Can universal design for learning improve the engagement and outcomes of English learners (ELs)? The authors propose that ELs' engagement with academic content can be increased by teaching self-regulation and individual coping skills, providing guided practice, supporting students to sustain effort, and allowing students to achieve the same goal through different pathways. The authors use an assets-based approach to explore universal design for ELs. This article suggests strategies for elementary- and secondary-level teachers to modify instruction for ELs through the use of vignettes that illustrate classroom practices.
Teaching Methods and Strategies