EL DISEÑO UNIVERSAL PARA EL APRENDIZAJE (DUA) COMO HERRAMIENTA PEDAGÓGICA EN LA ENSEÑANZA DEL INGLÉS COMO SEGUNDO IDIOMA EN NIÑOS DE 5 AÑOS.

Abstract

This paper analyzes the implementation of Universal Design for Learning (UDL) as a tool for teaching and learning English as a second language in five-year-old children, based on a sample of 16 students from a private institution. It highlights the importance of adapting methodologies to student diversity, promoting inclusive and equitable education. This study employs a qualitative research methodology, following the socio-critical paradigm and the participatory action research methodology. Through classroom observations and teacher interviews, the results showed that strategies such as games, songs, stories, and crafts, combined with the use of flashcards, puppets, and videos, enhance learning. Additionally, it was evidenced that immersion through commands, phrases, and daily activities contributes to better linguistic development. Progress is evaluated qualitatively, considering each child's individual abilities. However, challenges were identified, including a lack of resources, the need for greater teacher training, and parental involvement. The findings confirm that UDL facilitates English learning by improving student participation and performance. It is concluded that its application is key to early childhood language education, and it is recommended to strengthen its implementation through training and increased access to didactic resources.