Summary

Education is important; that is why it is include in one of the human hierarchy of needs. Therefore, proper curriculum construction and planning in instruction has to be made so the learning process can be utilized to the maximum no matter how different learners from each other in terms of ability, strength, preference, background and culture. Based from the journal article of Differentiating Curriculum and Instruction for English-Language Learners with Special Needs written by John J. Hoover and James R. Patton, the article discusses about the topic of curriculum and its differentiation for ELLs with special needs. It focuses on the teaching principles, the curricular principles, application in instruction that is the most proper to suit students with diversity. The journal article also includes the guides for educators in helping them in delivering instruction in the classroom. Other sub-element has been simply discussed in the article too, as other things that have to be considered when differentiating curriculum and instruction. In education, the fact that learners are different from each other demanded an effective construction of curriculum that suits to all these learners. Therefore, the planning is crucial at the stage of curriculum construction. It should be based on the strong principles. Starting from the root, the principles need to be considered on the learning content that is for every student including the ones with disability. Thus, the curriculum principles should adhere on the content that related to diversity of students, the cognitive and academic goal have relationship with each other and learning that is active and inquiry-based tasks. Besides that, the journal article also has been list out six curricular elements, the expansion for the teaching principles; which are: i. Language function. Implementation is in communication and academic, compatible with students ability. ii. iii. Acculturation. Students are able to blend to the climate in the classroom. Conceptual knowledge. New information is made based from the alreadyknown by the students. iv. Thinking abilities. Encouraged students to higher-level thinking.

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Cultural value/norms. Students are from different background. Thus, the culture that they bring to the classroom has to be handled properly for better educational progress for them.

vi.

Teaching/learning styles. Ensure that there is integration between the learning and teaching styles.

At the stage of teaching, educators need to hold on to the principles that enable productivity among students, effective learning suitable for their level; what they already and need to know at certain stage and activities that encouraged students critical thinking. Other minor part in the curricular differentiation also based on the: i. ii. iii. iv. v. Family structure. Interpersonal relationships and gender responsibilities Discipline procedures and values Time, space, religion and health Traditions and significant historical events.

In conclusion, no matter what background of every student are, normal or with disability, curriculum and instruction must be differentiated. Successful implementation and differentiation of curriculum and instruction for ELLs requires understanding and application of various cultural and linguistic factors. (J. Hoover and R. Patton, 2005).

Reflection

In Malaysia context, this journal article indeed can be implemented into the curriculum in our country. It has close relationship with the nation as Malaysia has multiracial citizens within it. The article can be the guideline or based for the administrator for curriculum construction as well as curriculum enhancement/enrichment. Besides the administrator, educators like the teachers for instant can make this article as one of the reference for the pedagogy. It already gave some basis on curriculum principles, teaching principles and guidelines in curriculum and instruction to be implemented in the classroom. As for my point of view, I may not be able to visualize the real picture of teaching and learning process in the classroom. This is due to I was and still just learning in education program majoring in Teaching English as Second Language (TESL) in theory without being sent to practicum yet. Encounter with this Differentiating Curriculum and Instruction for English-Language Learners with Special Needs journal article would gave me a little bit more of a head start though, adding to the learning in courses that I have taken so far. For short term progress, I can utilized the knowledge that I gain so far to apply it into this Curriculum and Instruction course that I have taken into practice; like apply it when doing microteaching for instance. After some practice, I am sure that it can become a skill in teaching after graduating from this program. This is for the long term progress part. To conclude, curriculum and instruction differentiation can be implemented in Malaysia and it is suitable indeed. The journal article can be referred not just by the educators but the education programs students as well.