Transforming the World Language Classroom Through Instructor Self-Assessment and Reflection

Abstract

Second language learning is an essential part of many post-secondary education programs and curricula. While world language instructors typically embrace the importance of teaching diverse learners, including students with disabilities, they are often unfamiliar with universal design as a means of proactively developing inclusive college instruction. This chapter describes the development of a series of self-assessment tools designed to assist instructors in anticipating common barriers to language learning and reflecting on ways to provide more inclusive instruction. Case studies from the authors' experiences are provided to illustrate use of the tools.