This book outlines best practice and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience, and insight from DHH students.
The book brings together a variety of tried and tested teaching ideas primarily designed to be used for classroom work as a basis for standby lessons or to supplement courses. Placing considerable emphasis on practical strategies, it provides educators and practitioners with stimulating ideas that facilitate the emergence of fluency and communication skills. The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign -bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip reading techniques, written support, and harnessing writing as a memory strategy.
Full of practical guidance grounded in theory, the book will be a useful resource for English teachers and all those involved in the education of deaf and hard of hearing learners across the world; including researchers, student teachers, newly qualified teachers, school supervisors, and counsellors.
Introduction-State of the art of research on teaching English as a foreign language to DHH learners PART 1: STRATEGIES AND INTERVENTIONS FOR COMPREHENSIVE INPUT Chapter 1-To speak or not to speak? Pronunciation activities for deaf and hard of hearing students learning English as a foreign language Chapter 2- Phonic reading as a strategy in learning to read English as a foreign language for deaf and hard-of-hearing pupils Chapter 3– Using cartoons as a strategy for enhancing oral communication in EFL classes for deaf and hard of hearing students Chapter 4- Bringing film to English as a foreign language for the deaf and hard of hearing class PART 2: CONTEXTS AND OUTCOMES Chapter 5- Individual differences in deaf learners’ second language acquisition Chapter 6- Deaf schoolchildren, adolescents, and adults on methods and strategies that work for them when learning foreign languages Chapter 7- Adult deaf and hard of hearing people on learning English as a foriegn language – international experiences and recommendations Conclusion- Teaching English as a foreign language to DHH learners - future research and practical perspectives
Ewa Domagała-Zyśk is a researcher and lecturer at John Paul II Catholic University of Lublin (KUL), Poland and its Centre for Deaf and Hard of Hearing Education. She was a pioneer of teaching English as a foreign language to deaf university students in Poland. Nuzha Moritz is Associate Professor of English language and phonetics at the University of Strasbourg, France. Her current research interest lies in English varieties and speech intelligibility by deaf and hard of hearing learners. Anna Podlewska is an assistant professor in the Department of Foreign Languages at the Medical University of Lublin, Poland, where she has been teaching English and Polish for medical purposes to students of medicine and allied health sciences.
Reviews for English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions
In an increasingly global society, knowledge of other cultures and languages is crucial for optimal functioning. Many deaf and hard of hearing people face considerable challenges in this global society, an important one being their lack of proficiency in foreign languages such as English. This well written, pioneering work about teaching English as a foreign language to deaf and hard of hearing students is an important step to change this situation for the better. Harry Knoors, Professor of Deaf Education, Radboud University, The Netherlands. English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions selectively and effectively presents multiple perspectives, viewpoints and beliefs on teaching English to DHH students. The book is an impressive example of a long-awaited approach to teaching students with functional diversity: one that presents classroom-relevant research that will support teachers and professionals working with DHH students. The interventions and strategies presented in the volume reflect the contributors' life-time experience with DHH students making it a valuable resource for futurepractitioners. This book is a must for researchers interested in language teaching innovation. Mari Carmen Campoy Cubillo, PhD.
