Differentiated Instruction for Multilingual Learners: A Thematic Analysis of Research and Practice

Differentiated instruction (DI) is widely promoted as a means of supporting diverse learners, yet its enactment for multilingual learners (MLs) remains uneven and under-theorized in mainstream classrooms. This study examines how DI is conceptualized and implemented to support MLs by attending to learners’ linguistic, cultural, and academic profiles. Using reflexive thematic analysis, this qualitative synthesis examines 20 peer-reviewed empirical studies published between 2010 and 2024 in English-medium K–12 contexts in the United States, with particular attention to elementary settings when specified. Analytic interpretation was supported by practitioner-based reflection functioning as an interpretive lens rather than a separate data source. Four interrelated themes emerged: professional development, social and emotional support, English language proficiency, and background knowledge. Findings indicate that DI is most effective for MLs when instructional decisions are grounded in an expansive understanding of learner profiles and supported by sustained professional learning and relational classroom practices. Implications are discussed for teachers, teacher educators, school leaders, curriculum designers, families, and policy stakeholders working in K–12 settings.