Differentiated Instruction and Portfolio Assessment: Motivating Young Greek-Romani Students in the English Class

The socio-cultural changes taking place in Greek classrooms over the last years have rendered modification and revising of existing teaching material critical. It is argued that classes with cultural minorities, students’ needs should be put at forefront, objectives adapted accordingly. aim present study to investigate effectiveness differentiated instruction alternative assessment English diverse population within a three-month period. research focuses on effect these approaches primarily triggering motivation and, secondarily, their overall linguistic development. In particular, examines outcomes two groups students attending third grade primary school. experimental group was taught through instruction, while control attended traditional class. tools employed were analysis questionnaire, pre- post-test, portfolio evaluation checklists semi-structured interviews. results questionnaires showed preference for non-traditional strategies. findings post-tests revealed there greater progress regarding skills group. However, statistical (SPSS 26) are no significant differences. answers checklists, although scarce, featured motivating role portfolios engagement. interviews student’s positive attitude towards Nevertheless, wide attendance outflow, short period, limited sample, as well lack equipment provision suggest more extended future research.