Book review: English as a foreign language for deaf and hard of hearing learners: Teaching strategies and interventions (original) (raw)
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Book Review: English as a Foreign Language for Deaf and Hard of Hearing Learners
Al-Irsyad Journal of Education Science, 2023
The content of this book is intended to address difficulties about teaching technique limits and instructor flexibility when teaching English as a Foreign Language (EFL) to DHH students. This book focuses on conceptual overviews of the importance of inclusive English learning for all students, especially DHH pupils. The authors give two parts of primary research reports on the use of various English learning strategies for DHH learners in diverse circumstances, as well as theoretical studies on approaches to learning strategies appropriate for DHH learners from various perspectives. The initial chapter in this book examines comprehensive input strategies and treatments, including a review of the principles and theories that serve as the foundation for language learning for students with special needs. In the second section, the authors present some research findings on the circumstances and outcomes of teaching EFL to DHH learners.
Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users
European Journal of Special Needs Education, 2019
The aim of this paper is to analyse oral communication strategies in English as a foreign language (EFL) of deaf and hard of hard-ofhearing (D/HH) students. The paper is based on an action research case study concerning oral communication strategies of this group of students with special educational needs. The results demonstrate that when they communicate orally in the target foreign language, D/HH students use the same verbal, nonverbal, linguistic, and nonlinguistic stimuli as their hearing peers, alongside certain characteristic communication strategies. The paper relates these students' employment of various communication strategies to their greater autonomy, and emphasises the need to identify and promote beneficial communication strategies during EFL classes for the D/HH.
abstract At John Paul II catholic university of Lublin, many students with hearing impairment have expressed interest in attending English for the deaf and Hard of Hearing classes. Because the curricular objectives for regular foreign language courses put emphasis on perfecting such language skills as speaking (and pronunciation), listening comprehension, reading and writing, most deaf and hard of hearing students have complained of failing to understand the linguistic and topical content of the lessons and of being marginalized in the classroom. Since the main purpose of cued Speech is to facilitate access to the spoken language, it can be used as a tool for developing both receptive and productive language skills. This paper presents an empirically-based approach to foreign language instruction that incorporates cued Speech as one of the modes of communication used in the classroom . Keywords: hard of hearing, cued Speech, English as a foreign language instruction, language skills
Conclusion: Perspectives on Language, Literacy, and Deafness
Education Sciences, 2019
As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundame...