A Challenge, a Must, an Adventure: English as a Foreign Language for Deaf and Hard of Hearing Students

Domagała-Zyśk, Ewa; Podlewska, Anna

doi:10.1007/978-3-030-74981-1_15

Cited by 1 publication

(2 citation statements)

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“…Today, English is the prevailing lingua franca worldwide (Anthony, 2018; Canagarajah, 1996; Crystal, 2012; Domagała‐Zyśk, 2016), serving as the language of choice in both business and academia (Domagała‐Zyśk et al., 2021). Consequently, many D/HH learners opt to learn English as a third language (L3), alongside their native language and sign language.…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, many D/HH learners opt to learn English as a third language (L3), alongside their native language and sign language. However, this pursuit presents significant additional hurdles in their educational and professional endeavours (Archbold, 2015; Domagała‐Zyśk et al., 2021). In contexts where English is a foreign language, such as Iran, the situation becomes even worse for D/HH English as a foreign language (hereafter EFL) learners.…”

Section: Introductionmentioning

confidence: 99%

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Deaf and hard‐of‐hearing EFL learners' perception of learning English: A narrative inquiry

Rezvani,

Ghanbar,

PourhematKhanshir

2024

British J Special Edu

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There is limited research on deaf and hard‐of‐hearing (D/HH) learners' learning English as a foreign language. It is even more scant in contexts such as Iran where D/HH learners are least visible and represented. This narrative inquiry aimed to explore Iranian D/HH English as a foreign language (EFL) learners' lived experience in learning English. The data were collected through semi‐structured interviews with 10 undergraduate students of English. The data were thematically analysed, yielding five themes: (1) learning English and its relevance to personal goals and aspirations; (2) perceived language‐related difficulties; (3) awareness of the differences in their language learning experience as D/HH learners; (4) significance of visual communication for D/HH learners of English; and (5) the role and support of technology. These themes provided a multidimensional understanding of these learners' perception of their foreign language learning trajectory. The results of this study have implications for various stakeholders in the context of special needs language education.

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