The impacts of age-related hearing impairments on the L2 classroom

Abstract

Older students (aged 65+) in the language classroom may be presenting hearing deficits not experienced by their traditional university classmates (aged 18–24). L2 teachers need to be aware of the main processes involved in hearing, as well as such important factors as the temporary threshold effect and masking effects, in order to encourage language acquisition in all their students. Familiarity with the factors involved in hearing impairments will enable L2 teachers to make the most appropriate pedagogical choices, regarding selection of activities, timing and modification of instruction techniques. Hearing impairment will affect both language acquisition and assessment. Losses in certain frequencies potentially affect the perception and acquisition of new L2 phonemes, as well as the interpretation and production of new L2 words. Paralinguistic and visual information assume greater importance. Furthermore, hearing impairments will most likely negatively affect reaction time, with consequences for both instruction and testing. Lastly, the psycho–social impacts of hearing loss will influence not only the individual but also the student group and probably the teacher; hence, teachers need to be prepared to facilitate the resultant social dynamics.