Learning to “see” again: Overcoming challenges while teaching English to visually-impaired students

Abstract

This study aims to determine the pedagogical and emotional challenges and the teaching strategies implemented in face-to-face complementary tutorial sessions requested by visually-impaired students (VIS) learning English as a foreign language in a virtual undergraduate course whose graphic nature diminishes their opportunities. The research methodology selected for this purpose is an evocative autoethnography in which self-observation, self-reflection, and field notes were used for the data collection needed. Transcripts were analysed using qualitative codes for this collection under three main themes: pedagogical and emotional challenges and teaching strategies. The findings revealed how pedagogical challenges derived from emotional challenges, a great sense of affective scaffolding to respond to neglected VIS’ needs and concerns attached to materials adaptation, web accessibility issues, and a redefinition of inclusion policies in higher education. A final reflection on the implications of current language teaching that might work for VIS and teacher’s training is made in addition to the limitations encountered.Keywords: blindness; visually-impaired students; pedagogical challenge; emotional challenge; teaching strategies; affective scaffolding; sociocultural theory; critical disability theoryPart of the special issue Autoethnography in online doctoral education <https://doi.org/10.21428/8c225f6e.9415e58d>