Webinars

A. Inclusive foreign language learning using Universal Design for Learning

Organised by the University of Education in Heidelberg, Germany

In the webinar, Prof. Dr. Karin Vogt and Lucas Lepelt shared with the participants the concept of Universal Design for Learning (UDL) and its guidelines before discussing how these could be implemented into the foreign language classroom to promote inclusion of all learners with diverse learning needs. This implementation was exemplified by a task about “endangered animals” that was developed and piloted by Ulla Leonhardt at a German primary school.

Prof. Dr. Karin Vogt is a professor at the University of Education in Heidelberg, Germany, and part of the SPLENDID consortium. Among her research interests are inclusive foreign language teaching, Universal Design for Learning, language assessment and other areas of language pedagogy.

Lucas Lepelt is a research assistant at the University of Education in Heidelberg, Germany and part of the SPLENDID consortium. In his research, he focuses on inclusive foreign language teaching, combining a task-based approach with Universal Design for Learning.

Ull Leonhardt is the principal of Schlierbach Primary School in Heidelberg and part of the SPLENDID consortium. Schlierbach Primary School is a partner in the SPLENDID project. Ulla is an author of Storytime, a textbook series for English Language Teaching in primary schools.

B. Roundtable Discussion: Teaching English to Students with Dyslexia

Organised by the University of Ljubljana

  • Different perspectives on special educational needs as currently applied across European countries, with a particular focus on dyslexia; 
  • The specific challenges of language learning for individuals with dyslexia and best practices to support them; 
  • The future of inclusive language education. 

Dr. Judit Kormos, dr. Karmen Pižorn and dr. Milena Košak Babuder discussed about different perspectives on special educational needs, as currently applied across European countries, with a particular focus on dyslexia. In their discussion hey addressed the specific challenges of language learning for individuals with dyslexia, best practices to support them and lastly touched upon the future of inclusive language education.

The presenters/contributors were: 

Dr. Judit Kormos, a Hungarian linguist and a professor at the Department of Linguistics and English Language at Lancaster University, renowned for her work on motivation in second language learning and self-regulation in second language writing.  

Dr Karmen Pižorn, the Dean and a full professor at the Faculty of Education, University of Ljubljana, an expert in foreign language teaching methodology, language assessment and teaching languages to students with specific learning differences.  

Dr Milena Košak Babuder, an associated professor of Special and Rehabilitation Education at the Faculty of Education, University of Ljubljana; an expert on the inclusion of students with specific learning difficulties in all classrooms, including learning English as a foreign language. 

C. Assessing EFL Learners with Diverse Learning Needs

Professor Dina Tsagari from OsloMet

On December 6, 2025, the SPLENDID consortium hosted a webinar on inclusive assessment practices in English language teaching, featuring Professor Dina Tsagari from OsloMet – Oslo Metropolitan University.

Professor Tsagari shared evidence-based strategies for assessing language learners with diverse learning needs, drawing on her extensive research in language testing, multilingual education, and differentiated instruction.

D. “I Have a Talent for Languages” and “What Color Is the Wind?”

Paulina Lewandowska and Bogusław Marek

“I Have a Talent for Languages” and “What Color Is the Wind?” This online webinar, held on 15 December 2025 as part of the SPLENDID – Supporting foreign Language lEarNing for stuDents wIth Disabilities Erasmus+ project, brought together powerful lived experiences and research-based insights on inclusive foreign language education. The first session, “I have a talent for languages”, featured Paulina Lewandowska, who shared her personal journey as a hard-of-hearing learner of foreign languages. Through a reflective interview, she highlighted both the barriers she encountered in language classrooms and the strategies, attitudes, and supports that enabled her to thrive. Her testimony foregrounded the importance of high expectations, inclusive communication practices, and teacher awareness. The second session, “What color is the wind?”, was led by Bogusław Marek, who explored how blind learners experience foreign language classes. Drawing on research and practice, the session offered valuable perspectives on accessibility, multisensory learning, and the central role of imagination, language, and description in creating inclusive learning environments.Together, the two sessions invited participants to rethink deficit-based approaches and to recognize talent, agency, and diversity as core elements of inclusive language education. The webinar addressed educators, researchers, and all those interested in making foreign language learning more equitable, accessible, and human-centered.