Learning English as a Foreign Language for Deaf and Hard of Hearing Learners: Styles and Strategies

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.

Delving into specific challenges that deaf and hard-of-hearing students encounter in language acquisition, including difficulties with reading, writing, speaking, and auditory processing, the book presents key findings which underscore the necessity of specialized tools and strategies, helping educators design more inclusive and effective instructional approaches. By presenting diagnostic insights and practical recommendations around the use of sign language, novel questionnaires, and learning preferences, the book provides a comprehensive framework for understanding and supporting deaf and hard-of-hearing students’ foreign language learning journey, ultimately promoting greater educational equity and linguistic accessibility.

Supporting educators in tackling not only linguistic challenges but also motivational and communication barriers facing deaf and hard-of-hearing students, this book will be a vital resource for scholars, educators, and professionals working with deaf and hard-of-hearing learners, as well as those studying inclusion and special educational needs.

Ewa Domagala-Zyśk is a university Professor of KUL, Department of Special Pedagogy, John Paul II Catholic University of Lublin, Poland

Jitka Sedláčková 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