Innovation in Language Learning

Universal Design for Learning (UDL) is frequently framed in terms of equity and is now a major part of teacher preparation in California where teachers often work in classrooms with very diverse populations in terms of academic proficiency, language proficiency, and cultural background. As such, it is a complex context where the need for active, planned differentiation—and not just responsive differentiation—is essential in making sure that each and every student has the opportunity to develop in terms of content literacy and language acquisition. In this way, the fields of literacy, language acquisition, pedagogy, equity, and reflective teacher practices intersect to create a complex and dynamic situation where the way that UDL is realized will be different for each teacher; and where guiding principles can be interpreted and enacted in diverse ways.

As a MA-TESL graduate and a student of advanced topics in education, ULD considerations have afforded me the opportunity to think about how to support English Language Learners (ELLs) in the mainstream, English Language Arts content class so that they can survive and thrive with their L1 English speaking peers. As such, this presentation will be a discussion of piloting a ULD approach to teaching English Language Arts in a diverse context that includes L1 Spanish, English, Pashto, Dari, and bilingual Hmong; as well as reflections on how to best actualize UDL principles to serve these students to fullest.