IMPLEMENTING UNIVERSAL DESIGN FOR LEARNING IN ESL CLASSROOMS

Abstract

The integration of Universal Design for Learning (UDL) into ESL (English as a Second Language) classrooms provides a framework for inclusive, equitable, and effective teaching. UDL emphasizes flexible instruction that accommodates learner variability, focusing on three principles: multiple means of engagement, representation, and expression. This article explores how UDL is implemented in ESL contexts in Uzbekistan, drawing on interviews with teachers, classroom observations, and document analysis. The findings reveal increased student participation, improved learning outcomes, and reduced classroom anxiety when UDL strategies are employed. However, challenges such as limited training, lack of resources, and rigid curricula still hinder full adoption. Recommendations include systematic professional development, increased policy support, and curriculum reform to integrate UDL more effectively.