Innovative Methods of Teaching English to Heterogeneous Students in Academic Lyceums

Annotatsiya

Teaching English in academic lyceums requires strategic adaptation to heterogeneous classrooms where learners differ significantly in language proficiency, cognitive ability, motivation, and socio-cultural background. Uniform instructional approaches frequently fail to address these differences effectively. This article examines innovative and research-based methodologies that promote inclusive, flexible, and learner centered English language teaching. It discusses differentiated instruction, blended learning, task-based and project-based learning, cooperative strategies, scaffolding, and formative assessment as integrated components of an adaptive pedagogical framework. The article also outlines practical implications for curriculum design and teacher professional development within academic lyceums.