Architecture for all?
Universal Design for Learning in instructional practices for EMI students
äºInternational Review of PragmaticsSearch for other papers by Joanna Nijakowska in
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Search for other papers by Agnieszka KaÅdonek-CrnjakoviÄ in
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Search for other papers by Magdalena Walenta in
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Abstract
As English-medium instruction (EMI) continues to expand globally, meeting the needs of diverse student cohorts in multilingual and multicultural settings remains a major challenge. This study investigates the inclusivity of EMI at the Faculty of Architecture (FoA) at one of Polandâs leading public universities. Drawing on interview data from 11 architecture students, we conducted Reflexive Thematic Analysis to explore their experiences and perceptions of lecturersâ instructional practices, with particular attention to their alignment with Universal Design for Learning (UDL) principlesâan intersection previously unexplored in EMI research. Three themes were identified: disciplinary knowledge development, language practices, and the social-affective environment. This article focuses on the first two. Findings reveal that UDL principles are only partially reflected in the EMI programme. Students are rarely offered meaningful choice in content, topics, or tools for assignments and assessment. Instruction remains largely teacher-centred, with limited use of varied presentation modes to accommodate diverse learning preferences. Major concerns also include poor accessibility of teaching materials and insufficient English proficiency of some lecturers, which hinders content comprehension. In addition, the frequent use of Polishâby both staff and local studentsâleaves international students feeling excluded. These findings underscore the urgent need to adapt instructional and language practices in EMI to better support student diversity and foster more inclusive, universally designed learning environments, in turn enhancing the overall quality of EMI.
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| å ¨é¨æé´ | è¿å»ä¸å¹´ | è¿å»30天 | |
|---|---|---|---|
| æè¦æµè§æ¬¡æ° | 300 | 300 | 8 |
| å ¨ææµè§æ¬¡æ° | 16 | 16 | 1 |
| PDFä¸è½½æ¬¡æ° | 41 | 41 | 0 |
Architecture for all?
Universal Design for Learning in instructional practices for EMI students
äºInternational Review of PragmaticsSearch for other papers by Joanna Nijakowska in
Current site
Google Scholar
PubMed
Search for other papers by Agnieszka KaÅdonek-CrnjakoviÄ in
Current site
Google Scholar
PubMed
Search for other papers by Magdalena Walenta in
Current site
Google Scholar
PubMed
Abstract
As English-medium instruction (EMI) continues to expand globally, meeting the needs of diverse student cohorts in multilingual and multicultural settings remains a major challenge. This study investigates the inclusivity of EMI at the Faculty of Architecture (FoA) at one of Polandâs leading public universities. Drawing on interview data from 11 architecture students, we conducted Reflexive Thematic Analysis to explore their experiences and perceptions of lecturersâ instructional practices, with particular attention to their alignment with Universal Design for Learning (UDL) principlesâan intersection previously unexplored in EMI research. Three themes were identified: disciplinary knowledge development, language practices, and the social-affective environment. This article focuses on the first two. Findings reveal that UDL principles are only partially reflected in the EMI programme. Students are rarely offered meaningful choice in content, topics, or tools for assignments and assessment. Instruction remains largely teacher-centred, with limited use of varied presentation modes to accommodate diverse learning preferences. Major concerns also include poor accessibility of teaching materials and insufficient English proficiency of some lecturers, which hinders content comprehension. In addition, the frequent use of Polishâby both staff and local studentsâleaves international students feeling excluded. These findings underscore the urgent need to adapt instructional and language practices in EMI to better support student diversity and foster more inclusive, universally designed learning environments, in turn enhancing the overall quality of EMI.
| å ¨é¨æé´ | è¿å»ä¸å¹´ | è¿å»30天 | |
|---|---|---|---|
| æè¦æµè§æ¬¡æ° | 300 | 300 | 8 |
| å ¨ææµè§æ¬¡æ° | 16 | 16 | 1 |
| PDFä¸è½½æ¬¡æ° | 41 | 41 | 0 |
