English Language Teaching Strategies for Deaf Students at Elementary Level: Analytical Essay

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English Language Teaching Strategies for Deaf Students at Elementary Level: Analytical Essay

Abstract

The task teaching English language to the special students is more difficult than for the normal students. According to our research in 2020 less than half of the 18-year student are deaf who learning in high school are reached at 5th-grade level in reading and writing skills. Reading and writing skills are considered to be more difficult for these special students as compere to the normal student. For example who are deaf and blind? They usually relay on writing for communication. They mostly use writing for daily base communication or physical gesture sing for public dealing. After communicate through Email messages through multimedia in this modern world after to get education. It has been considered that the low reading skill of deaf people results from a problem with phonological processing. Many children who are deaf and hard of hearing even intensification are not able to here many of the speech sounds. There is use to teaching him an encoding method. This encoding method is necessary in reading because it allow a student to hold substantial amount of text in his short-term memory long enough for a higher-level processor to attribute meaning to it for overall comprehension. 90 to 95 of children who are disable or deaf and hard of hearing have normal parents and usually are not fluent at singing. For those children who depend on visual- communication. It is more difficult for them to attain access on language from their environmental. Incidentally, without this incidental learning a child who is deaf or hard of hearing have limited knowledge of the vocabulary and grammar and even a limited general knowledge of their world. Therefore it mostly use English learning strategies in elementary high school in Bahawalpur. Those children who are deaf and do not here spoken English during their daily routine do not attain access on use of English grammar by memorizing the rules an aerial task. Some people may think that if a person who is deaf he just read a lot they would understand English syntax through repeated relations. The problem is that if a child does not here English and cannot understand the rules of the language naturally then reading English sentence is very difficult for him. If a child is not able to sound out the vocabulary phonetically and if sentence structure is complicating then reading become chore for him.

Introduction

There are many theoretical and practical challenges of teaching and learning English to deaf students as they cannot hear or speak. We move through different methods of teaching. as English is a second language within bilingual approach. With the passage of time different challenges has been recorded which are results of the difficulties faced by the teachers while teaching English to deaf children. For learning of language right kind of exposure of language is essential.to learn a language we need an experience of learning whatever we are learning but for the appropriate purpose of learning.in the context of deaf education this exposure is usually problematic because of the barriers experienced by the learners in understanding the full spoken form ‘therefore to develop English teaching strategies and methods which respond to this need for meaningful and accessible exposure to English

it is cleared that deaf children are in a very unique situation of learning a language they are not only working with two different languages but with two very difficult language modes (a visual-spatial and a linear spoken written method .now we have to develop our knowledge and skills so that we can enable them to become successful and independent second language learners in last previous years while working with deaf students a Spanish named Pedro de Leon created one of the original manual alphabets and concluded hearing is not required for learning and he used his teaching approaches for the education of his own deaf son. Early European methods were brought to the newly formed America and through the work of Thomas Hopkins Gallaudet, the American school for the deaf was created in 1817. Similarly, schools emerged across the country including schools founded by alexander graham bells who adamantly believed that deaf individual could and should be taught to speak. His views expressed resistance against sign language and encouraged oral education for all students .there are few better ways to make a positive impact on the future than by becoming a teacher

An Overview of the Language Learning Environment at Language

with these goals in mind, a pilot study was set up to provide an overview of the bilingual language learning environment, looking particularly at language exposure and language use from the learner’s point of view the information gained through structured observation and interview provided some useful initial insights into the keys areas outlined below

The Language and Language Mode Used in the Teaching Situation

The range of the languages and the language modes used in the two bilingual settings observed include BSL natural spoken English manually coded English and writing English although writing English was rarely seen to be used for communication purposes

The Teacher’s Goals and Perceptions

Three teachers of the deaf were asked about the decisions they made about their language use all the teachers were clearly working to a specific language model and clear goals in that they were aiming to give priority to the childrens conceptually development in BSL and follow this up by providing structured and supported exposure to the target English

The Purpose of Research

The main purpose of research is that we want to know the way of teaching method which is often adopted by these teachers for the deaf children. And get vast knowledge about these technique which adopted by teachers. The purpose of research is also that to clear difference between the educational system of special schools and other schools of Bahawalpur. Which are the way of teaching or method are us to teach the deaf students in the school. What is percentage of deaf students is present in our school population. How they learn. We want to know the strategies of teaching in these schools.

