Chapter 11: Time to Care: Teaching Discussion to a Hearing-Impaired Student
Kio Iwai
Abstract
Hearing impairment generally poses challenges in communication, and still more in a foreign language. Meanwhile, globalization has increased motivation among hard-of-hearing students to enhance their English communication skills. This chapter explores strategies employed to accommodate the specific needs of a hearing-impaired student in an English discussion class. It identifies six primary barriers: information reception, conversational pace, communication breakdown, seating arrangements, assignments, and student anxieties. The chapter thoroughly explores the accommodations provided by various stakeholders, such as the institution, the teacher, support students, classmates, and the hearing-impaired student. Success in eliminating these barriers relies on a collaborative commitment of time and effort from all involved parties. To further support hearing-impaired students, it is recommended that classroom time pressures be alleviated to ensure that all students have sufficient time to express themselves effectively.
About the Contributor
Kio Iwai is an English adjunct Lecturer at Rikkyo University. She earned her MA TESOL from the Institute of Education, University of London in 2014. She has taught English in universities, high schools, elementary schools, and at various companies. Her research interests include learner beliefs, collaborative dialogue, and classroom management.
Citation
Iwai, K..(forthcoming). Time to care: Teaching discussion to a hearing-impaired student. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling. Candlin & Mynard. https://doi.org/10.47908/30/11
Hearing impairment generally poses challenges in communication, and still more in a foreign language. Meanwhile, globalization has increased motivation among hard-of-hearing students to enhance their English communication skills. This chapter explores strategies employed to accommodate the specific needs of a hearing-impaired student in an English discussion class. It identifies six primary barriers: information reception, conversational pace, communication breakdown, seating arrangements, assignments, and student anxieties. The chapter thoroughly explores the accommodations provided by various stakeholders, such as the institution, the teacher, support students, classmates, and the hearing-impaired student. Success in eliminating these barriers relies on a collaborative commitment of time and effort from all involved parties. To further support hearing-impaired students, it is recommended that classroom time pressures be alleviated to ensure that all students have sufficient time to express themselves effectively.
About the Contributor
Kio Iwai is an English adjunct Lecturer at Rikkyo University. She earned her MA TESOL from the Institute of Education, University of London in 2014. She has taught English in universities, high schools, elementary schools, and at various companies. Her research interests include learner beliefs, collaborative dialogue, and classroom management.
Citation
Iwai, K..(forthcoming). Time to care: Teaching discussion to a hearing-impaired student. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling. Candlin & Mynard. https://doi.org/10.47908/30/11
Information About the Book
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...