Autorentext

Ewa Domagäa-Zy k is University Professor of KUL, Department of Special Pedagogy, John Paul II Catholic University of Lublin, Poland.

Jitka Sedlá ková is Assistant Professor, Department of English and American Studies, Faculty of Arts, Masaryk University, Czechia.

Lenka Tóthová is Assistant Professor, Support Centre for Students with Special Needs, Masaryk University, Czechia.

Klappentext

This important volume represents one of the first book-length publications to explore the styles and strategies that can be used by deaf and hard of hearing learners when learning English as a foreign language, highlighting unique pedagogical approaches, learning styles, and strategic interventions.

Delving into specific challenges that deaf and hard of hearing students encounter in language acquisition, including difficulties with reading, writing, speaking, and auditory processing, the book presents key findings which underscore the necessity of specialised tools and strategies, helping educators design more inclusive and effective instructional approaches. By presenting diagnostic insights and practical recommendations around the use of sign language, novel questionnaires, and learning preferences, the book provides a comprehensive framework for understanding and supporting deaf and hard of hearing students' foreign language learning journey, ultimately promoting greater educational equity and linguistic accessibility.

Supporting educators in tackling not only linguistic challenges but also motivational and communication barriers facing deaf and hard of hearing students, this book will be a vital resource for scholars, educators, and professionals working with deaf and hard of hearing learners, as well as those studying inclusion and special educational needs.

Inhalt

INTRODUCTION

Ewa Domagäa-Zy k, Lenka Tóthová and Jitka Sedlá ková

PART ONE: LEARNING STYLES IN FOREIGN LANGUAGE EDUCATION OF DEAF AND HARD OF HEARING LEARNERS

Chapter 1: Learning styles in foreign language education - new trends and questions

Izabela Olszak

Chapter 2: Explore the way you learn: Developing a tool for DHH learners and teachers to reflect on their foreign language learning

Lenka Tóthová and Jitka Sedlá ková

Chapter 3: Learning styles of D/deaf and hard of hearing students in EFL classes - learners' profiles and learning and teaching tips

Anna Podlewska

PART TWO: REFLECTING ON LEARNING STRATEGIES FOR FOREIGN LANGUAGE EDUCATION OF DEAF AND HARD OF HEARING LEARNERS

Chapter 4: Effective learning strategies for today EFL's learners - new questions, doubts and ideas

Izabela Olszak

Chapter 5: Strategies for reading and vocabulary learning in a foreign language in Deaf and Hard-of-Hearing Learners

Lenka Tóthová and Jitka Sedlá ková

Chapter 6: How to assess and support speaking in your foreign language practice with hard of hearing learners?

Paulina Lewandowska, Marta Chomicz, Ewa Domagäa-Zy k

Chapter 7: Insights into learning to write in a foreign language for D/deaf and hard of hearing learners and their teachers

Marta Chomicz, Paulina Lewandowska, Ewa Domagala-Zysk

Chapter 8: Using sign languages in foreign language classes for D/deaf and hard of hearing learners

Beata Gulati

Chapter 9: Non-specificity of classroom discourse in an EFL deaf class - a case study

Katarzyna Gapys and Kamila Ciepiela

Chapter 10: Students with Auditory Processing Disorders in Foreign Language Classes
Katarzyna Ita Bie kowska

CONCLUSION
Ewa Domagäa-Zy k, Lenka Tóthová and Jitka Sedlá ková