Differentiated instruction in foreign language classes in a non-linguistic department

The study discusses the aspects of the differentiated approach to teaching English to non-language majors. The author detects the main arrangement principles of the content of differentiated education: interlingual and intralingual interference, problem-based learning, variability of tasks, authenticity, professional focus, cultural and social attractiveness. The research analyzes the distribution of students by learning skills, the content of differentiated education, analysis and planning methods for teaching every student. Differentiated instruction is categorized as follows: differentiation of outcome (product), differentiation of task, and differentiation of choice. Rational academic techniques such as mapping (vocabulary maps, mind maps) to be taught to students are examined. The efficient combination of classroom and independent learning is investigated.