Strategies / Method of Teaching

Due to loss of hearing and speaking ability the deaf (student) people are totally depend on

Their visual point for input information for processing or consider. The deaf student are long curious overactive and unable to concentrate on what they do for long. Their English teacher needs to adopt intuitive and vivid method together with oral and sign language to teach English such as interactive English activities. The English teacher also need to make the best use of sign and gesture for teaching him English language. The visual ability and keen observation help to the deaf students for improve English communication skills especially in reading and writing skills. The teacher always should keep communicative principles in terms of teaching procedures to the deaf student in their English class (LI2015P.104). The authors discover that five out of seven evidence-based effective and productive communication activities as proved by Stern (1992) can be used for teaching English to students with hearing disabilities because they are very suitable and effective activities to Inject Impetus enthusiasm and interest into the English class for deaf student.

Information Communication Gap

The information gap is an activity that involves in transfer of information from one student to other student. Which gives rise to communication between them. A best example is this the pair work where a party of the pair has a part of information that transfer to other party. The teacher can divide the students into groups or pairs and let them to play to role of person who meet to give and receive information. This type of communicative activity is good and helpful for improving the deaf student’s English speaking and writing skills.

Giving and Following Instruction

During the class, the English teacher often gives orders or instruction for the deaf student to follow by using English sign and physical gesture. For example listen to me look at the blackboard please when the student responds to the instruction given by the teacher they executing the communicative activities in English. For example English learning game called Simon Says it is often use for practicing giving and following instruction in English. The deaf student can form many groups and change role to play this communicative fun game to learn (Ur. & Wright 1992). This activity is more suitable for deaf students. But it should not be used for log time.

Problem-solving

It is most popular communicative activity is that to solve problems. Whish aims to find solutions through interactive activities in English language. In solving the problem the deaf children communicate to one another in the target language. By this we attained aim that to solve problem is beneficial to improve the students abilities to communicate in English language. For instance to make a picnic plan they would discuss in the group to each other that 1) where they go 2) how to go 3) what they do (Byrne, 1986) . This activity can help the deaf student to improve the learning and writing skill.

Information Transfer

It take place in the process of information collection, processing, conversion, and transfer. The teacher can ask to the deaf student that what they red, and form the charts and graph. This activity can implanted out of the class.

Role Play

Role ply is amid to requires that the student to play a role in language communication activities (Wehmeier, 2004). It is most effective activity to boost deaf students, communication competence because it is meaningful and life-like. It includes plays, simulation, and improvisational performance. During the role-play activity the English teacher assign certain role to student and ask him to perform it in their own way. The process of role-play involves the scene, role assignment, role preparation, role play, and role evaluation (DENG, 2011, pp., 144-145). This communicative activity can help the deaf student to enhance out their interest and confidence as whole

Explanation

A lack or loss of hearing can affect a child’s learning progress, particularly in the understanding and production of spoken language. While many theories have emerged over the years as to which approach is most effective experts agree that the teaching method should adhere to the individual student’s capabilities needs and personality. The most common educational approaches include.

Bilingual Bicultural

In this approaches, sing language is the only method used in the classroom

Traditional English is taught through exposure to print words on paper

Auditory/ oral

This teaching approaches does not use sing language but instead teaches the English language through residual hearing and speech

Total communication

This method combine auditory and visual communication for instruction. The classroom environment itself can also determine the success of a deaf students learning abilities and some option for deaf education include

Day School

Early intervention and preschool program

Self-contained classroom
Home school environment
Proper classroom consideration

Student with hearing loess require a modified classroom which should incorporate well-designed acoustics little distractive noise and proper lighting for visual

