Simulacre Oposicions Anglès (Lengua Extranjera) #10

Read the text and answer the questions. **Inclusion in EFL: Design First, Adapt Later?** Inclusion in secondary EFL classrooms is often reduced to individual accommodations, especially when difficulties become visible in tests. However, this reactive model places most of the burden on students and usually arrives too late. A more effective approach is to design learning tasks from the start with variability in mind. Universal Design for Learning (UDL) proposes planning for different ways of accessing information, engaging in tasks, and demonstrating understanding. In language classrooms, this can involve multimodal input (text, audio, visuals), scaffolded interaction protocols, and options for output that still preserve common quality criteria. Inclusion does not mean lowering standards. It means separating essential competence from accidental barriers. If the objective is oral mediation, students should be evaluated on message transfer, interaction management, and language intelligibility—not on irrelevant factors such as speed under pressure or excessive memory load. Teachers also need sustainable routines. Inclusion fails when supports are too complex to maintain. Practical solutions include shared sentence frames, tiered prompts, focused rubrics, and short reflection checkpoints that help students understand how to improve.