Abstract:
The challenges faced by hearing-impaired learners in an integrated ESL classroom far outweighs that of their hearing peers. The focus of this study was to investigate the specific factors which contribute to the myriad of challenges faced by the hearing-impaired learners in St. John’s Integrated Senior High/Technical School. Focus group discussion was used to obtain data from six hearing-impaired learners of English and a qualitative analysis of transcribed data from the respondents were employed to arrive at the study’s main findings and conclusions. It emerged from the analysis of the data that: hearing-impaired students are confronted with diverse linguistic challenges in English language classes, ranging from struggles in spoken and written expression to difficulties in grammar, reading comprehension, essays, literature, and figurative language; The hearing-impaired learners lack specialized tools to aid their language learning; Interpreters play a vital role in bridging a communication gap between hearing-impaired learners and their teachers, yet challenges persist in their skill levels and availability; Teacher contributions vary, with concerns about communication breakdowns and deviations from subject timetables; The classroom environment elicits mixed perspectives, emphasizing difficulties in reading, comprehension, and grammar. Overall, these experiences underscore the need for tailored support, inclusive practices, and alternative communication methods in English language classrooms for hearing-impaired students.
Description:
Dissertation in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba
