Abstract
Increasing learner heterogeneity in contemporary foreign language (FL) classrooms has intensified the need for adaptive and inclusive pedagogical approaches. While differentiated instruction (DI) has become a widely discussed framework in general education, its competence-related implications for foreign language teachers remain insufficiently conceptualized. This position paper argues that differentiated instruction in FL education requires a distinct form of professional competence grounded in sociocultural and adaptive pedagogy. Drawing on Vygotsky’s sociocultural theory, Kuzmina’s pedagogical competence framework, and contemporary scholarship on differentiated instruction, the article proposes the concept of Differentiated Teaching Competence (DTC) as an integrated professional capability enabling teachers to respond effectively to linguistic, cognitive, motivational, and sociocultural learner diversity. The article contributes to theoretical discussions on teacher competence, adaptive pedagogy, and inclusive foreign language education while offering conceptual directions for teacher education and future empirical research.