Differentiated Instruction in L2 English: A Learning Styles Approach

Abstract: This conceptual paper examines persistent proficiency gaps in L2 English learning within Indian schools, where English remains a compulsory second language. Uniform classroom instruction frequently overlooks diverse learner needs, exacerbating underachievement particularly among rural and disadvantaged students, as evidenced by declining reading comprehension in PARAKH Rashtriya Sarvekshan 2024 and ASER 2023 findings. Synthesising theoretical literature on learning styles—particularly the VARK model (visual, auditory, read/write, kinaesthetic), alongside Kolb (1984) and Tomlinson (2014)—it argues that mismatches between predominant teaching methods and learners' perceptual preferences significantly contribute to disengagement, poor retention, and suboptimal outcomes in the four core linguistic skills. Differentiated instruction provides a practical, inclusive solution by proactively adapting content presentation, learning processes, and assessment products to individual styles, thereby fostering greater motivation, skill acquisition, and long-term proficiency in heterogeneous classrooms. The paper concludes with some recommendations: integrating learning styles into teacher training programmes, developing multimodal resources, redesigning curricula for flexibility, and securing institutional support to embed learner-centred L2 pedagogy effectively.