Cued speech as an empirically-based approach to teaching English as a foreign language to hard of hearing students (original) (raw)
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
Sign up for access to the world's latest research.
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Related papers
Students with severe hearing impairment as competent learners of English as a foreign language
Contemporary deafness is understood not as a condition of total lack of cognitive abilities but as a situation when properly recognized competencies and talents of the hearing impaired students can be magnified and can lead to successful cognitive development. The task of the professionals working with the hearing impaired students is to carefully diagnose the individual student's conditions and potentialities in order to find ways to support his/ her education. In such a perspective students with severe hearing impairments can be also perceived as persons who present specific predispositions to learn foreign languages which might be connected with their experiences as users of more than one language (national and sign) before starting to learn a foreign language, their ability, gained through extensive lipreading , to decipher meaning out of the context that is not fully understood, and their consciousness of speech production process that they received during their speech therapy classes. These predispositions are magnified by the contemporary technological development that offers new generation of hearing aids, cochlear implants and other equipment. The aim of this paper is to present the language competence of Polish students with severe hearing impairment which they present during the English as a foreign language classes learning to speak foreign languages. The paper is based on the authors' 10-year experience as a teacher of English for the deaf and on scientific research conducted in this field during last two years.
The paper focuses on the area of teaching English to deaf and/or hard of hearing students and investigates whether and the extent to which these students in special primary education can be taught English. It presents a part of the research conducted within the framework of the postgraduate programme 'The Teaching of English as a Foreign/International Language' of the Hellenic Open University (Seliami, 2021). The research project was conducted in two phases with a combination of a qualitative and a quantitative approach. Specifically, during Phase 1 (observation phase), the study explored the methods that the teachers of a Special School in Athens, Greece, applied in vocabulary teaching, reading comprehension, and writing production. Diaries were kept for this purpose. In Phase 2, a questionnaire was completed-not only by the school teachers-but generally by teachers who specialise in teaching students with hearing impairment. For the purposes of the research, the findings from Phase 2 were analysed in combination with the results of the observation phase to create a syllabus for the teaching of English for deaf and hard of hearing students. However, this paper focuses on the Phase 2 results regarding teachers' strategies and methods when teaching the particular group of students as derived from the online questionnaire. Teaching ideas for future reference are provided at the end of the paper which may give confidence to pre and/or in-service English teachers who usually feel frustrated and discouraged from teaching deaf and hard of hearing students to carry out this challenging task.
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.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.