Deaf and hard-of-hearing students form a specific group of foreign language learners. They need to use foreign languages just like their hearing peers if they want to enjoy the same benefits of globalization and technical advancements of today, yet they cannot take part in the same foreign language education. As sign language users, lip-readers or persons relying on hearing aids or cochlear implants in their everyday communication, they need special support in learning a foreign language. This book has been written by teachers and researchers involved in teaching English as a foreign language (EFL) to deaf and hard-of-hearing students in various different European countries, including the Czech Republic, France, Hungary, Norway, Poland, and Serbia. The chapters mirror both the authors’ personal journeys through this field and give insight into various aspects of empirical research into the foreign language acquisition of hearing-impaired learners. They discuss mainly the issue of specific methodology for teaching EFL vocabulary, grammar, reading, writing and speaking to deaf and hard-of-hearing persons and the challenge of effective communication during the classes via sign language, cued speech or the oral approach. Special chapters are also devoted to EFL teachers’ experience in special schools for the deaf. Educators interested in practical advice, responses to challenges and worked-out solutions to problems will particularly welcome this book as a useful source of ideas. It will also help novice teachers embarking on their careers in English language education for deaf and hard-of-hearing children and adults.

"Language Learning in Children who are Deaf and Hard of Hearing, 2nd Edition: Theory to Classroom Practice is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous version while providing the reader with access to the entire first version on a supplemental website. An important feature of this book is that it describes four real TODs and demonstrates application of concepts discussed to the DHH children on their caseloads. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice replace removed chapters. Chapters on English and American Sign Language (ASL) structure and on the three major approaches (listening and spoken language, bilingual-bimodal instruction, and ASL instruction) are updated. The chapters on teaching vocabulary and morphosyntax, how to ask and answer questions, and writing language objectives for Individualized Education Plans (IEPs) are expanded DHH. Specific examples of real cases are incorporated throughout the book. Finally, after a theoretical base of information on language instruction, many of the chapter provide language teachers with specific examples of how to answer the question: "What should I do on Monday." It avoids promotion of one or another philosophy, presenting all and demonstrating the commonalities across classroom language instruction approaches for DHH children"--

This book brings together current thinking on informal language learning and the findings of over 30 years of research on captions (same language subtitles for the deaf and hard-of-hearing) to present a new model of language learning from captioned viewing and a future roadmap for research and practice in this field. Language learners may have normal hearing but they are ‘hard-of-listening’ and find it difficult to follow the rapid or unclear speech in many films and TV programmes. Vanderplank considers whether watching with captions not only enables learners to understand and enjoy foreign language television and films but also helps them to improve their foreign language skills. Captioned Media in Foreign Language Learning and Teaching will be of interest to students and researchers involved in second language acquisition teaching and research, as well as practising language teachers and teacher trainers.

Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. Contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.

This book outlines best practice and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience, and insight from DHH students. The book brings together a variety of tried and tested teaching ideas primarily designed to be used for classroom work as a basis for standby lessons or to supplement courses. Placing considerable emphasis on practical strategies, it provides educators and practitioners with stimulating ideas that facilitate the emergence of fluency and communication skills. The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign -bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip reading techniques, written support, and harnessing writing as a memory strategy. Full of practical guidance grounded in theory, the book will be a useful resource for English teachers and all those involved in the education of deaf and hard of hearing learners across the world; including researchers, student teachers, newly qualified teachers, school supervisors, and counsellors.

This book was written specifically for professors and college students in teacher training programs for deaf education and for classroom teachers working with deaf and hard-of-hearing learners. It is one of the very few books on the market that focuses entirely on the hearing-impaired. It consists of three sections, each one providing in-depth information on topics critical to the teaching of reading to this specific population. * Section one: "Foundations" - contains chapters dealing with theory and research in such topics as: cognition, reading, language, literary development, vocabulary and comprehension. One chapter on ASL, English, and Reading looks at the research in the area of second-language learners and discusses its application to deaf and hard-of-hearing students. * Section two: "Instructional Management" - deals with instructional management and describes instructional systems and designs. These chapters look at current trends in education and how these trends apply to the education of students who are deaf and hard of hearing. * Section three: "Applications" - focuses on specific instructional models in reading, writing, and spelling, detailing strategies that have been successfully used with deaf and hard-of-hearing learners. The last chapter in this section discusses assessment, giving information, and examples of both formal and authentic procedures.