The role of differentiated pedagogy in the FLE classroom: The case of learners in the 5th year of primary school

Accompanying FLE learners towards academic success seems a complex challenge, given the heterogeneous nature of classes in cognitive, socio-cultural, affective and psychological terms. One of the solutions presented as an appropriate response to this heterogeneity is "differentiated pedagogy".The present research deals with the impact of this approach on the teaching/learning of FLE, particularly in the 5th year primary class.Differentiation is an attempt to homogenize heterogeneity in order to help learners with different particularities to master common core skills.Differentiated teaching is therefore a practical tool adapted to differences, offering a wide range of diversified approaches enabling each learner to progress according to his or her own itinerary, potential and preferences.