Binnendifferenzierung im DaF-Unterricht in China aus der Lehrer*innenperspektive. Eine Fragebogenstudie.

Abstract

In foreign language education, it is essential for teachers to address the diversity of their learners. Internal differentiation is therefore not only a theoretical argument for justifying educational reforms but rather a real necessity to meet the individual needs of  students.  It is crucial to explore the perspectives of teachers, as they are important actors and decision-makers in the classroom. Given that internal differentiation has received little attention in research on teaching German as a foreign language (GfL) in China, this paper examines the experiences and views of 77 Chinese GfL teachers based on a questionnaire. The aim is to provide an overview of the current state of differentiation measures in GfL teaching in China and to offer suggestions for supporting teachers in designing differentiated instruction.