What do the UDL Guidelines suggest?
2.4 Options that promote cross-linguistic understanding
The language of curricular materials is usually monolingual, but the students in the classroom often are not. Especially for new learners of the dominant language (e.g., English in American schools) the accessibility of information is greatly reduced when no linguistic alternatives are available that provide entry points for non-native speakers of the dominant language, or students with limited English proficiency. Providing alternatives as an option, especially for key information or vocabulary is an important aspect of accessibility.
