Communication Approaches of Hearing-Impaired Students in an English Language Learning Classroom: The Case of a Public Elementary School

Prences Mae M Langga,Wardah D Guimba,Roseniya T Datu-Ulama,Adelyn N Sialana-Nalla,Kithamae N Sabandal,Jerryk C Alico

doi:10.32996/ijels.2021.3.4.8

Abstract

English as a second language (ESL) learning among hearing-impaired individuals is a unique area that has not been widely investigated in Southern Philippines, where Special Education (SPED) Program is still emerging. To fill in this gap, this qualitative study dealt with the communication approaches of hearing-impaired students to learn English. The participants were six students and one SPED teacher. Semi-structured interviews and non-participant observation were employed to determine the participants’ communication approaches and challenges in expressing themselves using the target language. Findings disclosed that all participants used sign language based on Manually Coded System and fingerspelling while only the teacher communicated with the aid of speech and visuals. Students’ and teacher’s challenges in English learning and teaching, respectively, were students’ problematic retention, apprehensive behavior during class evaluations, and slow comprehension. This paper has its limitation for other variables that could make the study more relevant were not focused such as the hearing-impaired students’ medical backgrounds, writing skills, and communicative resources available at home. Hence, it is imperative that further studies be done to shed better light on hearing-impaired students’ English language learning.

Highlights

1 One of the important facets of human life is communication–the process of sharing ideas verbally and non-verbally
This paper aims to determine the different communication approaches and the challenges of hearing-impaired students of Mariano Espina Memorial Central Elementary School (MEMCES), Surigao City, Surigao del Norte, in learning English language
The results showed that the deaf student’s receptive and expressive language difficulties, noisy classroom environment, limited use of the hearing devices, speaking fast by the teachers, and hearing peers occasionally, impacts of multilingualism on deaf’s speech language development, low selfesteem and confidence, limited participation of the deaf student in lessons and discussions were the difficulties for the deaf student and his interaction partners when interacting in the classroom

Summary

Introduction

The ability to communicate is innate; there are various skills that humans must possess to convey ideas and feelings and, to avoid misunderstanding One of these important skills is listening, which is needed in learning a language. In the province of Surigao del Norte, four elementary schools offer Special Education Program, namely: Dapa Central Elementary School, Socorro Central Elementary School, Sison Central Elementary School, and Mariano Espina Memorial Central Elementary School (National Council on Disability Affairs, 2012). These Special Education schools cater to individuals with various disabilities, including hearing impairment

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