"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.
The edited volume English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions is a timely contribution to the field of special needs education and provides a comprehensive review of effective practices and strategies for teaching English as a foreign language to the deaf and hard of hearing (DHH) learners.
Amir Ghorbanpour holds a PhD in linguistics from Tarbiat Modares University, Tehran, Iran.
"[ T]his edited book is a valuable resource that can guide EFL teachers, practitioners, and all those involved in the DHH education across the world working with DDH learners as it offers a comprehensive and accessible review of comprehensible input theories, researchers hands-on experience, and insight from DHH learners.
Yudhi Arifani and Trishna Nanda Barianty, Universitas Muhammadiyah Gresik, Indonesia; Sitti Maryam Hamid, Universitas Muhammadiyah Makasar, Indonesia; and Nur Hidayat, Universitas Negeri Surabaya, Indonesia. "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.
The edited volume English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions is a timely contribution to the field of special needs education and provides a comprehensive review of effective practices and strategies for teaching English as a foreign language to the deaf and hard of hearing (DHH) learners.
Amir Ghorbanpour holds a PhD in linguistics from Tarbiat Modares University, Tehran, Iran.
"[ T]his edited book is a valuable resource that can guide EFL teachers, practitioners, and all those involved in the DHH education across the world working with DDH learners as it offers a comprehensive and accessible review of comprehensible input theories, researchers hands-on experience, and insight from DHH learners.
Yudhi Arifani and Trishna Nanda Barianty, Universitas Muhammadiyah Gresik, Indonesia; Sitti Maryam Hamid, Universitas Muhammadiyah Makasar, Indonesia; and Nur Hidayat, Universitas Negeri Surabaya, Indonesia.
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