DIAGNOSING STUDENTS’ LANGUAGE COMPETENCE AND PLANNING DIFFERENTIATED INSTRUCTION IN MOTHER TONGUE LESSONS
Keywords:
Language competence, diagnostic assessment, mother tongue lessonsAbstract
Effective mother tongue teaching in primary school depends on teachers’ ability to recognize learners’ diverse language competence and to translate diagnostic evidence into differentiated instructional planning. In many classrooms, however, “differentiation” is reduced to assigning more tasks to stronger pupils and simplifying work for those who struggle, while diagnostic practices remain episodic and focused on error counting rather than on the mechanisms behind performance. The approach integrates criterion-referenced micro-diagnostics across reading, vocabulary, grammar, spelling, and text production, and links them to planned variation in task demands and scaffolding. The synthesized results highlight that reliable differentiation emerges when teachers diagnose specific barriers, design aligned task variants, and embed formative feedback and revision opportunities. The paper concludes that diagnostic-based differentiated planning strengthens both learning outcomes and learner agency by making expectations transparent and supporting gradual independence.
References
Выготский Л. С. Мышление и речь. М.: Лабиринт, 1999. 352 с.
Бабанский Ю. К. Оптимизация процесса обучения. М.: Педагогика, 1982. 192 с.
Tomlinson C. A. How to Differentiate Instruction in Academically Diverse Classrooms. 3rd ed. Alexandria, VA: ASCD, 2017. 176 p.
Black P., Wiliam D. Assessment and classroom learning // Assessment in Education: Principles, Policy & Practice. 1998. Vol. 5, No. 1. P. 7–74.
Hattie J., Timperley H. The power of feedback // Review of Educational Research. 2007. Vol. 77, No. 1. P. 81–112.
Stiggins R. J. Assessment for Learning: A Key to Student Motivation and Learning. New York: Pearson, 2005. 304 p.
Snow C. E., Burns M. S., Griffin P. (eds.) Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press, 1998. 432 p.
