Introduction1 STATUS QUO1.1 The Development of Educational Standards in EFL Teaching201.2 A Critical View on Competencies in Language Learning and Teaching252 HETEROGENEITY IN THE EFL CLASSROOM2.1 The Myth of the Homogeneous Learner Group282.2 Heterogeneity and Diversity as a Chance for EFL Teaching292.3 Educational Standards Versus Individualised Instruction?303 LEARNER TYPES AND LEARNING STRATEGIES3.1 Interindividual and Intraindividual Differences363.2 Theoretical Concepts of Individual Learner Differences373.2.1 The Learner Types According to Skehan and Ellis373.2.2 The Learner Types According to Vester383.2.3 The Learner Types According to Nunan403.2.4 Gardner's Theory of Multiple Intelligences413.3 Students' Diversity443.4 Diagnoses473.5 Bloom's Taxonomy483.6 Learning Styles and Learning Strategies504 DIFFERENTIATION AND INDIVIDUALISATION - A DEFINITION4.1 External and Internal Differentiation564.2 Individualisation and Adaptive Teaching584.3 Possible Fields of Differentiation614.4 Challenges and Pitfalls634.5 Key Principles of Differentiated EFL Teaching6567 4.5.1 Variety of Methods4.5.2 Holistic Approach684.5.3 Open Forms of Teaching and Learning694.5.4 Cooperative Learning704.5.5 Variety of Materials and Media715 METHODS OF DIFFERENTIATION AND INDIVIDUALISATION5.1 General Differentiating Teaching Concepts and Principles745.1.1 Independent Study745.1.2 Weekly Plan765.1.3 Learning at Workstations775.1.4 Project-based Language Learning805.1.5 Task-based Language Learning825.1.6 Extensive Reading875.1.7 Keeping a Reading Log885.2 Further Cooperative Individualising Teaching and Learning Scenarios915.2.1 Learning Through Teaching915.2.2 Think-Pair-Share925.2.3 Jigsaw Puzzle945.2.4 Bus Stop965.2.5 Placemat975.2.6 Gallery Walk975.2.7 Four Corners995.2.8 Numbered Heads Together1015.2.9 Reciprocal Teaching1025.2.10 Reading Circles1035.3 Requirements for Successful Cooperative Learning1055.3.1 Learners' Willingness1065.3.2 Group Formation1065.3.3 Task Design1075.4 Games for Differentiation and Individualisation1085.4.1 Benefits of Playing Games in the EFL Classroom1085.4.2 Games as a Differentiating Concept for EFL Teaching1095.4.3 Types of Games1106 DIFFERENTIATION AND INDIVIDUALISATION THROUGH DIGITAL MEDIA6.1 E-learning and Blended Learning1146.2 Web 1.0, 2.0, 3.0 - Timeline and Definition1156.3 How Web 2.0 Tools Foster Individualised Instruction1166.4 Examples of Practice1196.4.1 Digital Media for Communication1196.4.2 Webquest1216.4.3 Wiki1236.4.4 Podcasts and Vodcasts1246.4.5 Weblog/Videoblog1276.4.6 Social Media1306.4.7 Edu-Apps and Mobile Learning1336.4.8 Gamification1366.4.9 Virtual Reality1396.4.10 Augmented Reality1417 DIFFERENTIATING FORMS OF ASSESSMENT AND EVALUATION7.1 Language Assessment Literacy1447.2 Testing, Assessment, Evaluation1467.3 Washback1467.4 Quality Criteria of Assessment1477.5 Purposes of Assessment1497.6 Diagnostic Assessment1497.7 Alternative Assessment1507.8 One Tool Does Not Fit all - Differentiated Assessment Strategies1527.8.1 Creating a Portfolio Assignment1527.8.2 E-portfolio Assignment1627.8.3 Learning Contracts1637.8.4 Self and Peer Assessment1667.8.5 Learning Process Observation1697.8.6 Feedback on Oral Production1717.8.7 Digital Assessment1758 STUDENT AND TEACHER ROLES IN A DIFFERENTIATED EFL CLASSROOM8.1 Redefined Roles for Students and Teachers1808.2 Teacher as a Reflective Practitioner and Action Researcher1848.3 The Flipped Classroom1879 AUTONOMOUS LANGUAGE LEARNING AS AN OPPORTUNITY FOR DIFFERENTIATION AND INDIVIDUALISATION9.1 The Concept of Learner Autonomy1949.2 Individualisation and Learner Autonomy1979.3 Effectiveness of Autonomous Learning1979.4 A Model for Developing Learner Autonomy19810 FUTURE PERSPECTIVES: THE CHALLENGE OF INCLUSIVE EDUCATION10.1 The UN-Convention on the Rights of Persons wi