十二年國教實施在即，針對未來班級內學生程度參差可能加劇的問題，教育部提出「差異化教學」以為因應。本文旨在探討差異化教學的內涵及其對國內英語教學之意義，比較分析差異化教學與現行九九課綱的英文科課程綱要所提之「AB分版適性學習」，並指出兩者的共通性。此外，本文檢視國內部分英語教師對差異化教學的四項迷思，並提出九項可資運用的實施策略，以期中小學英語文教師在實施差異化教學時，能夠更為落實、更具成效。

It has been anticipated that without the screening of the entrance exams, students taking the K-12 Curriculum might display a greater variability in their readiness to learn. In response to this potential problem, the MOE has proposed the approach of differentiated instruction for all subjects. This study aims to examine the nature of differentiated instruction, and connects this approach to the adaptive instruction in Senior High School Curriculum for English, enacted in 2010, in Taiwan. Discussions are made to address four common myths held by local English teachers regarding differentiated instruction. Nine strategies are proposed for teachers' consideration in their implementation of differentiated instruction in an English class.