The Universal Design for Learning: Differentiating A Second Language Classroom
Major
Educational Studies
Second Major
Hispanic Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
The Universal Design for Learning (UDL) framework is a popular and effective method of making learning accessible to students. UDL is a teaching approach where instruction is designed to be accessible by any and all students (Campos, Canabal, & Pastor, 2020). However, there is a gap in knowledge regarding the incorporation of UDL specifically in classrooms applying second language acquisition (SLA) strategies. The purpose of this classroom research is to provide knowledge about UDL and differentiation and, more importantly, findings that particularly cater to second language acquisition. Different classroom data were collected during a student-teaching semester from students from four sections of Spanish 3 classes in a suburban school located in Illinois. Students varied from freshmen to seniors, but the majority of students were in the sophomore and junior standing. Within the time during student teaching, the majority of data collected were summative and formative assessments, daily lesson plans and materials, and student work. This classroom research intends to expand and innovate the practices commonly seen in core classes to be used in SLA classrooms.
The Universal Design for Learning: Differentiating A Second Language Classroom
State Farm Hall
The Universal Design for Learning (UDL) framework is a popular and effective method of making learning accessible to students. UDL is a teaching approach where instruction is designed to be accessible by any and all students (Campos, Canabal, & Pastor, 2020). However, there is a gap in knowledge regarding the incorporation of UDL specifically in classrooms applying second language acquisition (SLA) strategies. The purpose of this classroom research is to provide knowledge about UDL and differentiation and, more importantly, findings that particularly cater to second language acquisition. Different classroom data were collected during a student-teaching semester from students from four sections of Spanish 3 classes in a suburban school located in Illinois. Students varied from freshmen to seniors, but the majority of students were in the sophomore and junior standing. Within the time during student teaching, the majority of data collected were summative and formative assessments, daily lesson plans and materials, and student work. This classroom research intends to expand and innovate the practices commonly seen in core classes to be used in SLA classrooms.