ABSTRACT
It is fundamentally important for teachers, be they FLs teachers or not, to recognise that pupils are individuals with different needs. No group of pupils is ever homog - enous. Differences in areas such as gender, interest, self-concept, self-esteem, self-efficacy, social class, ethnic and cultural background, first language, ability, motivation, aptitude, age, previous attainment/experience, learning difficulties, etc. can influence pupils’ degree of progress, achievement or participation in FLs work inside and outside the classroom.
