Mending the intersectional gap: Supporting emergent multilinguals labeled as disabled through translanguaging and Universal Design for Learning

Abstract

TrUDL is a pedagogical approach that considers the intersections of translanguaging and Universal Design for Learning (UDL) to support the needs of students in any classroom, but especially emergent multilinguals labeled as disabled (EMLADs). In this article, we offer tools to help educators ensure their lessons support the full communicative repertoire and learning strengths, needs, and preferences of their EMLADs. Educators must self-assess to ensure they do not fall into the trap of UDL OR multilingual supports, and instead integrate multimodal, multilingual, and culturally responsive strategies for all learners. We present a range of mechanisms for educators to evaluate and improve their lessons, including culturally relevant questions for exploratory interviews with families; approaches to languaging in classrooms; reflections on the intersections of racialization and disablement; and ensuring that the cultural responsiveness of the curriculum supports students’ holistic growth and success.

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