LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:4 April 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Supporting L2 Proficiency of Visual Learners

Dr. Melissa G. Wallang and Dr. Ch. Sarajubala Devi

Abstract

The current scenario in teaching and learning of L2 stresses on engaging learners in more activities and task-based oriented methods which follow the constructive approach to learning. Yet teachers are still grappling with the idea of ‘activity method’ as most school textbooks are pre-designed to meet the requirements of board exams that are tested in written form. It is even more challenging for D /deaf children to achieve the required L2 proficiency in the written form as per the assessments of school board exams and this issue needs to be discussed by all stakeholders in the area of school education.

This paper does not intend to debate on whether such children should be taught in their mother tongue (sign language), but it does investigate the methods being used in schools. Research has shown that learning L2 through one’s mother tongue during the foundational years of education is a necessary condition. If a child is deprived of any form of language, it can affect his/her cognitive development and slow down his/her academic achievements. Children cannot be denied their basic linguistic right of accessing knowledge in their own language. However, schooling demands that they are able to produce grammatical written forms of English. How can we support the L2 proficiency of visual learners?

This paper addresses the challenges that D/deaf children face while learning the English language in the state of Meghalaya in North East India, while examining a few schools within its capital, Shillong. The discussions are drawn from a research study that restricts its area to English language learning within the context of Deaf (D) children and Hard of Hearing children (HH). It highlights a few existing practices concerning the teaching of English and discusses a strategy adopted to support English language learning.

Keywords: D/deaf; Hard of Hearing; English language Learning, Inclusive Education

Introduction

Hearing loss ranges from mild to severe cases, but the consequence of it is one’s inability to acquire spoken language in a natural manner. In children with mild cases of hearing loss, the major impact is a delay in the acquisition of spoken language. Typically, most D/deaf children join school quite late in their lives, often by the age of 8-10 years. This is largely due to the inaccessibility of information, especially for those parents living in the rural areas. Children join school with low level language proficiency in both spoken language and sign language. The situation becomes more problematic as most schools adopt the spoken language as the medium of instruction, thereby slowing down the learning process.

Studies on the achievements of D/deaf children under the oral approach indicate that D/deaf children leave school with minimum reading skills and poor speech intelligibility, despite training in this area (Conrad, 1979). There have been many studies (Gregory, 1996) on the achievements of deaf children, several which indicate that D/deaf children of D/deaf parents were more successful academically than those with hearing parents. The failure of spoken language as a method for teaching English is clearly seen by the fact that these children invariably write ungrammatical sentences when asked to.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. Melissa G. Wallang
Associate Professor (NERIE-NCERT)
melissancert@gmail.com
Dept. of Languages and Social Sciences
NERIE-NCERT, Shillong

Dr. Ch. Sarajubala Devi
Associate Professor (NERIE-NCERT)
sarajubala@yahoo.com
Dept. of Languages and Social Sciences
NERIE-NCERT, Shillong
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