Teaching English as a foreign language to a student with hearing loss combined with slight autistic disorders

Abstract

The population of people with hearing loss is a very diverse one due to differences in biological factors such as the level and type of hearing impairment and also social and educational factors, among them the family environment, type and intensity of rehabilitation undertaken and school experiences. The functioning of a hearing impaired student at language classes depends not only on the above factors, but also on teaching strategies and the student’s learning strategies. The process of learning and teaching a foreign language usually can be very effective, particularly when effective methodological strategies are used. Significant difficulties arise, however, in such situations, when hearing impairment is accompanied by other serious cognitive and language difficulties, e.g. autistic disorders. They make it difficult to communicate with the student, limit the repertoire of forms and techniques of teaching, often demotivate the student to learn a new language. In cases like these, teachers raise doubts about the legitimacy of such kind of didactic work. The aim of this presentation is to discuss the methods and forms of work with a deaf student with an autistic disorder used during the 54-hour individual foreign language course. This is a case study drawn from the author’s teaching practice. The case study took a form of participatory research/action research. The conclusions of these analyses can confirm the fact that even when working with a student with such serious difficulties, it was possible for the student to acquire the basics of speaking a foreign language. The classes have to be highly individualized. The outcome may be the acquisition of a specific vocabulary and a strengthening of the intellectual and social potential of the student.