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David, Rosa Dene; Brown, Kimberley

doi:10.1017/9781108658089.027

Cited by 2 publications

(4 citation statements)

References 418 publications

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“…Although the inclusion of students from all types of marginalised backgrounds is of great importance, there is arguably even less work being done in higher education that addresses the intersection of English language learning and disability (e.g., Young, 2019;Young & Schaefer, 2019;Zhang et al, 2020). One of the main obstacles is the lack of training within teacher preparation programmes internationally (David & Brown, 2020;Sowell & Sugisaki, 2020;Young, 2019). However, there is a growing body of research that considers how UDL could be used to promote the advancement of all learners, including EALs with disabilities.…”

Section: Disability and Inclusion In University Settingsmentioning

confidence: 99%

“…Universal Design for Learning (UDL) initially emerged from the field of architecture as an approach to ensuring individuals with physical disabilities would have equal access to public spaces (Brown, et al, 17;David & Brown, 2020). Subsequently, UDL was transformed into an educational framework to provide learners with better access to classroom curricula.…”

Section: Universal Design For Learning (Udl)mentioning

confidence: 99%

“…When educators focus on a specific genre and break learning into manageable segments, while simultaneously providing students with choices, different ways of interacting with classroom materials and different ways of demonstrating what they know, then the learning environment is rooted in IE. As David and Brown (2020) emphasise:…”

Section: Model Proposal: Universal Genre Sphere (Ugs)mentioning

confidence: 99%

“…In classrooms worldwide, the principles of Universal Design for Learning (UDL) have reshaped curricula and instruction to promote more inclusive, equitable and accessible learning environments. However, within the wider realm of English language teaching (ELT), there remains a need to support users of English as an additional language (EALs), especially at the university level (David & Brown, 2020). Developing academic writing skills is often a challenge, not least for university-level students working in an additional language (AL), even more so for learners with disabilities or differences, and there has yet been relatively little research exploring approaches to second-language writing (SLW) that incorporate support for EALs with disabilities (e.g., Firkins et al, 2007;Herbert et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The Universal Genre Sphere: A Curricular Model Integrating GBA and UDL to Promote Equitable Academic Writing Instruction for EAL University Students

David

Anderson

2022

CEPSj

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This paper proposes the design of an instructional model, referred to as the universal genre sphere, for teaching academic writing in a manner appropriate to all learners, but developed especially with consideration for the needs of English as additional language students with or without diagnosed learning differences. Despite growing research on, variously, second-language writing, English as an additional language and learning differences, there has been relatively little work that explores approaches to the intersections of these topics. Thus, the proposed universal genre sphere model is founded on the pillars of universal design for learning and the tenets of the genre-based approach, especially the teaching-learning cycle, to create more equitable and inclusive, as well as effective, learning environments. The universal genre sphere balances inclusive design that draws upon students’ interests, while breaking learning into manageable and adjustable segments, thus making academic writing more accessible to a greater number of learners. The combination of universal design for learning and the genre-based approach represents an opportunity to create a shift in second-language writing instruction (and, potentially, in L1 writing instruction) that aligns with the principles of inclusive education by reducing barriers in the classroom and providing students with multiple pathways to participate, which could do much to advance knowledge about more inclusive, equitable and effective writing instruction for all learners.

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