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.
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.
INTRODUCTION
Ewa Domagaa-Zyk, Lenka Tóthová and Jitka Sedláková
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 Sedláková
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 EFLs 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 Sedláková
Chapter 6: How to assess and support speaking in your foreign language
practice with hard of hearing learners?
Paulina Lewandowska, Marta Chomicz, Ewa Domagaa-Zyk
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 Biekowska
CONCLUSION
Ewa Domagaa-Zyk, Lenka Tóthová and Jitka Sedláková
Ewa Domagaa-Zyk is University Professor of KUL, Department of Special Pedagogy, John Paul II Catholic University of Lublin, Poland.
Jitka Sedláková 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.
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