A differentiated classroom approach for diverse ESL readers
Most English as a Second Language (ESL) classroom can be characterized by multifarious factors, which in turn easily define the ESL classroom as the epitome of diversity. This "differentness" of learners poses a great challenge to teachers in providing appropriate instruction...
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| Main Authors: | , |
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| Format: | Article |
| Published: |
Universiti Kebangsaan Malaysia
2010
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| Online Access: | http://journalarticle.ukm.my/3528/ http://www.ukm.my/fpendidikan |
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