In the evolving landscape of higher education, Virtual Learning Environments (VLEs) have emerged as powerful tools to foster inclusivity in language learning. Traditional language teaching often presents barriers for students with diverse educational needs, including those with disabilities, learning differences, or socio-economic constraints. This study explores how VLEs can enhance language learning inclusivity by providing adaptive, accessible, and immersive educational experiences, focusing on two case studies that highlight their effectiveness in different learner populations.

The first case study examines university students with dyslexia learning English as a second language (L2). The VLE designed for this group integrated text-to-speech functionality, dyslexia-friendly fonts, color-adjustable backgrounds, and interactive, multimodal learning activities. The platform provided structured language exercises, real-time speech recognition, and gamified engagement strategies to accommodate reading difficulties while promoting linguistic proficiency. Findings from this case indicate that students perceived the VLEs effective and useful in enhancing their cultural competence, improving their listening skills, boosting their motivation and helping them in acquiring new vocabulary.

The second case study focuses on immigrants facing socio-economic hardship while learning Italian as an L2. The course was based on similar VLEs as in the first case study so to compare results. Data shows that learners experienced greater engagement, improved practical language skills, and increased confidence in navigating social and professional interactions in their new environment.

Findings from both case studies suggest that VLEs not only enhance linguistic acquisition but also foster a sense of belonging and intercultural competence. By reducing accessibility barriers, personalizing learning experiences, and leveraging immersive technology, VLEs empower diverse student populations to achieve language proficiency in ways that traditional learning methods often fail to support. Additionally, these digital environments help mitigate social anxieties and economic disparities by offering flexible, low-cost, and self-paced learning options.

This study contributes to the ongoing discourse on technology-enhanced education by demonstrating the impact of VLEs on inclusive language learning. Future research should explore scalable implementations of accessible VLEs across different linguistic and socio-cultural contexts, ensuring that language education remains equitable and adaptable to all learners.

Keywords: Virtual Learning Environments, Language Learning, Special Educational Needs, Technology Enhanced Learning.