Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners

Thi s article provides an overview of the Universal Design for Learning (UDL) framework, which is based on brain-structure research and which incorporates multiple means of instruction, action and expression, and engagement. The a rticle describes the relevance of this framework to linguistically diverse and culturally and linguistically diverse (CLD) learners, and it provides a set of scenario-based examples of how UDL might help educators to implement effe ctive instruction for a CLD learner in an inclusive sett ing. The p aper makes additional suggestions for building on UDL principles to design linguistically accessible instruction for CLD learners. ISSN 1918-5227 Pages 1- 12