Transformative language education informed by UDL principles: A case study on teaching Russian FL through tasks

This chapter explores the implementation of Universal Design for Learning (UDL) principles within a Task-Based Language Teaching (TBLT) framework to enhance inclusive and accessible Russian as a Foreign Language (FL) education. Conducted as part of the GIAM project at the University of Verona the study focused on an eight-week intensive Russian course for absolute beginners, including learners with special educational needs (SEN) such as visual impairments and learning disorders. The course utilised an Open Architecture Curricular Design to incorporate UDL principles by providing multiple means of representation, action and expression, and engagement. This approach aimed to foster an inclusive learning environment that accommodates diverse learning needs and preferences. Through a combination of in-person, online synchronous, and asynchronous learning tasks, the curriculum employed varied instructional materials and assessment methods tailored to individual learner profiles. After describing how the UDL guidelines have been incorporated into the course, an analysis of students’ feedback and opinions on the learning program and its accessibility is provided. The findings suggest that integrating UDL within TBLT and an Open Architecture Curricular Design not only promotes equitable access to language learning opportunities but also enhances learner engagement and motivation, thereby contributing to a more inclusive FL education model.