Achieving Genuinely Inclusive Bilingual K-12 Education

Abstract

This chapter examines the pervasive and perpetuated deficit model perspective which informs much of the second language instruction which occurs, in relation to diverse learners—particularly learners with disabilities—in the Canadian K-12 sector. The chapter argues that Universal Design for Learning (UDL) has a key role to play in shifting language teachers away from deficit model views in this context and has the potential to revolutionize the bilingual classroom. The chapter also demonstrates the extent to which UDL aligns seamlessly with communicative method approaches in second language instruction. The chapter explores and analyses phenomenological data drawn from the author's lived experience as a second language teacher over a decade. The chapter considers the repercussions of this reflection on pre-service teacher training, in-service professional development, and leadership practices for inclusion.