Table Of Content“In an increasingly global society, knowledge of other cultures and languages
is crucial for optimal functioning. Many deaf and hard of hearing people
face considerable challenges in this global society, an important one being
their lack of proficiency in foreign languages such as English. This well
written, pioneering work about teaching English as a foreign language
to deaf and hard of hearing students is an important step to change this
situation for the better.”
Harry Knoors, Professor of Deaf Education,
Radboud University, The Netherlands
“ English as a Foreign Language for Deaf and Hard of Hearing Learners:
Teaching Strategies and Interventions selectively and effectively presents
multiple perspectives, viewpoints and beliefs on teaching English to DHH
students. The book is an impressive example of a long-awaited approach
to teaching students with functional diversity: one that presents classroom-
relevant research that will support teachers and professionals working with
DHH students. The interventions and strategies presented in the volume
reflect the contributors’ life-time experience with DHH students making
it a valuable resource for future practitioners. This book is a must for
researchers interested in language teaching innovation.”
Mari Carmen Campoy Cubillo , PhD
Jaume I University, Spain
English as a Foreign Language for
Deaf and Hard of Hearing Learners
This book outlines best practices 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.
Ewa Domagała-Zyśk is a researcher and lecturer at John Paul II Catholic
University of Lublin (KUL), Poland and its Centre for Deaf and Hard of
Hearing Education. She was a pioneer of teaching English as a foreign
language to deaf university students in Poland.
Nuzha Moritz is Associate Professor of English language and phonetics
at the University of Strasbourg, France. Her current research interest lies
in English varieties and speech intelligibility by deaf and hard of hearing
learners.
Anna Podlewska is an assistant professor in the Department of Foreign
Languages at the Medical University of Lublin, Poland, where she has been
teaching English and Polish for medical purposes to students of medicine
and allied health sciences.
Routledge Research in Special Educational Needs
This series provides a forum for established and emerging scholars to dis-
cuss the latest debates, research and practice in the evolving field of Special
Educational Needs.
Books in the series include:
English as a Foreign Language for Deaf and Hard of Hearing
Learners
Teaching Strategies and Interventions
Edited by Ewa Domagala-Zysk, Nuzha Moritz, and Anna Podlewska
Understanding the Voices and Educational Experiences
of Autistic Young People
F rom Research to Practice
Craig Goodall
A dult Interactive Style Intervention and Participatory
Research Designs in Autism
B ridging the Gap between Academic Research and Practice
Lila Kossyvaki
T he Global Convergence of Vocational and Special Education
M ass Schooling and Modern Educability
J ohn G. Richardson, Jinting Wu, and Douglas M. Judge
J ob Satisfaction of School-Based Speech-Language Pathologists
I nsights to Inform Effective Educational Leadership
Kimberly A. Boynton
F or more information about this series, please visit: www.routledge.com/
Routledge-Research-in-Special-Educational-Needs/book-series/RRSEN
English as a Foreign Language
for Deaf and Hard of Hearing
Learners
Teaching Strategies and Interventions
Edited by Ewa Domagała-Zyśk,
Nuzha Moritz, and Anna Podlewska
F irst published 2021
b y Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
a nd by Routledge
6 05 Third Avenue, New York, NY 10158
R outledge is an imprint of the Taylor & Francis Group, an informa business
© 2021 selection and editorial matter, Ewa Domagala-Zysk, Nuzha
Moritz and Anna Podlewska; individual chapters, the contributors
T he right of Ewa Domagala-Zysk, Nuzha Moritz, Anna Podlewska
to be identified as the authors of the editorial material, and of
the authors for their individual chapters, has been asserted in
accordance with sections 77 and 78 of the Copyright, Designs
and Patents Act 1988.
A ll rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the
publishers.
T rademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
B ritish Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
L ibrary of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-0-367-75354-2 (hbk)
ISBN: 978-0-367-75356-6 (pbk)
ISBN: 978-1-003-16217-9 (ebk)
Typeset in Times New Roman
by Apex CoVantage, LLC
Contents
List of figures ix
List of contributors x
Preface xiii
EWA DOMAGAŁA-ZYŚK, NUZHA MORITZ, AND ANNA PODLEWSKA
Introduction: State of the art of research on teaching
English as a foreign language to DHH learners 1
EWA DOMAGAŁA-ZYŚK, NUZHA MORITZ, AND ANNA PODLEWSKA
PART 1
Strategies and interventions for comprehensive input 15
1 To speak or not to speak? Speech and pronunciation
of deaf and hard of hearing students learning English
as a foreign language 17
EWA DOMAGAŁA-ZYŚK
2 Phonic reading as a strategy in learning to read
English as a foreign language for deaf and hard
of hearing pupils 32
PATRICIA PRITCHARD
3 Using cartoons as a strategy for enhancing oral
communication in EFL classes for deaf and hard
of hearing students 45
NUZHA MORITZ
viii Contents
4 Bringing film to English as a foreign language for
the deaf and hard of hearing class 54
ANNA PODLEWSKA
PART 2
Contexts and outcomes 79
5 Individual differences in deaf learners’ second
language acquisition 81
JITKA SEDLÁČKOVÁ
6 Deaf schoolchildren, adolescents, and adults on
methods and strategies that work for them when
learning foreign languages 93
EDIT H. KONTRA
7 Adult deaf and hard of hearing people on learning
English as a foreign language – international
experiences and recommendations 110
PAULINA LEWANDOWSKA
Conclusion: Teaching English as a foreign language
to DHH learners – future research and practical
perspectives 128
EWA DOMAGAŁA-ZYŚK, NUZHA MORITZ, AND ANNA PODLEWSKA
Index 132
Figures
4.1 Fingerspellings of ten vocabulary items from the Word
as Image video 61
7 .1 Type of school at each stage of education 115
7 .2 Frequency of using English in everyday life 117
