Review
BibTex RIS Cite

FOREIGN LANGUAGE EDUCATION OF VISUALLY IMPAIRED INDIVIDUALS: A REVIEW OF PERVASIVE STUDIES

Year 2017, Volume: 2 Issue: 2, 95 - 104, 31.12.2017

Tuğba Kamalı Aslantaş

Abstract

Nowadays, the significance of
foreign language education has increased and new teaching methods have been
developed. Until 1980s, the foreign language education of visually impaired
(VI) individuals was not provided effectively. The most important reason for
this was the belief that VI individuals were disadvantageous in learning foreign
languages. In recent years, studies in neuroscience have led to the conclusion
that VI individuals are not disadvantageous, but rather are more advantageous
than those sighted people. Experiments conducted in neuroscience showed that,
VI people have stronger verbal memory which contributes to their foreign
language education. With the changing understanding and the developing
technology, studies on foreign language education of VI individuals have gained
speed and thus progress has been made. In this study, it was aimed to provide a
literature review about pervasive studies in terms of foreign language
education of VI and give an idea to the researchers who are interested in this
subject. According to the literature review, it can be said that assistive
technology developed specifically for the target group contributes to their
foreign language education in terms of instantaneous access to information, individualized
instruction, and success. 

Keywords

Visually impaired foreign language education assistive technology

References

  • Açıkgöz, F. (2006). Görme engelli gençlere İngilizce’nin yabancı dil olarak öğretimi (Yayımlanmamış Yüksek Lisans Tezi). Hacetepe Üniversitesi, Türkiye.
  • Aiazzi, A. M. (2008). Teaching English to blind and visually impaired pupils. Humanizing Language Teaching (ISSN 1755–9715). Retrieved from http://www.hltmag.co.uk/jan08/stud02.htm
  • Alberta Education Special Programs Branch (2004). Essential components of educational programming for students who are blind or visually impaired. In Alberta Education Catalogue. Retrieved from https://education.alberta.ca/media/1477209/ecep_blind_or_visually_impaired.pdf
  • Allen. F. A. (1983). Techniques in teaching vocabulary. New York: Oxford University Press.
  • Araluc, H. A. (2002). Teaching English to blind and visually impaired young learners: the affective factor (Unpublished Doctoral dissertation). Universidad De Castilla LaMancha, Spain.
  • Armstrong, F. (2011). Inclusive education. School cultures, teaching and learning. In Teaching and learning in diverse and inclusive classrooms. Oxon: Routledge.
  • Arter, C., & Mason, H. (1994). Spelling for the visually impaired child. British Journal of Visual Impairment, 12(1977), 18–21. doi:10.1177/026461969401200106 asd. (n.d.)
  • Bailey, I. L., & Hall, A. (1990). Visual impairment: An overview. New York: AFB Press.
  • Birns, S. (1976). Review of literature on braille reading. New Outlook for the Blind, 70(9), 392–397.
  • Bishop, V. E. (2004). Teaching visually impaired children (3rd ed.). Springfield, IL: Charles C Thomas.
  • Cattaneo, Z., & Vecchi, T. (2011). Blind Vision : The Neuroscience of Visual Impairment. USA: MIT Press.
  • Coşkun, A. (2013). English language teaching for the visually impaired learners: Training non-native English teachers. International Journal of Social Sciences & Education, 4(1), 289–295.
  • Dote-Kwan, J. (1995). Impact of mothers’ interactions on the development on their young visually impaired children. Journal of visual impairment and blindness, 89(1), 46–59.
  • Douglas, G., McCall, S., McLinden, M., Pavey, S., Ware, J., & Farrell, A. M. (2009). International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children (NCSE Research Reports No 3).Dublin: NCSE. Retrieved from http://hdl.handle.net/10242/46797
  • Gray, C. (1997). “Coping with the national curriculum in modern languages: An equal opportunities issue?” (Part one of two). British Journal of Visual Impairment, 15 (1).
  • Gray, C., & Gray, C. (1998). Coping with the national curriculum in modern foreign languages: An equal opportunities issue? (Part Two of Two). British Journal of Visual Impairment, 16 (April), 23–26. http://doi.org/10.1177/026461969801600106
