Research Article

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

Authors

  • Prences Mae M. Langga Philippine Engineering and Agro-Industrial College, Inc., Marawi City, Philippines
  • Kithamae N. Sabandal Surigao Education Center High School, Surigao City, Philippines
  • Roseniya T. Datu-Ulama College of Education, Mindanao State University, Marawi City, Philippines
  • Wardah D. Guimba College of Education, Mindanao State University, Marawi City, Philippines
  • Adelyn N. Sialana-Nalla College of Education, Mindanao State University, Marawi City, Philippines
  • Jerryk C. Alico English Department, College of Social Sciences and Humanities, Mindanao State University, Marawi City, Philippines

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.

Article information

Journal

International Journal of English Language Studies

Volume (Issue)

3 (4)

Pages

89-99

Published

2021-04-26

How to Cite

Langga, P. M. M. ., Sabandal, K. N. ., Datu-Ulama, R. T. ., Guimba, W. D. ., Sialana-Nalla, A. N. ., & Alico, J. C. . (2021). Communication Approaches of Hearing-Impaired Students in an English Language Learning Classroom: The Case of a Public Elementary School. International Journal of English Language Studies, 3(4), 89–99. https://doi.org/10.32996/ijels.2021.3.4.8

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Keywords:

Communication Approaches, Hearing-Impaired, Sign Language, Finger Spelling, English Learning Difficulties