Dr Ewa Domagała-Zysk Centre of Education of the Deaf and Hard-of-Hearing Students John Paul II Catholic Univerisity of Lublin.

Dr Ewa Domagała-ZyskCentre of Education of the Deaf and Hard-of-Hearing Students

John Paul II Catholic Univerisity of Lublin

the oldest Catholic university in Central Eastern Europe established in 1918

2005 KUL was named after one of its great professors – John Paul II

there are about 20 000 students in six faculties: Theology, Philosophy, Law, Humanities, Social Sciences, Mathematics

First deaf students started at KUL in 1999

Since then more than 30 students graduated from BA or MA in Pedagogy, Economics, History, History of Art, Computer Sciences

2010/2011 – 12 D or HOH students study Pedagogy, Philosophy, Economics, Law, Culture Studies, Landscape Architecture, Computer Sciences, Psychology, English Philology

Established in 2004 Staff: KUL teachers and students Forms of support:

Note-taking Translations (Polish Sign Languege) Transliteration (Polish Cued Speech) Tutoring Polish for the Deaf and HOH English for the Deaf and HOH

ENGLISH AS A FOREIGN LANGUAGE CLASSES FOR THE DEAF AND HARD-OF-HEARING

Program started in 1999

Lasts 120 hours for each student, but might be extended till 300 hours (about 70% students use the second option)

o Levels: A1, A2, B1. B2, C1

Research

Teaching

Do the D/deaf possess linguistic competencies useful in EFL?

What approach, methods, techniques should be used in EFL classes?

Should we teach writting only or speaking too?

What results could be achieved? How to evaluate the students work?

Should we teach in integrative groups or in individual classes?

What do we know about the psychological functioning of the D/deaf and HOH students?

To what extent are the learning processes of the D/deaf anf HOH the same – and different form the hearing population?

What is the D/deaf and HOH students’ opinion on EFL classes?

Research

Visual perception of the deaf and HOH subjects is not automatuically beter

Visual perception is more developed in deaf adolescents and adults than deaf children

Better abilities at peripheral vision, vision of movement, higher flesibility of visual perception

The mechanism of visual compensation helps use visual stimuli in a more effective way

Visual perception might be less precise Hearing impairment might be accompanied with visual

impairement Relying on visual perception for a long time might be tiring Typical errors:

Changing single letters and consequently, the meaning of the words (him/ his; street/sweet; robbers/ rabbit; point/paint ]

Inversion [tired/tried; sign / sing; quiet/ quite] Ommition [wallet / wall] homophones [waist/waste; see/sea; wear / were; hear/

here](Domagała-Zyśk 2010)

Spatial memory – well developed Visual memory usually works better

than linguistic memory Lack of memory strategies Positive emotions support memory

(Domagała-Zyśk 2009)

1. They have known languages – usually both spoken and sign

2. Great communicative abilities – learn language to communicate

2. Grammar competencies – students are used to work hard over the grammar of their native language

3. Speech therapy provides tools for pronunciation practice

Reflexive - not active• Visual – not audial• Sensual – not verbal• Global – not sequential

(Domagała-Zyśk 2009)

styl Silna

preferencja

Średnia

preferencja

Brak preferencji Średnia

preferencja

Silna

preferencja

styl

aktywny 1 5 4 1 refleksyjny

zmysłowy 4 2 3 2 intuicyjny

wzrokowy 4 4 2 1 słowny

sekwencyjny 1 3 6 1 globalny

Both integral (91%) and utilitarian (73%) Integral motivation – the students are

sure that their successes depend on their work, not luck

Motivation is bigger in primary than secondary school, then raises at tertiary education level

A teacher is supposed to be a main motivational factor

(Domagała-Zyśk 2011, in print)

Teaching

Techniques:Text analysisVocabulary exercisesUsing L1 in teaching grammarStrudctured writingVisual stimuli – pictures, schemata, tables,Using interactive exercises – Smart Board iPacks Internet programmes: SignOn, SignOnOne,

Real English, www.oup,com itp.

Direct Method Grammar Translation Method, Audio-Lingual Method Community Language Learning Total Physical Respose Communicative Methods

Focus-on-Form Instruction: perception of new materialUnderstandingAssimilation IntegrationPresentation

Cześć. Mam na imię Pierre i 17 lat. Mieszkam Paryż, Francja. Mam krótki proste ciemne włosy i zielony oczy. Jestem całkiem wysokość szczupły. Lubię grać komputer i umiem grać tenis bardzo dobrze. (D.2.)

Hello, my name is S. and I'm twenty-one years old. I live in Lublin, Poland. I have short straight fair hair and blue eyes. I am quite tall and slim. I love playing computer games and I can play basketball very well. (D.2.)

Clauses with irregular pattern: questions, infinitive clauses, gerund clauses

Relative clausesSubordinated clauses

(Berent 2007)

The subject-verb -obcject (SVO) pattern is most comonly used

Prepositions (18,5% ),Articles (14,3%)Verb Tenses (14,4%)Adjective clauses (7,4%)Plurals (6,8%). Future and past forms (5,8% i 5,3%)Infinitive clauses (5,3%)

(Domagała- Zyśk 2009)

The beautiful lake Zagłębocze with lively forest is situated in south-eastern Poland. I went there one years ago in search of a relaxing and peaceful place on holiday with my family.This spot is surrounded by amazing flora and fauna and silently forest. The beach of Zagłębocze is so yellow also sandy. My holiday was perfect. I saw such a transparently and glossy surface of a lake without washing waves. The smell of suntan oil filled the air. When I went in forest.... I smelt smell of wet soil. My father loves picking mushrooms and my mother too, so this place was great for them. I heard birds chirping and leaves rustling.

I must admit that I saw a lot of interesting places which I visited. There were plenty of amazing views, spots of Europe which conquered by me. However the lake Zagłębocze is so exceptional and unique for my family because we met friendly people. I had a nice holiday also we rested near environment. Of course I recommend this place everybody who wants to escape from dirty town and crowds.

Monika

is more intelligible for persons experienced in communicating with the hearing impaired

rhythm of speech – an important element of speech understanding;

consonants are more important for speech intelligibility than vowels;

words in utterances are easier to understand than words in isolation;

Speech of our D/deaf and HOH students with severe hearing loss (more than 90dB) was assessed by English native speakers:

General level of content understanding- 62%.

Lowest level- 36%, highest – 79% Najwyższy zanotowany wynik dotyczył

studentki o (Domagała-Zyśk & Podlewska 2011, in print)

TEACHING SPEAKING

Deaf and HOH students want to learn pronunciation

Techniques: Small groups (2-3 persons) - it enhances clear communication

Results depend on level of hearing loss and effects of speech therapy

International Phonetics Alphabet Cued Speech

To know more about psychological functioning of the D/deaf anf HOH

To enhance motivation To develop all the skills – reading,

writing, listening and speaking To use CIT in a more extensive way To make learning more individual To make the learning process more

international