No. 1 (2023): Differentiation and personalisation

We are pleased to present the fourth issue of the DiSlaw journal to you, which is devoted to the topic “Differentiation and Personalisation”. Differentiation advocates the adaptation of school learning opportunities and performance requirements to the pupils’ own learning pace, individual interests, and personal capabilities (cf. Müller, 2018). In the school context, differentiation can occur in various ways, e.g. by means of different tasks and methods, optional classes, learning products, and social aspects (cf. ibid, 18–43). Thus, different abilities, learning styles, aptitudes, and inclinations of learners can be considered (cf. e.g. Niggli, 2012). In Europe, the teaching of Slavic languages is increasingly characterised by the heterogeneity of learners, such as bilingual and heritage speakers as well as foreign language learners (cf. e.g. Vogtenhuber et al., 2012, 22). In view of this broad spectrum of linguistic and individual differences, new concepts, models, and tasks are required to counterbalance the increasing heterogeneity of learner groups.