A Challenge: Teaching English to Visually-impaired Learners

Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 199 (2015) 689 – 694 GlobELT: An International Conference on Teaching and Learning English as an Additional Language, Antalya - Turkey A challenge: Teaching English to visually-impaired learners Nihat Kocyigita, Pinar Sabuncu Artara* a Izmir University, Gursel Aksel Bulvari No:14, Izmir 35350, Turkey Abstract There are many different types of learners, which teachers are expected to take into consideration while planning and delivering their lessons. Among them are those -the visually-impaired learners- who seek for their right to learn without any privileges. The purpose of this qualitative study is to picture the conditions of visually-impaired learners in their learning environment. It is based on the feedback received from unstructured in-depth interviews conducted with such learners and their teachers. The context of the study is the prep school of two foundation universities in Izmir, Turkey. The challenges both the students and teachers faced in their learning and/or teaching processes, their ways in overcoming these challenges and specific needs of the learners were discussed with respect to the teaching techniques and methods used, course materials provided and opportunities intended to enable them make the most of their learning and/or teaching. Verbatim content analysis was carried out using Weft QDA, a freeware program available on the Internet that has been developed to be used in qualitative studies. It is concluded that i. personality traits of the visually-impaired learners have a particular determination on the learning/teaching process, ii. even if they have a common impairment, they do have different habits/strategies for learning, iii. on behalf of the teachers, trial-error experiences had better be replaced with in-service trainings, and iv. inclusion of other actors (administrators, curriculum planners, classmates, families seem to be crucial for a holistic policy for the visually-impaired learners. © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license © 2015 The Authors. Published by Elsevier Ltd. (http://creativecommons.org/licenses/by-nc-nd/4.0/). responsibilityofofHacettepe HacettepeÜniversitesi. Universitesi. Peer-reviewunder underresponsibility Peer-review Keywords:Visually-impaired language learners; language learning; language teaching; human rights 1. Introduction The moment we realize that a class is composed of individuals (rather than some kind of unified whole), we have to start thinking about how to respond to these solutions individually so that while we may frequently teach the * Corresponding author. Tel.: +90-232-246-4949; fax: +90-232-224-0909. E-mail address:[email protected] 1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Hacettepe Üniversitesi. doi:10.1016/j.sbspro.2015.07.599 690 Nihat Kocyigit and Pinar Sabuncu Artar / Procedia - Social and Behavioral Sciences 199 (2015) 689 – 694 group as a whole, we will also, in different ways, pay attention to the different identities we are faced with (Harmer, 2007). In his remarks that note the significance of considering the inevitable learner differences in a classroom, Harmer also emphasizes that teachers are expected to approach the learners in their classes individually instead of seeing them as a single unit. This approach proves to be sensible since the learning experience of each learner in the classroom as an individual is highly likely to be shaped by their own learner characteristics. However, some teachers may fail to consider the effect of these differences and get prepared for their teaching as if they were addressing a group of individuals with uniformed learner characters. Different students react differently to different stimuli and that different students have different kinds of mental abilities (Harmer, 2007). Gardner (1983), in his outstanding book Frames of Mind: The Theory of Multiple Intelligences, describes seven different intelligence types and underlines that all people have all of these intelligences but in each person one (or more) of them is more pronounced. Therefore, in order to better decide on the tasks and activities that will be included in their lesson plans, teachers are expected to determine the dominant intelligence type of each individual learner in their classes and vary the activities accordingly. If we accept that different intelligences predominate in different people, it suggests that the same learning task may not be appropriate for all of our students (Harmer, 2007). While some learners may enjoy games and interactive activities, others may benefit from class discussions. The activities learners prefer seem to be a result of their personality traits and individual learning strategies. Since it is almost impossible for teachers to please each and every individual in the class with a single activity, teachers are expected to ensure variety in the tasks and activities they design or plan in their classes. 2. Challenge in the classroom: VILs Mangal’s (2007) definition for visually-impairment in educational settings may provide a departure point for the discussion. As hementions “educational definition of visual-impairment emphasizes relationship between vision and learning and shows difficulties, and deficiencies exhibited in the children, which make them different from children with normal vision to the extent of attention, requiring special education provision.” While learner differences and dominant intelligence types of learners can make an enormous effect in an ordinary class environment, it is not surprising to imagine how demanding it could be from the point of view of teachers when there is a visually-impaired learner (hereafter VIL) in their class. Whereas all teachers are expected to tailor their teaching to serve the needs of different learner styles, teaching a VIL in a regular classroom may stand out as a “challenge” for a teacher with no experience of teaching or perhaps even no previous social contact with such individuals. The evidence shows that we all learn through multiple senses, even though we often are only aware of using one or two of our senses in specific situations, and even though we sometimes prefer to emphasize the value of one or two senses in specific learning contexts (Gardner, 1993). Most learners depend