Welcome to the DISLE Project
Every English language classroom is unique. Learners come with diverse language proficiency levels, educational and socio-cultural backgrounds, interests, learning preferences, and needs. While this diversity enriches the learning environment, it also presents a challenge for teachers to ensure that each student receives the appropriate support and challenge to develop their English language skills.
The Differentiated Instruction in Second Language Education (DISLE) research project was established to develop and validate a practical framework that helps English language teachers respond effectively to learner diversity. The project builds on earlier research conducted by the Department of English at the University of West Bohemia, in which graduate, novice, and experienced teachers identified the need for a more systematic approach to differentiated instruction in English language teaching.
Working in partnership with practicing teachers, the project develops, refines, and validates the DISLE framework through classroom implementation, professional development, and collaborative research. Across three research phases, the project explores how teachers develop differentiated instruction practices, the factors that support successful implementation, and the impact of the framework on student engagement and learning.
2025–2026 → Pilot
2026–2027 → Refinement
2027–2028 → Assessment
The project aims to develop a validated DISLE framework, practical teaching resources, professional development materials, and research that support English language teachers in creating more inclusive classrooms where all learners have opportunities to learn and succeed.
By supporting teachers in responding to learner diversity, DISLE aims to make English language classrooms more inclusive, engaging, and effective for all learners.
What is DISLE?
Differentiated Instruction in Second Language Education (DISLE) is a systematic, proactive, and responsive pedagogical approach to accommodate learner diversity in the ELT classroom, including learner’s educational and socio-cultural backgrounds, learning preferences, needs, interests, and English language proficiency level. It builds on teacher competencies in effective language teaching.
DISLE develops a teacher’s mindset around a set of differentiated instruction principles so that they make informed and flexible decisions about the selection and employment of strategies and techniques in their language lessons. They plan various means for delivering new information and multiple performance-based activities and assessments based on learner needs and readiness. They monitor student learning and adjust the lessons accordingly.
DISLE teachers therefore prepare and deliver ELT lessons so all learners are actively engaged and capable of completing the tasks while optimally challenged to advance their learning. By viewing their learners holistically and providing multiple learning pathways, DISLE teachers maximize language learning opportunities for all students.
Research team
Gabriela Klečková, Ph.D.
Team Leader
Gabriela is a faculty member in the Department of English at the Faculty of Education, University of West Bohemia, Czech Republic, where she teaches pre-service and in-service second language teachers. Her research focuses on second language teacher education, innovation in language teaching, and educational leadership. She served as President of TESOL International Association (2021–2022).
Tereza Havránková, Ph.D.
Tereza is a faculty member in the Department of English at the Faculty of Education, University of West Bohemia, Czech Republic. Her interests include English language teaching methodology, educational technology, online learning, and teacher education. She earned her Ph.D. in English language teaching and educational technology in 2023. In 2020, she was selected to participate in the U.S. Department of State’s International Visitor Leadership Program in recognition of her work in digital education.
Deborah J. Short, Ph.D.
International Consultant
Deborah is the founder of Academic Language Research & Training and an internationally recognized expert in academic literacy, content-based English language teaching, and sheltered instruction. She is co-developer of the research-validated SIOP® Model and has led numerous national studies on programs for multilingual learners. Her publications include the SIOP® Model and Six Principles series, ELT textbooks, and numerous scholarly publications. She served as President of TESOL International Association (2020–2021).