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.

Ewa Domagäa-Zy-k is University Professor of KUL, Department of Special Pedagogy, John Paul II Catholic University of Lublin, Poland. Jitka Sedlá-ková 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 Domagäa-Zy-k, Lenka Tóthová and Jitka Sedlá-ková 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 Sedlá-ková 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 Sedlá-ková Chapter 6: How to assess and support speaking in your foreign language practice with hard of hearing learners? Paulina Lewandowska, Marta Chomicz, Ewa Domagäa-Zy-k 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 Bie-kowska CONCLUSION Ewa Domagäa-Zy-k, Lenka Tóthová and Jitka Sedlá-ková