Foreign language instruction can be an important part of the day for all students, especially for students with hearing impairments. By learning a foreign language, the students will be able to learn about another culture through exposure to vocabulary, as well as improve their language skills in their native language. Since most foreign language classes are taught only using aural methods, some adaptations can be made to the presentation of the material, including using more visuals and written assignments. Instead of participating orally, the student might be asked to respond to a question with a written response or through the use of an interpreter. In order for there to be successful inclusion of a student in a foreign language class, the student, teacher, and interpreter must work together to find the best way to incorporate the student into the classroom learning environment. One way to make the integration successful is for the interpreter to be provided with all materials used in class prior to the class session so he/she has time to prepare for the next lesson (Davis, 2000).
The foreign language teacher will need to make some accommodations in presentation methods when teaching a student with has a hearing impairment. The teacher may need to use a slower-paced form of instruction and provide more visual information to the class. When a student is having difficulty with the learning of a new language, the teacher should provide further explanations in the student’s native language. The teacher may also need to provide extra practice drills for the student, information in smaller segments, and cultural comparisons. Teachers can also highlight differences in language patterns through the use of colors, such as identifying the different placement of adjectives in English and in Spanish with different colored pens. Teachers may also want to include videos with closed-captioning, email correspondence with students from other countries, and foreign language newspapers in the classroom (Davis, 2000).
Interpreters who are working with a student in a foreign language class should be very involved with both the teacher and the student to make the inclusion successful. The interpreter should have the opportunity to attend other sections of the class to become familiar with the material being presented and the manner in which it is discussed. In addition to this, the interpreter should also complete any classroom assignments along with the student to further enhance learning of the foreign language. Many of the foreign words being taught to the student will be new and may need to be finger-spelled, which will require additional time for the interpreter and the student to master. The teacher will need to plan this additional time accordingly into lessons to provide the student with the best education possible (Davis 2000).
Chapter 1: The Spirit of Inclusion
Chapter 3: Technological and Medical Interventions
Chapter 4: Teaching Strategies and Accommodations
Chapter 5: Activities
Chapter 6: Social Skills
Chapter 7: Counseling Students with Hearing Impairment
Chapter 8: Working with Families