on their visual and auditory senses when studying a foreign language. The role of the visual and audio materials in foreign language teaching is apparent; however, when a learner fails to use one or both of their senses, they are likely to replace it with another sense, which the teacher is to notice and address to it to achieve a successful teaching process. Understanding the importance of multisensory and multiple intelligence learning processes is vital to helping learners with visual limitations to improve their opportunities for learning (Kashdan& Barnes, 2002). Since an individual with a hearing loss or a visual-impairment may stand in the minority in a classroom, teachers in some contexts might ignore them mostly in disbelief that these learners are likely to reach remarkable success. However, contrary to expectations, VILs may bring other strengths to their learning process and prove the opposite. Being visually impaired does not mean being unsuccessful language learners (Baúaran, 2012). Discovering their strong sides is crucial in facilitating their foreign language learning experience as a teacher. Yet, it is undeniable that the majority of the teachers is not informed about the needs of VILs and gain experience through practice during their first experience. These fully sighted people are generally not familiar with the equivalent competencies and resources required by blind and visually-impaired newcomers (Kashdan& Barnes, 2002). Thus, they do not vary the tasks and activities in a way to meet the needs of VILs and these learners fail to make the most of their learning experience. In his study, Baúaran(2012) focused on the techniques used by teachers teaching such learners and Nihat Kocyigit and Pinar Sabuncu Artar / Procedia - Social and Behavioral Sciences 199 (2015) 689 – 694 691 underlined their lack of knowledge on how to guide a class orienting the needs of those learners. Participants utilized almost the same teaching techniques and materials that are commonly used in Turkey to teach sighted students, which is contrary to suggestions in earlier research that the visually-impaired have different social behavior and learning styles (Baúaran, 2012). Failing to notice their differences and to plan the lessons accordingly would likely to yield unsuccessful results. If the primary task of teachers teaching such learners were to determine their strengths as learners, they would vary the tasks and activities accordingly and achieve better results. Students who are blind and visually-impaired benefit from participating in games that combine words with activities because they enable them to learn by associating language with body movement experience (Kashdan & Barnes, 2002). Despite the findings of previous research that there are specific differences in the way VILs interact with their teachers and classmates in their learning settings, there is not enough research on how this limited interaction tend to affect their learning experience. The only research we could reach in Turkey that focuses on the techniques and materials EFL teachers use to teach the visually-impaired belongs to Baúaran (2012). However, in his study Baúaran approaches the issue from a teacher-oriented perspective and addresses the challenges and strengths of working with VILs as well as the techniques and materials used by them. In our study, we aim at approaching the issue by adding the learner perspective, as teachers are only one of the actors affecting the learning/teaching experience. The administrators in the institution, curriculum planners, classmates and even the family members of the VILs are believed to contribute to the language learning experience of VILs as well. 3. Methodology The study has a qualitative design. Within this framework, unstructured in-depth interviews were conducted with 2 VILs and 6 teachers. Verbatim content analysis was carried out using Weft QDA, a freeware program available on the Internet that has been developed to be used in qualitative studies. As it is a case study, it is essential to give some basic information about the participants. Here they are: 3.1. Participants There are 2VILs (hereafter S1 and S2) involved in this study, both of whom are studying at two different foundation universities in Izmir, Turkey. They bear a lot of similarities in their educational backgrounds. They both studied at the same primary school for VILs-only in øzmir and carried on their education in regular high schools with sighted students since there are no high schools reserved particularly for VILs in Turkey. They both started their university education at prep classes and completed it successfully in the middle of the term. They are both studying humanities; however, while one of them is a freshman, the other one is a sophomore. The most striking thing which also comes to the fore as another similarity is their personality traits. Both of them are described as intellectual, hardworking and ambitious learners. Above all, neither of them had a demand for positive discrimination in the process of their language learning experience, which is confirmed by their teachers as well. The other participant group of the study involved teachers who have experienced teaching a VIL in their classes with sighted learners. There were 6 teachers ranging from the ages 23 to 50 with the teaching experience from 2 to 15 years. There was only one male teacher among them. All these teachers work at foundation universities in øzmir; however, two of these teachers work in one institution while four of them work in another. They are coming from different educational backgrounds. Four of them studied English Language and Literature, one American Culture and Literature and only one of them graduated from the department of English Language Teaching. However, they all hold a teaching certificate or a TESOL and the teacher who graduated from the department of English Language Teaching also holds a master’s degree in curriculum development. 