Use of interpreter

Many classrooms with deaf students who sing incorporate and interpreter for easier translation of material. Deaf students who have grown up with sing language should have sing language include in their daily educational life

Assistive Technical Capabilities

Years of research and development have provided educators with wonderful tools for maximizing auditory abilities for those students with some degree of hearing including

FM system

Which can project sound from an instructor’s microphone

C print

Which is speech to text computer system

Speech synthesizer

Which converts a typed word into speech format

Personal implication system

History of Deaf education

in 1520 while working with the deaf students a Spanish monk named Pedro Ponce De Leon created one of the original manual alphabets and in 1550 Geronimo Cordano an Italian physician conclude hearing is not require for learning and he use his teaching approaches for the education of his own deaf son. The speech training for the deaf found its begging in 1550(Manvel Armorer De Carrion) and the first published approaches for deaf education was recorded in 1620 with the work of Jon Pablo Martian Bent. The first school for the deaf education in the world was founded in Paris in 1762. And simultaneously a basic form of sing language was introduced and use as a teaching method for these deaf students. That sing of language are called teaching tool in school curriculum. The newly formed America were brought the early European Methods of teaching to the deaf students. And by the Thomas Hopkins Gallivant the first American school in 1817 for the special student’s education. Similar emerge across the country including a school founded by Alexander Graham Bell who adamantly believed that deaf people could be taught to speak. His views expressed resistance against the sing of language and encourage the oral education for all the students including deaf and blind students

With the passage of education of all handicapped children an Act was formed for him. That article give him equal rights to public education to all students. Regardless of hearing loss and the cochlear implant and digital hearing aids in 1980s opened new door for those students who loss of hearing.

Recommendation

At the end of our work now we are able to conclude that following policies should be adopted by the government, teachers and the parents For the betterment of the deaf child education system launched more well-equipped schools for deaf education and it must be at tehsil level. Parents should give auditory oral and auditory verbal education. Deaf education programs must be customized to each student’s needs and deaf educators provide a continuum of services to deaf students based on an individual needs. Moralism method of convocation should be adopted to encourage the use and combination of a variety of communication means including listening lip-reading speech formal sign language artificial sign system and body language the goal of the total communication skills using a combination of means that are most effective for each individual child

Research tools

We have done our research on deaf education strategies by using different sources like we have surveyed different special schools to figure out the steps using by the teachers to teach special students as far as we have researched through internet where there is a massive amount of knowledge is present for the betterment of the child education. we have also take interview of deaf children’s parents that how they deal with all circumstances. we also gather some knowledge through print media where a lot of articles have been published on deaf children and methods of teaching them by the use of signing.

Role of internet

In this advanced era the role of internet and print media cannot be neglected in this last 20 years our technology has become more advance in field of science medical education and research. A lot of books have be published on deaf education a number of videos of learning skills for the deaf children are present on internet different apps have been available on internet for teaching a deaf students and for self-study in this way a deaf child would be able to learn that how to write and understand English language. Many electronic machines have been launched who can teach like a teacher

Methodology

We are five team members. Team members visit many special schools in Bahawalpur City. In these surveys, we take many interviews of teachers and deaf students parents. Team members are also attend many deaf classes. We observed that there is more difficult work to teach these deaf students. According to 2019 international research, every 4th students in 4 heard students. These students are in between 18 years age. All these students are great assets of the country. In developed countries, these deaf students play important role in progress. These deaf students are became future scientist doctor and good engineers. We meet with some deaf childrens parents. They tell us that they are happy about these special schools. That these schools play important role for teaching their deaf children. They fell well to send their children in these schools. If we do not pay heed on these students we will lose a big assets of the nation. We also read many research articles of many researchers on internet. We mostly study updated research articles. We observe many observations about the teaching method of these special teachers. We also observe that the deaf students are more intelligent than heard students. We talk with many deaf students. And observe that they fell very happy in these school. They told us that they feel secure future in these schools. Some students can here by medical treatment. But there parents are poor they cannot afford the dues of treatment. These schools also cannot afford these expenses. Our government has no any attention about him.

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