PEDAGOGICAL CONDITIONS FOR IMPLEMENTING A DIFFERENTIATED APPROACH IN MOTHER TONGUE LESSONS (RESOURCES, TIME, ASSESSMENT, CLASS COMPOSITION)

Abstract

Differentiated instruction in mother tongue lessons is often discussed as a set of techniques, yet its success depends primarily on pedagogical conditions that determine whether differentiation becomes systematic, equitable, and sustainable. This thesis analyzes four interrelated conditions—resources, time, assessment, and class composition—and explains how they shape teachers’ capacity to diagnose learners’ needs, design aligned task variants, and support progress toward common curricular outcomes. The results show that differentiation becomes feasible when teachers rely on a stable core lesson structure, reusable scaffolding resources, and criterion-referenced assessment routines that generate actionable feedback. In heterogeneous classes, effective differentiation is strengthened by flexible grouping based on objective-specific evidence rather than fixed ability labels, while time is protected by predictable learning cycles and well-defined transitions. The discussion argues that these conditions work as a system: deficits in one domain (for example, limited time for feedback) undermine the impact of others (such as well-designed tasks), whereas coherent alignment across domains enables inclusive and rigorous mother tongue teaching.