A Case Study of How Visually Impaired Learners Acquire Language

Abstract

The field of second language acquisition has grown enormously in the past decades. Many studies have been done on how learners acquire English as a second language; however, research on how visually impaired learners acquire English as a second or foreign language has been relatively scarce. It is even more difficult to find such studies in Vietnam. Based mainly on in-depth interviews with two visually impaired Vietnamese adults who have been successful in acquiring English, the present study seeks to answer two main questions: (1) How Vietnamese visually impaired learners acquire English as a second language; (2) What difficulties they have in learning English, and how they overcome their difficulties. The findings of the present study can contribute to the theory of second language acquisition and language teaching. The study can also provide strategies for practicing and learning a language not only for visually impaired learners but also for second language learners in general.

Rara and Her Bedtime Story Journey

“…Therefore, the interview with the mother was necessarily conducted. The interview was carried out in about 10 -15 minutes as a talk in casual manner and within comfortable environment (Tran & Pho, 2020). where the researcher, after asking the permission, could record the interview and take a note if it was necessary.…”

Digital Environments Used by Visually Impaired Turkish Teacher Candidates in the Education Process

“…They can compensate for the learning problems caused by the visual impairment by using the senses of listening and touch effectively or by social interaction (Okcu & Sözbilir, 2016). Learning problems caused by visual impairment can also significantly affect language learners (Tran & Pho, 2020). Students' inability to benefit from written materials and computer screens (Mulloy et al, 2014) may be an obstacle in language learning.…”