Teaching English as a Foreign Language to Deaf and Hard-of-Hearing Students at One School in Kazakhstan

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dc.contributor.authorSultanbekova, Akbota
dc.date.accessioned2019-12-06T06:11:05Z
dc.date.available2019-12-06T06:11:05Z
dc.date.issued2019-06
dc.description.abstractIn 2007, Kazakhstan launched its trilingual education policy which implemented the significant role of English language learning at all levels of education. Similarly to their hearing counterparts, deaf and hard-of-hearing (D/HH) students in schools are required to learn English as a foreign language. However, English as a Foreign Language (EFL) teachers who lack specialized training in teaching students with hearing impairments are unprepared to adjust their methodology to meet the unique learning requirements of these special-needs students. The current study illuminates EFL teachers’ practices in teaching English to D/HH learners in the context of Kazakhstan. Therefore, the study is geared to answering the following two research questions: 1) How do EFL teachers teach English to D/HH students? The first question includes three sub-questions: What are the teaching techniques used in English lessons? What are the strengths that help EFL teachers to teach English to D/HH students? What are the challenges faced by EFL teachers in teaching English to D/HH students? 2) How does the school community support EFL teachers? This qualitative case study is built around Engeström’s (1987) The Activity System Theory Model. Two EFL teachers and a speech therapist from one school participated in semi-structured interviews. To enhance the data, five forty-minute English lessons in primary and secondary schools were observed. The findings revealed the challenges emerged in EFL teachers’ practices; these were related to professional development, English curriculum development, teaching techniques, classroom arrangement, and technical equipment. There were also positive aspects of EFL teachers’ responses: vitality and the motivation of D/HH students towards English learning and colleagues and D/HH students’ support. The implications of the current paper are to attract the attention of the Ministry of Education and Science of Kazakhstan to support EFL teachers by developing and implementing in-service training on teaching hearing-impaired students.en_US
dc.identifier.citationSultanbekova, A. (2019). Nazarbayev University Graduate School of Education, Nur-Sultanen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/4309
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.subjectDeafen_US
dc.subjectHard-of-Hearingen_US
dc.subjectD/HHen_US
dc.subjectEnglish as a Foreign Languageen_US
dc.subjectEFLen_US
dc.titleTeaching English as a Foreign Language to Deaf and Hard-of-Hearing Students at One School in Kazakhstanen_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

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