Shabnam Adil Nasibova

IMPLEMENTING DIFFERENTIATED ASSIGNMENTS IN MIXED-ABILITY CLASSROOMS: ANALYTICAL OVERVIEW FROM AN AZERBAIJANI LINGUODIDACTIC PERSPECTIVE

Abstract. The article examines the use of differentiated assignments in mixed-ability classrooms, with a focus on foreign language teaching. Drawing on current differentiation theories and classroom practice, it analyzes how such tasks support learners with varying readiness levels. The paper also provides methodological guidelines, practical examples, and recommendations for teacher development.

Keywords: differentiated instruction, differentiated assignment, mixed-ability classroom, Azerbaijani education, UDL, linguodidactics, English language teaching