Upper Peninsula Teaching & Learning Conference - 2026

This presentation explores how university-level foreign language courses can be intentionally designed to advance accessibility, equity, and belonging through principles of Universal Design for Learning (UDL). Framed within the conference track on Supporting Accessibility and Belonging, the session highlights how language instructors can reduce barriers while maintaining rigorous communicative and intercultural learning outcomes.
Drawing on the Universal Design for Learning framework, the presentation shares concrete strategies implemented in undergraduate language courses, including multimodal input (text, audio, video, visuals), flexible participation structures, scaffolded interpersonal tasks, transparent grading criteria, and multiple options for demonstrating proficiency. Particular attention is given to accessible course materials (captioned videos, screen reader–friendly documents, appropriate font sizes) and assignment design that anticipates learner variability rather than retrofitting accommodations.
From the instructor's perspective, the session outlines a backward-design process that aligns communicative objectives with inclusive pedagogical choices. Examples include choice-based cultural projects, low-stakes formative assessments, collaborative small group task-based projects, and classroom norms that support linguistic risk-taking. The presentation also addresses common tensions in language teaching—such as balancing accuracy and fluency, or standard language ideologies and linguistic diversity—and how inclusive design can foster both academic rigor and student agency.
Equally central are student perspectives gathered through informal conversations, surveys, and reflective feedback. An undergraduate student will share their and other students’ experiences regarding accessibility and belonging. Reported experiences suggest that UDL-informed strategies support students with documented accommodations and enhance learning for all students.
Participants will leave with adaptable lesson-planning tools, sample activities, and reflection prompts to strengthen accessibility, celebrate diversity, and promote academic success for all learners. These tools help redesign language courses to reduce barriers, affirm diverse identities, and promote sustained academic success. While this presentation focuses on UDL in language courses, some of its strategies could be applied to courses in other fields.