Welcome to the InfoSci Platform
Transforming the World Language Classroom Through Instructor Self-Assessment and Reflection

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

Wade Edwards, Sally S. Scott
Copyright: © 2021 |Pages: 21
ISBN13: 9781799871064|ISBN10: 1799871061|EISBN13: 9781799871088
DOI: 10.4018/978-1-7998-7106-4.ch006
Cite Chapter Cite Chapter

MLA

Edwards, Wade, and Sally S. Scott. "Transforming the World Language Classroom Through Instructor Self-Assessment and Reflection." Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation, edited by Frederic Fovet, IGI Global, 2021, pp. 116-136. https://doi.org/10.4018/978-1-7998-7106-4.ch006

APA

Edwards, W. & Scott, S. S. (2021). Transforming the World Language Classroom Through Instructor Self-Assessment and Reflection. In F. Fovet (Ed.), Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation (pp. 116-136). IGI Global. https://doi.org/10.4018/978-1-7998-7106-4.ch006

Chicago

Edwards, Wade, and Sally S. Scott. "Transforming the World Language Classroom Through Instructor Self-Assessment and Reflection." In Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation, edited by Frederic Fovet, 116-136. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7106-4.ch006

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.