna,

This is an especially beneficial approach to use when addressing the needs of students learning a second language in a first language classroom....but can work for diversity due to experiential diversity (due to poverty) too.  I know of several really excellent books in ELL that go into great detail.  Shelley Fairbairn and Stephaney Jones-Vo have a book from Caslon Publishing, "Differentiating Instruction and Assessment for English Language Learners" that gives specific strategies for students at various levels of language proficiency in English-speaking classrooms.  There is another fine book by Tomlinson (How to differentiate instruction in missed-ability classrooms) from Prentice-Hall (I think)...and Wiggins & McTighe's "Understanding by design"...now if a second or third edition is also a good one.

Wiggins & McTighe use what they call "backward lesson design" wherein they suggest 1) getting to know the student with regard to their language proficiency in L2, their background knowledge and experiences in school, cultural norms and factors, 2) Determining the long-range goals and any corresponding content and language objectives, 3) then designing assignments and assessment based upon these objectives and such (hence "backward design", 4)Designing the lesson plans based upon objectives for these students and employing strong scaffolded instruction to meet their needs (see Fairbairn and the Center for Applied Linguistics' "SIOP model", 5) Teach and assess while adjusting your lesson as necessary.

Those three books mentioned above are a great start.

I have done some research regarding culturally diverse backgrounds and teaching that can be helpful for answering your question. You can use culture to differentiate your teaching styles and content.

Best regards,

Debra

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Hello Harshvardhan,

Thank you so much for your clear explanation to my question. That is very helpful. Thank you

I suggest collaborative and networked learning: