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Raafat M Gabriel & Salama M Salama American University in Cairo

A Unique ESL Experience : A Visually Impaired Teacher

Teaching Visually Impaired Learners

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Outline • What was done before teaching VI learners• What was done during this experience• What was done after this experience

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How the story started

• 511 Teaching Practicum– Choosing a school for visually impaired learners

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Challenges and how we met them

• How to impart language skills to visually impaired learners/ how to import EFL and positively impact VI learners

• How to apply or at least just try• How to provide them with what, how and why• How to teach them to learn and keep an eye

– Salama will reflect and recollect– We will read and select.. (Salama underlining what

is perceived to be important)..– Salama will observe other teachers..

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Results of reading• No sight , no problem (Guinan, 1997; Snyder, 1971)

– No one asks : Do you see English?• Explore and accommodate, never imitate /

Be creative (Kashdan & Barnes, n.d.)

• Take advantage of what VILs can do and focus not on what they cannot (MIUSA, n.d.)

• Study and teach the place in addition to equipping it; familiarity is crucial for facilitation of learning (Schreiner, n.d.)

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Results of reading• Move them. If you want them to love English &

improve, make them meaningfully move (Schreiner, n.d.)

• Use Braille AND /or assisting technology… learn and teach them (Schreiner, n.d.)

• Develop awareness of SLA theories/ LAD accessibility at early years/ Cognitive maturity and schemata (L1) later on (AFB, n.d.)

• Cross-training. Content and ESL teaching proficiency are key but not enough. Credibility is crucial. You are a VIP. (Mitchel, 2007)

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Results of reading• Spell out, speak up… Nothing is

taken for granted.• Simulate and do what visual

learners cannot visualize • Plan , prepare, observe, be

observed, reflect… grow (AFB, n.d.)

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Observing Other Teachers

• Ten hours of class observation• Three different teachers• Pluses (social |& affective) • Good rapport• Sense of Humor

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Observing Other Teachers

• Minuses• LOTS , not HOTS / Easy tasks with

no cognitive challenge• Unused technology• No use of real objects• Depending heavily on listening/

TTMTTT• Static lifeless classes• Excessive use of L1• No pair work/ no group work• Inappropriate feedback styles

(error correction)

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Sample activitiesActivity 1 What noise is this? (6 minutes) Learning objectivesUse vocabulary related to inventionsUse a/an articles

ProceduresTeacher plays some audio files and students guess what these noises represent. The teacher draws attention to using “a/an” when we talk about one out of many.

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CommentsUsing listening / computer/ praiseThe activity was actually extended to learn “expressing agreement and maximize learners’ talking time.

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Sample activitiesActivity 2 Guessing Game (5 minutes) Learning objectivesUse vocabulary related to foodAsk and answer questionsUse a/an articles

ProceduresA volunteer holds a bag, the teacher hides something inside the bag and the volunteer silently identifies it. Other students ask the volunteer questions to find out the answer.

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CommentsUsing real objects / Accessing other senses Maximizing learner ‘s talking time.Collaboration / interesting / praise..

Sample activities

Mini-Activity 3 Pre-reading vocabulary presentation (5 minutes) Learning objectivesUse vocabulary related to violenceProceduresPlay the video

CommentsUsing background and cognitive maturity/ L1 backgroundMinimizing use of L1 in introducing abstract vocabulary

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Sample activitiesActivity 4 Move and match (5 minutes) Learning objectivesUse vocabulary related to violence

ProceduresHand out the vocabulary and definition cardsEach learner finds her pair

CommentsServing kinesthetic learnersInterestPraiseTTT

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What happened after: Feedback & Recommendations

- Professor’s feedback- Mentor’s feedback- CFC (Critical Friendship Circles)- Self reflection- Students’ feedback- Recommendations based on

various feedback inputs

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Feedback Summary

- Apart from positive remarks related to using English, raising motivation, using all possible senses and background knowledge, utilizing technology, pair-work and group-work tasks,…etc., I needed to focus on things to work on and these are:- Activity timing and time management- Teacher talking time

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Recommendations

- Using diagnostic tests to pace activities- Avoiding overcorrection- Using interesting activities near the end of late classes- Planning how to monitor ss work- Creating more networking to maximize learning time and learner autonomy

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Wrap-up• What was done before teaching VI learners (reading and observation)• What was done during this experience (Sample activities) • What was done after this experience (Feedback & Recommendations

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References

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Guinan, H. (1997). ESL for students with visual impairments. Journal of Visual Impairment and Blindness, 91(6), 555-563.Munoz, M. L. (1998). Language Assessment and Intervention with Children who have Visual Impairments: A guide for speech-language pathologists. Austin, TX: Texas School for the Blind and Visually Impaired.Snyder, T. (1972). Teaching English as a second language to blind people. New Outlook for the Blind, 66(6), 161-166.Williams, C. B. (1991). Teaching Hispanic deaf students: Lessons from Luis. Perspectives in Education and Deafness, 10(2), 2-5.

References• Carson, J.E., Carrell, P.L., Silberstein, S., Kroll, B., & Kuehh, P.A. (1990). Reading-writing relationships in

first and second language. TESOL Quarterly, 24, 245-266.Chomsky, N. (1965). Aspects of a theory of syntax. Cambridge, MA: MIT Press.Corn, A.L., Hatlen, P., Huebner, K.M., Ryan, F., & Siller, M.A. (1995). The national agenda for the education of children and youths with visual impairments, including those with multiple disabilities. New York: AFB Press.Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework. (pp. 3-49). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University.Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Austin, TX: Pro-Ed.Cummins, J. (1989). A theoretical framework for bilingual special education. Exceptional Children, 56, 111-119.Fraiburg, S. (1977). Insights from the blind. New York: Basic Books.Frantz, R.S. & Wexler, J. (1994). Ulpan: Functional ESOL immersion program for special education students. Paper presented at the 28th annual meeting of Teachers of English to Speakers of Other Languages, Baltimore. (ERIC Document Reproduction Service No. ED 371 634)Garman, M. (1983). The investigation of vision in language development. In A.E. Mills, (Ed.), Language acquisition in the blind child: Normal and deficient (pp. 162-166). San Diego, CA: College-Hill Press.Goldman, S.R. & Trueba, H.T, (Eds.). (1987). Becoming literate in English as a second language. Norwood, NJ: Ablex.Holbrook, M.C. & Koenig, A.J. (1992). Teaching braille reading to students with low vision. Journal of Visual Impairment & Blindness, 86, 44-48.

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References• Huebner, K.M. (1986). Curricular adaptations. In G.T. Scholl (Ed.), Foundations of education for blind

and visually handicapped children and youth: Theory and practice (pp. 381-384). New York: American Foundation for the Blind.Krashen, S.D. (1982). Principles and practices in second language acquisition. New York: Pergamon Press.Mulford, R. (1983). Referential development in blind children. In A.E. Mills (Ed.), Language acquisition in the blind child: Normal and deficient. (pp. 89-107). San Diego, CA: College-Hill Press.Nikolic, T. (1987). Teaching a foreign language in a school for blind and visually impaired children. Journal of Visual Impairment & Blindness, 81, 62-66.Ovando, C. & Collier, V. (1985). Bilingual and ESL classrooms: Teaching in multicultural contexts. New York: McGraw-Hill.Snyder, T. & Kesselman, M. (1972). Teaching English as a second language to blind people. New Outlook for the Blind, 66, 161-166.Tempes, F. (1982). A theoretical framework for bilingual instruction: How does it apply to students in special education? Washington, DC: ERIC National Institute of Education. (ERIC Document Reproduction Service No. ED 239 452)Warren, D.H. (1994). Blindness and children. An individual differences approach. New York: Cambridge University Press.Weiss, J. (1980). Braille and limited language skills. Journal of Visual Impairment & Blindness, 84, 81-83.Werth, P. (1983) Meaning in language acquisition. In A.E. Mills (Ed.), Language acquisition in the blind child: Normal and deficient (pp. 77-88). San Diego, CA: College-Hill Press.Wu, Yu-hsi (1994). Teaching English as a foreign language to blind children: A progress report. The Educator, 7, 6-9.

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References http://www.afb.org/section.aspx?Documentid=1933http://www.nwlincs.org/kaizen/www.hltmag.co.uk/jan08/stud02.rtfhttp://www.miusa.org/ncde/tools/eslhttp://www.hcblind.org/?gclid=CKnd8JzU-K4CFQ1lfAod-mBRxghttp://www.ehow.com/info_12130189_tips-teaching-students-visual-impairments-typical-classroom.htmlhttp://www.ehow.com/how_10008406_adapt-visually-impaired-student-classroom.htmlhttp://www.tsbvi.edu/seehear/spring00/secondlanguage.htmhttp://earlychildhood.wetpaint.com/page/ESL+for+Students+with+Visual+Impairmentshttp://www.afb.org/Section.asp?SectionID=44&TopicID=108&SubTopicID=32&DocumentID=1933

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References http://www.nwlincs.org/kaizen/Notes.htm#2.http://www.miusa.org/ncde/tools/esl#blind-low-visionhttp://www.afb.org/Section.asp?SectionID=44&TopicID=108&DocumentID=2504http://www.ehow.com/how_6587425_teach-visually-impaired-students.htmlTools to Help Visually Impaired Students to Learn | eHow.com http://www.ehow.com/list_7351876_tools-visually-impaired-students-learn.html#ixzz1kl2mOqfThttp://www.ehow.com/list_7184268_classroom-equipment-visually_impaired-children.htmlhttp://www.ehow.com/about_6372965_technology-visually-impaired.htmlhttp://www.ehow.com/about_5479209_assistive-technology-visual-impairment.html

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References http://www.ehow.com/list_7248622_things-visually-impaired-people.htmlhttp://www.ehow.com/about_6542360_adaptive-technology-visually-impaired.htmlhttp://www.ehow.com/list_7281859_products-visually-impaired.htmlHow to Teach Language Arts to the Visually Impaired | eHow.com http://www.ehow.com/how_7967645_teach-language-arts-visually-impaired.html#ixzz1kl3dnhSrhttp://www.ehow.com/info_7948989_accommodations-visually-impaired-schools.htmlhttp://www.ehow.com/info_8003963_tips-teaching-visually-impaired.htmlHow to Plan Lessons for the Visually Impaired | eHow.com http://www.ehow.com/how_8644079_plan-lessons-visually-impaired.html#ixzz1kl3w0U4L

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References http://www.ehow.com/info_7993738_visually-impaired-students-public-schools.htmlhttp://www.nytimes.com/2007/11/21/nyregion/21neediestsidebar.htmlhttp://www.afb.org/Section.asp?SectionID=40&TopicID=200http://www.afb.org/Section.asp?SectionID=44&TopicID=108&DocumentID=926http://www.afb.org/braillebug/http://www.afb.org/braillebug/braille_print.asp

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Raafat M Gabriel mrraafat@aucegypt.edu

American University in Cairo

Salama M SalamaSalama_mhd@aucegypt.edu American University in Cairo

LS