4. Findings The interviews conducted with 2VILs and 6teachers revealed two fundamental concepts pronounced by both groups of participants: challenges and strengths. Since both the teachers and the learners described their experience as “challenging”, in line with the purpose of the study the first thing that rises from the interviews is the specific 692 Nihat Kocyigit and Pinar Sabuncu Artar / Procedia - Social and Behavioral Sciences 199 (2015) 689 – 694 challenges they face and the solutions they bring to get over them. In addition to the challenges, both groups brought their own strengths to lead a more effective process. Let us, in the first place, focus on the findings the analysis of the transcriptions took us in terms of the learners: The VILs varied in four main points, which are believed to shape their learning experience quite differently in terms of the materials and techniques used. Firstly, they differed in their competence in Braille alphabet in English. While S1 is a proficient user of Braille alphabet in English, S2 was not so skillful at it and preferred not use it at all while learning English. Therefore; while S1 was provided with all the course materials and examinations in Braille alphabet, S2 used the same course materials as his classmates. Another marked distinction is the fact that S2 suffered from 20% hearing loss in one of his ears, thus he was seated on the first row in the classroom and his teachers were careful about staying close to him when giving instructions or speaking directly to him. These two striking figures stood apart in the techniques they prefer while studying English. S1 stated that he preferred to study by writing, whereas S2 mostly relied on listening despite his hearing loss. This dissimilarity in the techniques they prefer confirms Kashdan& Barnes remarks on the significance of multisensory and multiple intelligence learning processes while improving the learning opportunities of VILs (Kashdan and Barnes, 2002). The last variance arose in the skills they mentioned as the most difficult to improve. While S1 labelled listening as the one he had most difficulty in improving, S2 stated reading as the most demanding skill and also mentioned the difficulty he had in learning vocabulary. He clarified that although he could grasp the meaning and the pronunciation of the new words easily, he struggled in their spelling and often had to ask his teachers to spell the words. The differences the VILs hold underline that there is no single technique that would fit to all VILs and it is the teachers’ task to identify the strengths and weaknesses of these learners and vary their teaching accordingly. Secondly, the challenges common to both teachers and learners are grouped under two main headings: emotional and pedagogic. All the teachers shared their emotional concerns at the very beginning of the term for this being their first experience as a teacher to teach a VIL in a classroom with sighted learners. They expressed their dilemma on making positive discrimination as a result of not being able to suppress their feeling of pity or being numb with over controlling their feelings. Not surprisingly, their concern was also shared by the learners. They expressed their fear of adaptation and the attitude of their peers as well as teachers. Luckily, however, such worries on both parts disappeared in a quite short time when they got to know each other and achieved to approach one another with sympathy. In addition to being challenged emotionally, the participants also revealed the pedagogic and professional challenges they faced. The first that they defined as an obstacle was the reliance of the teaching process on visualization. In both institutions, teachers made use of the visual components of the books such as digital books, itools and powerpoint presentations almost in all their classes and believed their positive contribution to the teaching process. They were bewildered and were not quite sure how to replace those visual aids for the VILs. Therefore, S1 had to rely on his course book printed in Braille alphabet while S2 was provided with the audio CDs of the course book as he believed he did better by listening. The assessment process posed another problem both for the teachers and the learners. With the advantage of his competency at Braille alphabet, the exams of S1 were printed in Braille alphabet by the institution and he took the exam in a separate room proctored by a teacher. However, since S2 was incompetent in using the Braille alphabet in English, he took the exams in a separate room accompanied by a teacher who read him the questions and recorded the answers on the exam paper. Both learners were given extra time to complete the exam. S1 did not mention any specific difficulties he had during the exam, but S2 underlined the difficulty he had in reading parts particularly because he was listening rather than “reading” the texts. Therefore, he had to rely on his memory as to which part on the text to ask the teacher to reread to be able to answer a particular question. Despite all these challenges addressed by the participants, both sides brought their own strengths, which made the process more manageable for everyone. The personality traits of both learners stood as the crucial factor easing their experience and the competence of S1 in using the Braille alphabet in English was certainly what made the process more effective for him and more manageable for his teachers. Unfortunately, the only strong point mentioned by some teachers was their teaching experience. Apart from this, there was not a consensus on the teachers’ claims as strong sides. The two common institutional strengths are devoting extra time to the learners after the class hours and giving more time in exams. One of the institutions was also claimed to have made an invaluable contribution to the process by providing materials in Braille. The last strength they brought to the teaching context is described under Nihat Kocyigit and Pinar Sabuncu Artar / Procedia - Social and Behavioral Sciences 199 (2015) 689 – 694 693 the heading of environmental factors, which include family and classmate support. Both VILs expressed the priceless support they received from their families in coping with the challenges as well as their classmates’ constructive and friendly attitude during the pair and group works or assigned tasks and activities. While both of these VILs’ foreign language process is described as a success, it is not possible to claim that they have done it all themselves. There is an undeniable and continuous support they receive from their families who have unquestionably done their best to facilitate this experience for them by taking them to school and back home, helping with their homework and daily reviews and maintaining constant contact with the institutions. The two institutions; on the other hand, have been quite sensitive to the case and have done their best to find responsive solutions to the problems arising in practice. The constructive attitudes of the institutions were confirmed by the participants during the interviews. It is worthwhile to note that for both institutions it was the first experience of teaching a VIL and have had to learn from their own experiences. Nevertheless, they maintained constant contact with the family from the very first day to the end and provided extra working hours with the teachers as well as extra time during the exams proctored by a separate teacher in a separate room to ensure a more effective assessment process. 