The challenge for Deaf and hard-of-hearing students to learn foreign languages in special needs schools

Abstract

Deaf and hard-of-hearing (D/HH) learners have the right to equal access to knowledge and information which entails equal opportunities in learning foreign languages (FLs). As part of a larger project, the present study aims at exploring how students in eight specialised institutions across Hungary perceive the challenge of learning a FL. Following the principles of qualitative research, semistructured interviews were conducted with 31 14-19-year-old D/HH learners. A purposive sample aiming at maximum variety was selected from a cohort of over 100 learners with the help of a previously validated questionnaire that focuses on D/HH learners' FL learning motivations, strategies and beliefs. The interviews tapped into the following five topics: (1) the importance of learning a FL;(2) beliefs about the FL and about learning it; (3) learning modalities; (4) motivated learning behaviour and the use of learning strategies; (5) future goals and the envisaged role of the FL in the participants' future. Our results indicate that in spite of low levels of initial motivation, many of the interviewed D/HH learners aspire to work abroad, where they hope to use the FL learnt. A frequent source of difficulty seems to be respondents' perceived gaps in their own abilities to learn FLs; however, most participants claim that by seeking help and studying harder they can overcome these obstacles. It is also noteworthy that several of our participants find their knowledge of Hungarian inadequate for learning another spoken language. While producing and comprehending speech in the FL is a real challenge, learning to read and write is identified as an attainable goal. The use of Hungarian Sign Language for enhancing in-class communication seems both necessary and inevitable.

Foreign Language Learning Characteristics of Deaf and Severely Hard‐of‐Hearing Students

“…Previous studies on deaf and severely hard‐of‐hearing learners indicated the importance of teaching methods in shaping participants’ learning experiences as well as the fundamental role sign language use in and outside school plays in the participants’ lives and learning processes (Csizér, Piniel, & Kontráné Hegybíró, ; Kontra & Csizér, ; Kontra, Csizér, & Piniel, ); therefore, the following scales (using the same 5‐point format) were also included in our study: Teaching methods (4 items): what teaching methods and approaches are preferred in foreign language learning by deaf persons. Example: It would be nice if there were many Deaf English teachers . Beliefs about sign language in schools (5 items): the role participants attribute to the use of sign language in education.…”

An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary

“…A study of 331 Deaf and hard-of-hearing adults revealed that, in the opinion of the investigated participants, positive learning experience is linked to sign language use in the classroom (Kontra & Csizér, 2013) as sign language is the easiest means of communication for Deaf persons. This view is reiterated in the first phase of the present investigation for Deaf and hard-ofhearing students, as Deaf learners think that intake, process and output is easier when information is conveyed through HSL (Kontra, Csizér, & Piniel, 2015). No previous Hungarian studies have systematically researched self and identity-related issues of Deaf and hard-of-hearing foreign language learners within a single theoretical framework.…”

“…The investigation was designed to be a mixed-method and multi-perspective project including questionnaire and interview data from Deaf and hardof-hearing pupils studying in specialized schools around the country as well as interviews with their teachers and school-principals (Kontra, Csizér, & Piniel, 2015). The present article is the first publication that combines the results of the quantitative and qualitative student data.…”

Aprendizaje de una Lengua Extranjera en Educación Obligatoria: Experiencias de Estudiantes con Sordera e Hipoacusia

“…Algunos de los obstáculos contextualizados en las aulas en las que se imparte la materia de inglés como primera lengua extranjera están vinculados con el acceso a la información y a la comunicación, principalmente, debido a la utilización de la lengua oral, el peso que se le otorga como vehículo de transmisión de conocimientos e información y como código comunicativo para establecer interacciones con sus compañeros y profesores. A partir de esto, se debe acudir a los diversos sistemas para garantizar el acceso a la comunicación e información (Díaz-Estébanez & Valmaseda, 1995;Kontra et al, 2015), en el que deben contemplarse otros criterios didácticos y metodológicos, de necesaria aplicación durante la impartición de la asignatura de inglés, cuando se encuentre entre el alumnado estudiantes sordos y/o con hipoacusia. Domínguez y Alonso (2004) proponen como ejemplos de estos criterios los que se detallan a continuación: los principios que rijan la presencia de la Lengua de Signos Española (LSE) en la escuela y que se muestre el mismo estatus con respecto a las lenguas orales; asegurar la disponibilidad de los recursos tanto materiales como profesionales que son necesarios en la atención educativa para las personas sordas y la comprobación sistemática a la hora de garantizar una accesibilidad a la comunicación e información real en todos los ámbitos, lugares y momentos del centro educativo, entre otros.…”