“In an increasingly global society, knowledge of other cultures and languages is crucial for optimal functioning. Many deaf and hard of hearing people face considerable challenges in this global society, an important one being their lack of proficiency in foreign languages such as English. This well written, pioneering work about teaching English as a foreign language to deaf and hard of hearing students is an important step to change this situation for the better.” Harry Knoors, Professor of Deaf Education, Radboud University, The Netherlands “ English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions selectively and effectively presents multiple perspectives, viewpoints and beliefs on teaching English to DHH students. The book is an impressive example of a long-awaited approach to teaching students with functional diversity: one that presents classroom- relevant research that will support teachers and professionals working with DHH students. The interventions and strategies presented in the volume reflect the contributors’ life-time experience with DHH students making it a valuable resource for future practitioners. This book is a must for researchers interested in language teaching innovation.” Mari Carmen Campoy Cubillo , PhD Jaume I University, Spain English as a Foreign Language for Deaf and Hard of Hearing Learners This book outlines best practices and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience, and insight from DHH students. The book brings together a variety of tried and tested teaching ideas primarily designed to be used for classroom work as a basis for standby lessons or to supplement courses. Placing considerable emphasis on practical strategies, it provides educators and practitioners with stimulating ideas that facilitate the emergence of fluency and communication skills. The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip-reading techniques, written support, and harnessing writing as a memory strategy. Full of practical guidance grounded in theory, the book will be a useful resource for English teachers and all those involved in the education of deaf and hard of hearing learners across the world, including researchers, student teachers, newly qualified teachers, school supervisors, and counsellors. Ewa Domagała-Zyśk is a researcher and lecturer at John Paul II Catholic University of Lublin (KUL), Poland and its Centre for Deaf and Hard of Hearing Education. She was a pioneer of teaching English as a foreign language to deaf university students in Poland. Nuzha Moritz is Associate Professor of English language and phonetics at the University of Strasbourg, France. Her current research interest lies in English varieties and speech intelligibility by deaf and hard of hearing learners. Anna Podlewska is an assistant professor in the Department of Foreign Languages at the Medical University of Lublin, Poland, where she has been teaching English and Polish for medical purposes to students of medicine and allied health sciences. Routledge Research in Special Educational Needs This series provides a forum for established and emerging scholars to dis- cuss the latest debates, research and practice in the evolving field of Special Educational Needs. Books in the series include: English as a Foreign Language for Deaf and Hard of Hearing Learners Teaching Strategies and Interventions Edited by Ewa Domagala-Zysk, Nuzha Moritz, and Anna Podlewska Understanding the Voices and Educational Experiences of Autistic Young People F rom Research to Practice Craig Goodall A dult Interactive Style Intervention and Participatory Research Designs in Autism B ridging the Gap between Academic Research and Practice Lila Kossyvaki T he Global Convergence of Vocational and Special Education M ass Schooling and Modern Educability J ohn G. Richardson, Jinting Wu, and Douglas M. Judge J ob Satisfaction of School-Based Speech-Language Pathologists I nsights to Inform Effective Educational Leadership Kimberly A. Boynton F or more information about this series, please visit: www.routledge.com/ Routledge-Research-in-Special-Educational-Needs/book-series/RRSEN English as a Foreign Language for Deaf and Hard of Hearing Learners Teaching Strategies and Interventions Edited by Ewa Domagała-Zyśk, Nuzha Moritz, and Anna Podlewska F irst published 2021 b y Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN a nd by Routledge 6 05 Third Avenue, New York, NY 10158 R outledge is an imprint of the Taylor & Francis Group, an informa business © 2021 selection and editorial matter, Ewa Domagala-Zysk, Nuzha Moritz and Anna Podlewska; individual chapters, the contributors T he right of Ewa Domagala-Zysk, Nuzha Moritz, Anna Podlewska to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. A ll rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. T rademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. B ritish Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library L ibrary of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-0-367-75354-2 (hbk) ISBN: 978-0-367-75356-6 (pbk) ISBN: 978-1-003-16217-9 (ebk) Typeset in Times New Roman by Apex CoVantage, LLC Contents List of figures ix List of contributors x Preface xiii EWA DOMAGAŁA-ZYŚK, NUZHA MORITZ, AND ANNA PODLEWSKA Introduction: State of the art of research on teaching English as a foreign language to DHH learners 1 EWA DOMAGAŁA-ZYŚK, NUZHA MORITZ, AND ANNA PODLEWSKA PART 1 Strategies and interventions for comprehensive input 15 1 To speak or not to speak? Speech and pronunciation of deaf and hard of hearing students learning English as a foreign language 17 EWA DOMAGAŁA-ZYŚK 2 Phonic reading as a strategy in learning to read English as a foreign language for deaf and hard of hearing pupils 32 PATRICIA PRITCHARD 3 Using cartoons as a strategy for enhancing oral communication in EFL classes for deaf and hard of hearing students 45 NUZHA MORITZ viii Contents 4 Bringing film to English as a foreign language for the deaf and hard of hearing class 54 ANNA PODLEWSKA PART 2 Contexts and outcomes 79 5 Individual differences in deaf learners’ second language acquisition 81 JITKA SEDLÁČKOVÁ 6 Deaf schoolchildren, adolescents, and adults on methods and strategies that work for them when learning foreign languages 93 EDIT H. KONTRA 7 Adult deaf and hard of hearing people on learning English as a foreign language – international experiences and recommendations 110 PAULINA LEWANDOWSKA Conclusion: Teaching English as a foreign language to DHH learners – future research and practical perspectives 128 EWA DOMAGAŁA-ZYŚK, NUZHA MORITZ, AND ANNA PODLEWSKA Index 132 Figures 4.1 Fingerspellings of ten vocabulary items from the Word as Image video 61 7 .1 Type of school at each stage of education 115 7 .2 Frequency of using English in everyday life 117