Addressing Current and Future Challenges in EAL Writing with Universal Design for Learning [Konferenzbericht] Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018).

Autor/in	Dickinson, Paul
Titel	Addressing Current and Future Challenges in EAL Writing with Universal Design for Learning [Konferenzbericht] Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018).
Quelle	(2018), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Access to Education; Barriers; Writing Instruction; Teaching Methods; College Students; Student Attitudes; Foreign Countries; Nursing Education; English (Second Language); Japanese; Native Language; Guidelines; Student Evaluation; Course Descriptions + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Schülerverhalten; Ausland; Pflegepädagogik; English as second language; English; Second Language; Englisch als Zweitsprache; Japaner; Japanisch; Richtlinien; Schulnote; Studentische Bewertung; Kursstrukturplan
Abstract	Writing is an essential literacy skill that is crucial to meeting various social demands. It is also extremely difficult to master, especially for learners of an additional language who face significant barriers to learning. Universal Design for Learning (UDL), is an instructional framework promoted as an effective means of removing such barriers. The basis of UDL is that learning barriers are best addressed through curricula and lessons that provide multiple means of "engagement," "representation," and "action and expression." This study explores the application of UDL in an English as an Additional Language (EAL) writing course at a Japanese university. The UDL guidelines were used in the design and implementation of goals, instruction, learning tasks, and assessments. Learners' perceptions of the UDL-based instruction were investigated using a questionnaire survey. [For the complete volume of short papers, see ED590612.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01