Różnorodność uczniów w edukacji wczesnoszkolnej a projektowanie środowiska uczenia się języka obcego: perspektywa Universal Design for Learning

Abstrakt

The article addresses the issue of designing foreign language learning environments in early primary education in the context of increasing learner variability. Contemporary classrooms are characterized by significant cognitive, linguistic, cultural and motivational diversity, which poses new challenges for teachers. Traditional approaches to foreign language teaching, based on uniform methods of content presentation and standardized forms of student activity may limit learners’ participation in the learning process. The aim of the study is to present the theoretical and practical foundations for implementing Universal Design for Learning in early foreign language education and to propose an original model for designing an inclusive learning environment. The paper integrates findings from research on early language acquisition and educational neuroscience with the UDL framework, emphasizing the importance of flexible and accessible learning environments. The proposed model highlights three key dimensions of learning design: language perception, meaning-making and language expression. The article also includes an example of classroom practice illustrating how UDL principles can be applied in early foreign language teaching.