Foreign Language Instruction: Tips for Accommodating Hard-of-Hearing and Deaf Students.

Autor/in	Davis, Cheryl D.
Institution	Western Oregon Univ., Monmouth. Northwest Outreach Center.
Titel	Foreign Language Instruction: Tips for Accommodating Hard-of-Hearing and Deaf Students.
Quelle	(2000), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Accommodations (Disabilities); Deafness; Hearing Impairments; Higher Education; Inclusive Schools; Interpreters; Second Language Instruction; Second Language Learning; Second Language Programs; Second Languages; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inclusive school; Integrative Schule; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This training module presents information, both specific and general, about including postsecondary students with deafness and hearing impairments in foreign language classes. First, a variety of reasons for making sure that students with hearing impairments are not excluded from foreign languages are covered, including the need for improving attitudes toward language learning, improving English skills, and encouraging a heightened understanding of different cultures. Next, communication and language issues are discussed in the module. The following four sections cover specific tips for professors, students, interpreters, and service coordinators. Professors are urged to avoid drawing attention to the individual, turn off the overhead when not using it, allow extra time to view overheads, attend to proper visual set-up, repeat questions and comments from other students, avoid facing away from the class, avoid talking while the class is retrieving materials, ensure optimum seating, avoid last minute announcements, communicate openly with the student and interpreter, call on the student, focus on what the student can do, and set up a positive language experience. Finally, the module lists resources that will benefit instructors, interpreters, and students, including videos, CD-ROM materials, and agencies providing support in multicultural settings. (CR)
Anmerkungen	Web site: http://www.wou.edu/nwoc/forlang.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01