A UDL blended curriculum metamodel for proficiency-oriented Chinese instruction

Abstract With its evident need in a globalized era, world language education has nonetheless faced a precipitous enrollment decline in the U.S. This study responds to such challenges by proposing a Universal Design for Learning (UDL) Blended Curriculum Metamodel. The Metamodel aims to provide proficiency-oriented instruction for learners across levels with diverse backgrounds, abilities, and needs. At the novice-intermediate level, a technology-enriched asynchronous series was designed as an integral or supplementary part of a face-to-face class with the aim to provide multiple means of representation and action & expression . At the intermediate-advanced level, a self-guided project was designed to provide students with multiple means of engagement . The study examined the effectiveness of the proposed Metamodel via students’ perceptions and discussed implications for its further implementations.