Teachers’ perspectives on the integration of curriculum differentiation in Grade 4 inclusive classrooms for English First Additional Language

Teachers’ perspectives on the integration of curriculum differentiation in Grade 4 inclusive classrooms for English First Additional Language

Margaret Chauke & Matshidiso Mathildah Dladla

Issue: Vol. 7 No.8 2026 Article 18 pp.2433 – 2444
DOI: https://doi.org/10.38159/ehass.20267818Published online 22nd October 2026

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ABSTRACT

Curriculum differentiation is essential in Grade 4 inclusive classrooms to support English First Additional Language (EFAL) learners from diverse linguistic and cultural backgrounds. While Tomlinson’s theory of differentiated instruction provides a framework for addressing learner diversity, teachers’ perspectives on its integration remain underexplored. The study investigated Grade 4 teachers’ perspectives on integrating curriculum differentiation in inclusive classrooms for EFAL learners, focusing on challenges, effective strategies, and areas for improvement in instructional practice. A qualitative interpretive design was employed. Participants included four Grade 4 teachers, two learning support educators, and two English departmental heads from one full-service and one mainstream school, selected through non-probability convenience sampling. Data were collected through semi-structured interviews, classroom observations, document analysis, and field notes, and analysed using thematic analysis. Teachers acknowledged the importance of curriculum differentiation in promoting engagement and inclusion among EFAL learners. Key challenges identified were inadequate training, limited resources, and inflexible curriculum frameworks. Effective strategies included collaborative planning, the use of visual and linguistic scaffolds, and adapting instructional materials to learners’ readiness and interests. While teachers demonstrated commitment to inclusive practices, systemic constraints limited effective implementation. Strengthening EFAL instruction in Grade 4 inclusive classrooms requires targeted professional development, adequate resources, and flexible policy support through district-based teams. This study provides insights into teachers’ perceptions of curriculum differentiation for EFAL learners, offering guidance for policymakers, teacher educators, and practitioners seeking to enhance inclusive language instruction.

Keywords: Curriculum differentiation, EFAL instructional strategies, inclusive education, professional development.

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ABOUT AUTHOR(S)

Dr Margaret Chauke is a Senior Lecturer in the Department of Inclusive Education at the University of South Africa (UNISA). She holds a PhD in Inclusive Education, with research interests in inclusive pedagogy, augmentative and alternative communication (AAC), and disability studies. Drawing on extensive experience as a teacher, school principal, and Institutional Development Support Officer (IDSO), her work focuses on advancing inclusive educational practices and improving learning opportunities for learners with diverse educational needs.

Matshidiso Mathildah Dladla is an Adjunct Academic in the Department of Inclusive Education at the University of South Africa (UNISA) and a PhD candidate in Inclusive Education. Her doctoral research focuses on differentiated instruction and barriers to learning in Grade 4 English First Additional Language. Her research interests include inclusive pedagogy, differentiated instruction, curriculum development, and digital equity. Her academic and professional work focuses on promoting equitable and supportive learning environments for diverse learners.

TO CITE ARTICLE

Chauke, Margaret, and Matshidiso Mathildah Dladla. “Teachers’ perspectives on the integration of curriculum differentiation in Grade 4 inclusive classrooms for English First Additional Language.” E-Journal of Humanities, Arts and Social Sciences 7, no.8 (2026): 2344 – 2444. https://doi.org/10.38159/ehass.20267818