Learning English as a Foreign Language for Deaf and Hard of Hearing Learners

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.

Ewa Domagala-Zysk is University Professor of KUL, Department of Special Pedagogy, John Paul II Catholic University of Lublin, Poland. Jitka Sedlácková 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.

INTRODUCTION Ewa Domagala-Zysk, Lenka Tóthová and Jitka Sedlácková 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 Sedlácková 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 EFL's 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 Sedlácková Chapter 6: How to assess and support speaking in your foreign language practice with hard of hearing learners? Paulina Lewandowska, Marta Chomicz, Ewa Domagala-Zysk 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 Bienkowska CONCLUSION Ewa Domagala-Zysk, Lenka Tóthová and Jitka Sedlácková