Problematics in the Implementation of Binnendifferenzierung in German Writing Classes: Insights from Teachers and Learners
Keywords:
Binnendifferenzierung, German as a Foreign Language (DaF), Learner Diversity, Thematisches SchreibenAbstract
German is taught as a foreign language (DaF) in Indonesia, where learners are expected to master all four language skills, including writing. However, the considerable variation in learners’ linguistic abilities creates a strong pedagogical need for differentiated instruction. Although Binnendifferenzierung offers a promising approach to addressing learner diversity, its implementation in the Indonesian DaF context continues to encounter various challenges. This article examines the key problems that arise when differentiation strategies are applied in the writing course Thematisches Schreiben. The findings show that implementing Binnendifferenzierung poses challenges for both teachers and students. Teachers struggled with the extensive preparation required for designing varied tasks, while students faced difficulties selecting appropriate tasks and exhibited weaknesses in vocabulary, idea development, paragraph organization, and grammatical accuracy. Overall, the study indicates that the effectiveness of Binnendifferenzierung is constrained by substantial instructional demands and learners’limited linguistic readiness.
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