  • Grundtvig Learning Partnership Program (2008-2010). Good practice for improving language learning for visually impaired adults project “Pedagogy and language learning for blind and partially sighted adults in Europe” (2016, January 9). Retrieved from http://www.euroblind.org/media/languages/Languages_EN.pdf.
  • Guinan, H. (1997). ESL for students with visual impairments. Journal of Visual Impairment and Blindness, 91(6), 555. Harley, R.K., Truan, M.B., & Sanford, L.D. (1987). Communication skills for visually impaired learners. Springfield, Illinois: Charles C. Thomas.
  • Hersh, M. & Johnson, M. (2008). Disability and assistive technology systems. In Hersh, M. & Johnson, M. (Ed.), Assistive technology for visually impaired and blind people (pp. 1-50). London: Springer.
  • Heward, W. L. (2000). Exceptional children: An introduction to special education. Upper Saddle River, NJ: Prentice Hall. Hub, A., Diepstraten, J. & Ertl, T. (2005). Learning foreign languages by using a new type of orientation assistant for the blind. Paper presented at European Conference, 339–341.
  • Jayakody, A., Lokuliyana, S., Sampath, A. A. T., Silva, G. T. S., Rajanthika, S. A. L., & Seneviratne, H. M. T. B. (2016). Mobile application for vision impaired people to facilitate to learn the English language. International Journal of Computer Applications, 138 (12), 12–17.
  • Kashdan, S., Barnes, R. & Walsh, C. E. (2002). Teaching English as a new language to visually impaired and blind ESL students: Problems and possibilities. Retrieved from http://www.afb.org/info/literacy-instructors/national-symposium-on-literacy/teaching-english-as-a-new-language/345.
  • Koenig, A. J., & Ashcroft, S. C. (1983). Initial assessment of student use of the electric Perkins Brailler. Education of the Visually Handicapped, 15(2), 59- 66.
  • Kumar D., Ramasamy R., & Stefanich G. (2001). Science instruction for students with visual impairments. Electronic Journal of Science Education, 5 (3).
  • LaGrow, S. (1981). Effects of training on CCTV reading rates of visually impaired students. Journal of Visual Impairment & Blindness, 75, 368–372.
  • Laufer, B. (1986). Possible changes in attitude towards vocabulary acquisition research. International Review of Applied Linguistics, 24, 69-75.
  • Levy, M. (1997). Computer-assisted language learning. Oxford: Clarendon Press. Lieberg.
  • Lowenfeld, B. (1973). The visually handicapped child in school. New York: John Day.
  • Ma, Q. (2009). Second language vocabulary acquisition. Bern, Switzerland: Peter Lang.
  • Milian, M. & Pearson, V. (2005). Students with visual impairments in a dual-language program: A case study. Journal of Visual Impairment & Blindness (JVIB), 99(11), 1–13.
  • Moodley, S. (2004). The impact of different reading/writing media on the education and employment of blind persons (Unpublished doctoral thesis). University of South Africa, South Africa.
  • Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House. National dissemination center for children with disabilities (NICHCY, 2017). Visual Impairment, Including Blindness. Retrieved from http://www.parentcenterhub.org/visualimpairment/.
  • Nicolić, T. (1986). Teaching a foreign language to visually impaired children in school. Language Teaching, 19(218). doi:10.1017/S026144480001096X
  • Nicolic, T. (1987). Teaching English as a foreign language in schools for blind and visually impaired children. Journal of Visual Impairment and Blindness, 91 (6).
  • Nolan, C. Y., & Morris, J. E. (1973). Aural study systems for the visually handicapped. Final Report. Louisville, KY: American Printing House for the Blind. (ERIC Document Reproduction Service No. ED087154)
  • Papadopoulos, K. S., Arvaniti, E. K., Dimitriadi, D. I., Gkoutsioudi, V. G., & Zantali, C. I. (2009). Spelling performance of visually impaired adults. British Journal of Visual Impairment, 27(1994), 49–64. doi:10.1177/0264619608097746
  • Pring, L. (2008). Psychological characteristics of children with visual impairments: Learning memory and imagery. British Journal of Visual Impairment, 26, p. 159– 169.
  • Raz, N., Striem, E., Pundak, G., & Orlov, T. (2007). Superior serial memory in the blind : A case of cognitive compensatory adjustment. Current Biology, 17, p. 1129–1133. http://doi.org/10.1016/j.cub.2007.05.060
  • Rogers, S. J. & