Universal Design for Learning (UDL) Strategies for English Learners
UDL isn’t just an inclusion strategy. It’s a game-changer for multilingual learners. When it’s used intentionally, it removes barriers, keeps engagement high, and helps students show what they know in ways that work for them.
1. Quick Recap of UDL Principles
Universal Design for Learning is the brainchild of Anne Meyer and David Rose at CAST (2018). Inspired by architectural design that makes buildings accessible to everyone, they applied the concept to education. The framework addresses barriers to equitable education by recognizing that every learner is different and needs to be taught in different ways.
The three principles of UDL are:
Multiple Means of Engagement – Give students reasons for learning that are relevant to their lives. This is meant to keep them interested in the topic. Project-based and inquiry-based learning are great ways to do this.
Multiple Means of Representation – Give students choice in how they acquire knowledge. This could be through hands-on activities, audio, visuals, or reading materials.
Multiple Means of Action/Expression – Give students choice in how they show what they’ve learned. Some might prefer presentations, others might be more comfortable writing, and others might use artistic expression.
2. Why UDL Benefits ELLs
UDL is about providing flexibility in how students acquire and demonstrate knowledge. For English learners, scaffolding removes barriers to learning, and choice keeps engagement high.
For example:
Engagement – Connect content to students’ experiences or cultures so it feels relevant.
Representation – Present information with visuals, transcripts, and home language resources.
Action/Expression – Offer options like video presentations, writing frames, or comic strips for assessments.
3. Examples of UDL in Action for Language Learners
For an ELL, UDL often means removing barriers to both receiving and producing information. This could look like:
Visual supports for vocabulary, reading, and lectures.
Flexible output options such as creating video presentations, completing writing frames, or making cartoon strips.
Multilingual resources to help students take in new content.
Encouraging students to use their home language to learn content, while scaffolding with language standards so that content and language learning happen together.
4. Integrating UDL with Language Objectives
When lesson planning, it’s important to align content goals with language goals. Here’s an example of how this works in a Grade 5 interdisciplinary lesson introducing electricity.
Target Standards:
S5P2a – Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity (Georgia Department of Education, 2023b).
RI4 – Determine meaning of academic and domain-specific vocabulary (Georgia Department of Education, 2023a).
WIDA Grade Cluster 4–5 ELD Standard (Key Language Use: Explanation) – Process and produce oral or written explanations by:
Identifying and describing phenomena (e.g., types of electricity) using academic and domain-specific vocabulary
Categorizing examples based on observable characteristics
Obtaining and organizing information from oral, visual, and multimedia sources (WIDA, 2020)
Day 1 – What is Electricity?
Objective: Students will build background knowledge on static (natural) and current (human-harnessed) electricity.
Engage:
Interactive demo with balloon and sweater (static) vs. battery/light bulb circuit (current). If possible, let students try both.
Quick check-in on prior knowledge using a thumbs up/sideways/down or emoji-coloring survey.
Watch Edpuzzle clip What Is Electricity? with embedded vocabulary questions (transcript in English or home language if possible).
Explore:
Create a two-column anchor chart: Natural vs. Human-Harnessed Electricity. Categorize examples together as a class and add student contributions.
Vocabulary:
Words: “static,” “current,” “harness,” “natural,” “generate,” “circuit.”
Use Frayer Models with visuals/home-language support. Students can work in groups to make class posters as a visual dictionary to use throughout the unit.
UDL Supports:
Representation: Visual demonstrations, Edpuzzle with narration, captions, and adjustable audio speed.
Engagement: Real-world, hands-on starting point.
Expression: Think-Pair-Share in home language or English.
5. Final Thought
While it may seem overwhelming to take another aspect into consideration when lesson planning by adding UDL principles, it is likely that you’re already incorporating some elements in your teaching. The difference is in identifying which parts of the lesson plan connect to UDL and being more intentional about scaffolding for ELLs so that content and language learning happen side-by-side.
References
CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org/
Edpuzzle. (n.d.). What is electricity? https://edpuzzle.com/
Fortuin Schmidt, S. (2025). Applying Diversity Research in Lesson Planning and Assessment. [Unpublished manuscript]. American College of Education.
Georgia Department of Education. (2023a). English language arts standards of excellence. https://www.georgiastandards.org/Georgia-Standards/Pages/ELA.aspx
Georgia Department of Education. (2023b). Science standards of excellence. https://www.georgiastandards.org/Georgia-Standards/Pages/Science.aspx
WIDA. (2020). WIDA English language development standards framework, 2020 edition. Board of Regents of the University of Wisconsin System. https://wida.wisc.edu/teach/standards/eld