Design options for language and symbols
Representation guideline
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Why this matters
Why this matters
Learners make sense of information in different ways.
If information is presented in only one way, barriers to access and understanding may be experienced by some learners (CAST, 2024).
Design options for language and symbols prompts us to consider learner variability at the outset and offer options to:
This guideline also reminds us to consider:
- How will these options support learners in reaching their goals?
- Could any of these options create barriers or unnecessary challenges?
- Will all learners have fair and equal access to high-quality choices?
- How do these options reflect and respond to learner variability?
Clarify vocabulary, symbols, and language structures
Clarify vocabulary, symbols, and language structures
To support accessibility, key vocabulary and symbols should be paired with plain language descriptions (CAST, 2024).
Support decoding of text, mathematical notation, and symbols
Support decoding of text, mathematical notation, and symbols
As learners gain fluency at different rates, consider how to support decoding and maintain equity of access to the curriculum (CAST, 2024).
To support decoding, offer consistent and meaningful exposure to symbols to support comprehension and effective use.
When decoding is not the focus of learning or assessment, support access for all learners by offering options to reduce barriers, such as:
- text-to-speech
- glossaries
- predictive text.
Note: Without fluency, decoding increases cognitive load and reduces capacity for processing, understanding and engaging with complex concepts.
Cultivate understanding and respect across languages and dialects
Cultivate understanding and respect across languages and dialects
Learners bring skills and experience in different languages.
Creating opportunities to use this capability affirms that diverse linguistic expressions are valued and essential to an inclusive classroom (CAST, 2024).
- Promote the opportunity to use first languages, including NZSL, to build knowledge and understanding; for example, in group work, storytelling, debating, or concept development.
- Support translanguaging, the ability to move fluidly between languages, as an approach that encourages learners to use their full linguistic ability.
- Offer bilingual access to key content wherever possible.
- Link key vocabulary words to definitions and pronunciations in the languages of learners.
- Define specific vocabulary (for example, “map key” in social studies) using both the technical and common terms.
- Model how to use online glossaries and multilingual translation tools.
- Embed visual supports for vocabulary clarification.
Address biases in the use of language and symbols
Address biases in the use of language and symbols
Offering content in different languages and symbols creates more entry points to learning (CAST, 2024).
Illustrate through multiple media
Illustrate through multiple media
Support access and understanding by supporting text with a visual or physical resource (CAST, 2024).
Next steps
More suggestions for implementing the strategy “Design multiple means of Representation”:
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Current page Design options for language and symbols
Return to the guide “Universal Design for Learning”
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Guide to Index of the guide: Collaborative planning for learning
Understand:
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Strategies for action:
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Collaboratively planning a universally designed learning environmentShow suggestions for Collaboratively planning a universally designed learning environment
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Making a collaborative learning support planShow suggestions for Making a collaborative learning support plan
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Coordinating community and cluster-wide learning supportShow suggestions for Coordinating community and cluster-wide learning support