5. Implications and discussion The findings of this study obviously denotes that teachers interviewed in the framework of this study come up with their own techniques by trial and error and unfortunately did not receive sufficient academic and pedagogic guidance from outside sources. They had to rely on their own intuitions in making decisions about the learning process and often could not vary the techniques and methods they used in their classes to meet the needs of VILs. Therefore, the most apparent implication that can be deduced from this study is to provide the teachers with the opportunities for in-service teacher training programs focusing on teaching VILs. When the reasons for the challenge these teachers face are considered, it is revealed that they had no formal education on how to teach the learners with special needs in general or VILs in particular during their education on language teaching, neither at the level of bachelor degree nor as part of the program they participated to get a teacher certificate. Thus, considering the idea of bringing such courses in the curriculum of teacher education programs can be another implication and is required to be open to discussion on national and international contexts. An equally important step to increase the opportunities of such learners would definitely be to encourage collaboration and experience sharing with the other institutions. Since both institutions involved in this study function as a higher education institution and apply similar practices, there seems to be a lot they could share with one another and learn from previous experiences. Besides, although inclusive teaching is a rare case in higher education institutions, it is becoming more and more common in high schools in Turkey particularly because there is no school allocated for VILs-only. Therefore, higher education institutions can also work collaboratively with those schools and adapt their practices to their own context. Considering the desire of the VILs to carry out their education in inclusive settings rather than VILs-only schools, more research is required to be conducted to meet the needs of these learners in practice. 6. Conclusion This is a case study focusing on the process VILs and their teachers go through when studying a foreign language with sighted students (i.e. in an inclusive/regular education setting). The data obtained from the interviews both by the VILs and their teachers reveal that this is certainly an extraordinary experience for both sides since they commonly use “challenge” as the key word to describe the process. Nevertheless, they mention certain features as strengths and claim to have carried out a smooth process thanks to these assets provided by the VILs, their teachers, families, classmates and the institutions they study at. The current study is aimed to function as the preliminary stage of a longitudinal study which is expected to be more comprehensive in design and thus yield to more significant results. Therefore, it is planned to be supported with more data by expanding the scope of the research with more participants. This study is qualitative in design. Carrying out quantitative research with sufficient number of VILs could be another step taken for an extensive 694 Nihat Kocyigit and Pinar Sabuncu Artar / Procedia - Social and Behavioral Sciences 199 (2015) 689 – 694 research. The study could be further expanded by including classmates and families since these two figures stand as the main supporters of the VILs’ participants in this study. In this way, the remarks of the VILs in the interviews on the support they received from their classmates and families could be cross checked and set on a sound basis. The data obtained could be further supported by classroom observations to see whether the interviews match with the actual class settings. As a final step, a comparative research with a homogeneous class where all the learners are visually-impaired would apparently provide significant data on the techniques that work best when teaching VILs. Despite all the well-intentioned attempts of both the VILs and their teachers, the process is inevitably a demanding one. Thus, any research carried out to scrutinize the possible means of facilitating this process would obviously make an invaluable contribution to the formal higher education opportunities provided to VILs. However, in all the efforts made, it is of utmost importance to be aware of and always keep in mind that (language) learning is not a matter of ex gratia for (visually) impaired students, but a fundamental right to education, which must not be set apart from the human rights in general. References Baúaran, S. (2012).Teaching English to visually-impaired students in Turkey: A case study.Energy Education Science and Technology Part B. Social and Educational Studies, Special Issue 2: 217-226. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences.NewYork, Basic Books. Gardner, H. (1993). Multiple Intelligences: The theory of practice. NewYork, Basic Books. Harmer, J. (2007).The practice of English language teaching (4th ed.). Pearson. Kashdan, S., Barnes, R. & Walsh, C. E. (2002).Teaching English as a new language to visually impaired and blind ESL students: Problems and possibilities. Paper presented at A Celebration of Solutions. National Symposium on Literacy for Adults with Visual Disabilities, Atlanta, Georgia, September 20, 2002. Mangal, S. K. (2007).Educating exceptional children: An introduction to special education.New Delhi, Prentice-Hall of India Private Ltd.