DOI: https://doi.org/10.36719/2663-4619/126/94-100
Nijat Salimov
Western Caspian University
https://orcid.org/0009-0006-4400-6932
nijat.salimov@outlook.com
Udl-Informed Teacher Preparation to Strengthen Language
Access in Mixed-Ability Efl Classrooms: A Conceptual Model
and a School-Based Evaluation Framework
Abstract
Mixed-ability EFL classrooms display predictable variability in learners’ proficiency, vocabulary depth, processing speed, self-efficacy, and willingness to communicate. Yet, instruction and assessment are frequently built on a uniform design: one task format, one expected output mode, and participation patterns shaped by volunteers. This commonly produces unequal language access—higher-proficiency learners generate most classroom talk and most visible learning evidence, while lower-proficiency learners reduce risk-taking, remain peripheral in interaction, and receive fewer opportunities to practice and refine output. This article proposes a UDL-informed teacher preparation model aimed at improving language access in mixed-ability EFL classrooms by translating UDL principles into measurable classroom processes and trainable teacher competencies. Language access is operationalized through three observable dimensions: (1) participation equity, (2) opportunity-to-respond (OTR) density and distribution, and (3) multiple means of representation and expression that allow learners to demonstrate understanding through alternative pathways aligned to the same learning goal. The model integrates structured classroom talk routines, reusable scaffolds, and formative assessment micro-cycles. To support evaluation under school constraints, the paper outlines a feasible framework with fidelity indicators, observation protocols, and outcome measures for participation, engagement, and language performance, and discusses implications for teacher education and school monitoring systems seeking measurable inclusion.
Keywords: Universal Design for Learning, EFL, mixed-ability classrooms, language access, participation equity, opportunity-to-respond, formative assessment, teacher preparation