Universal design for learning in english language teacher education: A gap analysis

This study investigated the implementation gaps of Universal Design for Learning (UDL) framework in English language teacher education in Türkiye through a three-phase gap analysis approach. Using reflective thematic analysis, the study examined the 2018 English Language Teaching curriculum's alignment with UDL principles and explored the self-reported practices of both new graduate English language teachers (NGELTs) and English language teacher educators (ELTEs). Data was collected through curriculum analysis, a UDL-aligned questionnaire (n=70), and semi-structured interviews with NGELTs and ELTEs. The findings revealed that while the curriculum demonstrates some natural alignment with UDL principles, significant gaps exist in areas such as executive functions, self-regulation, and assistive technology implementation. Analysis of NGELTs' practices showed intuitive alignment with basic UDL principles but limited structured implementation, reflecting similar patterns observed in ELTEs' practices. The study identified that ELTEs serve as implicit models for NGELTs' inclusive practices, with both groups demonstrating high awareness but limited knowledge of UDL implementation. These findings suggest that there is a foundation for UDL implementation in Turkish English language teacher education and explicit integration of the framework into the curriculum and teacher training practices could enhance inclusive education practices. The study contributes to the understanding of UDL implementation in language teacher education and provides insights for curriculum development and teacher training programs.