Changes in support for learning in Finnish early foreign language teaching - differentiation as a solution

Differentiation is one of the teaching arrangements that support learning, creating a foundation for high-quality basic education and stronger support for learning and school attendance. 

How to differentiate early language teaching? 

Learning a foreign language is considered to be a highly individual process, influenced by factors such as social context, learner attitudes, motivation, language anxiety, age, personality, abilities, prior knowledge, learning strategies, teaching methods used, and learning opportunities. Therefore, uniform teaching with exactly the same methods, content, and objectives does not serve students in the best possible way. 

There are many ways to differentiate early language teaching. According to research, teachers use a wide variety of differentiation methods and strive to accommodate students who need support as well as possible. Teaching methods include flexible grouping and the use of different working methods for different students. Some students may benefit from learning through drama, while others may be more suited to educational games. On the other hand, teachers struggle with differentiation and want more methods, support, and resources for it. Particular challenges include a lack of learning materials, time constraints related to planning, lesson implementation, and participation in in-service training, as well as inadequate physical facilities. 

Ideally, differentiation should be broad-based and systematic, covering various aspects of schooling, such as teaching arrangements and methods, the learning environment, and assessment. Teachers can also learn from each other in terms of differentiation. Few of us can come up with diverse support measures for all students and all situations on our own. It is therefore a good idea to share differentiation methods openly within the work community and beyond. If the school does not have the opportunity for co-teaching in early language teaching, joint planning or at least an exchange of ideas and consultation with other teachers can open up new perspectives on one's own teaching and student support. 

Research shows that differentiation is most effective when it is a natural part of the school's operating culture and when the school management supports teachers' differentiation efforts. Mutual cooperation between teachers and systematic management are also emphasized in the new support for learning and school attendance.