Yomna M El-Hossary | Alexandria University (original) (raw)
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Papers by Yomna M El-Hossary
EFL in Education Planning for Visually Impaired in Egypt: an Experimental Case Study
Language Teaching Research Quarterly, 2018
CDELT Occasional Papers In The Development of English Language Education. Cairo Special issue of conference Passion for the Profession , 2017
The current pilot study investigates English in the education planning process for visually impai... more The current pilot study investigates English in the education planning process for visually impaired
elementary students in Egypt as exemplified in Alexandria schools, to unveil the drawbacks and propose
modern standards contributing in promoting this kind of planning. This research touches upon aspects of
English in education planning in this kind of schools. It initially focuses on the specialized schools for visually
impaired; the nature of the students, teachers, methodologies, curriculum, resources, assessment and
evaluation. The data has been collected through sociolinguistic interviews for all the teachers and some
students -chosen according to their proficiency based on their teachers' recommendations-, in addition to
classroom observations for some English classes. To narrow down the analysis, the researcher only
concentrates on; the elementary level and the English language. The analysis is done through Mezzo-Level model of Language in Education Planning, introduced by Kaplan and Baldauf (1997) with some modifications
done by the researcher to suit the specialized nature of the data. The researcher then includes the findings that
indicate apparent deficiencies in the education planning for visually impaired in Egypt process ensuing from
the data collection and analysis to come up with some recommendations for further researches on this kind of
education planning. As a contribution, the researcher provides a model to set the standards of this kind of
planning named 'Hossary's 2016 LEPVI' – Language in Education Planning for Visually Impaired' that is
considered an extension for Mezzo-Level model, specially designed for language in education planning to
visually impaired.
Key Words: education planning visually impaired, Hossary's 2016, Alexandria, Egypt,
English language planning.
Since long time ago, there has been a great demand for learning English as a foreign language bec... more Since long time ago, there has been a great demand for learning English as a foreign language because of countless reasons and the most important of all is technology. Amongst the millions of English learners from all over the world, Arabs and specially Egyptians immensely needed to learn English for job requirements. Teaching the pronunciation of a foreign language is unquestionably a complicated task; as it necessitates a great ability of explanation in addition to an excellent awareness of this foreign language along with the learners’ mother tongue’s phonological system. This awareness enables the teacher to understand and handle the learners’ challenges in the best way. In this article, I will discuss the challenges facing teaching the pronunciation of a foreign language process, especially in English with some recommended solutions based on personal teaching experience. Before all of that, I will introduce the distinctive features of both English and Arabic phonetic system with a contrastive analysis to pave the way for the reason why there are such challenges.
EFL in Education Planning for Visually Impaired in Egypt: an Experimental Case Study
Language Teaching Research Quarterly, 2018
CDELT Occasional Papers In The Development of English Language Education. Cairo Special issue of conference Passion for the Profession , 2017
The current pilot study investigates English in the education planning process for visually impai... more The current pilot study investigates English in the education planning process for visually impaired
elementary students in Egypt as exemplified in Alexandria schools, to unveil the drawbacks and propose
modern standards contributing in promoting this kind of planning. This research touches upon aspects of
English in education planning in this kind of schools. It initially focuses on the specialized schools for visually
impaired; the nature of the students, teachers, methodologies, curriculum, resources, assessment and
evaluation. The data has been collected through sociolinguistic interviews for all the teachers and some
students -chosen according to their proficiency based on their teachers' recommendations-, in addition to
classroom observations for some English classes. To narrow down the analysis, the researcher only
concentrates on; the elementary level and the English language. The analysis is done through Mezzo-Level model of Language in Education Planning, introduced by Kaplan and Baldauf (1997) with some modifications
done by the researcher to suit the specialized nature of the data. The researcher then includes the findings that
indicate apparent deficiencies in the education planning for visually impaired in Egypt process ensuing from
the data collection and analysis to come up with some recommendations for further researches on this kind of
education planning. As a contribution, the researcher provides a model to set the standards of this kind of
planning named 'Hossary's 2016 LEPVI' – Language in Education Planning for Visually Impaired' that is
considered an extension for Mezzo-Level model, specially designed for language in education planning to
visually impaired.
Key Words: education planning visually impaired, Hossary's 2016, Alexandria, Egypt,
English language planning.
Since long time ago, there has been a great demand for learning English as a foreign language bec... more Since long time ago, there has been a great demand for learning English as a foreign language because of countless reasons and the most important of all is technology. Amongst the millions of English learners from all over the world, Arabs and specially Egyptians immensely needed to learn English for job requirements. Teaching the pronunciation of a foreign language is unquestionably a complicated task; as it necessitates a great ability of explanation in addition to an excellent awareness of this foreign language along with the learners’ mother tongue’s phonological system. This awareness enables the teacher to understand and handle the learners’ challenges in the best way. In this article, I will discuss the challenges facing teaching the pronunciation of a foreign language process, especially in English with some recommended solutions based on personal teaching experience. Before all of that, I will introduce the distinctive features of both English and Arabic phonetic system with a contrastive analysis to pave the way for the reason why there are such challenges.