How is the teaching adapted to the students’ varying levels of English proficiency?

Abstract This study examines how differentiated instruction can support students with diverse learning needs in the Swedish compulsory school system. The purpose was to investigate which pedagogical strategies teachers use to create accessible learning environments and how these strategies align with the Swedish curriculum. The study is based on a qualitative content analysis of peer‑reviewed articles and the Swedish curriculum, focusing on themes such as inclusion, scaffolding, and formative assessment. The results indicate that structured classroom routines, multimodal teaching, and continuous feedback are central components in promoting participation and learning for all students. The analysis also highlights a gap between policy ambitions and practical implementation, particularly regarding time, resources, and teacher competence. The study concludes that differentiated instruction is most effective when supported by collaborative structures, clear leadership, and ongoing professional development. These findings contribute to a more profound understanding of how inclusive practices can be strengthened in everyday teaching. Keywords: Differentiation, Extramural English, Grade K-3, Social cultural learning theory (ZPD), Teacher's perspective