A differentiated classroom approach for diverse ESL readers

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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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Bibliographic Details
Main Authors:	Nooreiny Maarof, Hamidah Yamat
Format:	Article
Published:	Universiti Kebangsaan Malaysia 2010
Online Access:	http://journalarticle.ukm.my/3528/

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