Issues associated with differentiation of learner needs and instruction in second language teaching are discussed. Differentiation is distinguished from mixed-ability teaching in that the former places emphasis on the requirements of individual learners, while the latter concerns pupil management for teaching purposes. An introductory section examines the rationale for differentiation. The first chapter defines six types of differentiation: by text, support, outcome, ability, interest, and task. Chapter 2 looks at ways in which teachers can organize differentiated learning in the classroom, with minimal additional preparation, in each language skill area (speaking, listening, reading, writing). Some specific classroom procedures are suggested, with ideas for adjusting instruction in response to student behavior. The next chapter outlines classroom activities using computers to provide differentiated learning opportunities. These include word searches, matching games, language exercises--cloze, unjumbling, sequencing, etc., information-handling activities, multi-skill tasks, foreign language writing, desk top publishing, and use of CD-Rom resources. Chapter 4 explains some issues to be addressed in making differentiated instruction an integral part of the teacher's repertoire, including departmental organization, planning, classroom management, instructional resources, and assessment. The role of differentiation in Britain's National Curriculum is discussed in chapter 5, and chapter 6 looks at the role of differentiation in developing learner autonomy. Contains 17 key titles and sources. (MSE)