UDL and Comprehension Across Languages

A collection of phrasebooks
Making vocabulary clear increases accessibility. Image: Tessa Kavanagh, Pixabay

Recall the halcyon days pre-COVID. International travel was relatively accessible for many. An essential travel tool was a phrasebook, translator app or digital translator to aid understanding across languages. These tools facilitated at least a basic opening into communication, culture and comprehension in a foreign country, in a foreign language. Without a sound grasp of the language, life and learning can be difficult. Everyday activities that are taken for granted in a home country may suddenly become complex, confusing and result in a heavy cognitive load.

Imagine then, the complex process of learning for students for whom we teach in a language outside that which is familiar. For some, it may be learning new jargon, for others it may be learning in a second language.

As with all principles and checklists in Universal Design for Learning (UDL), the overarching goal is to make learning accessible to all. The following strategies are based on recommendations by CAST.  Educators may employ these to facilitate accessibility where the language used may otherwise present a barrier to learning:

    • Make all key information in the dominant language also available in first languages for learners with limited-English proficiency
    • Provide information in Auslan for learners who are deaf
    • Link key vocabulary words to definitions and pronunciations in both dominant (eg. English) and first languages
    • Define domain-specific vocabulary/jargon using both domain-specific terminology and in common language or alternative representations, such as illustrations, charts, images
    • Create a culture of shared learning through activities such as a word wall, group glossary or word bank, where all learners may add contributions of vocabulary and their translations
    • Provide translation tools or links to multilingual glossaries on the web
    • Embed visual supports for vocabulary clarification (illustrations, charts, images, infographics, videos, etc) into learning experiences
    • Make use of concrete materials to support abstract concepts, as in maths learning

Find more practical suggestions on reducing barriers to learning in the Universal Design for Learning section of the CUDA website.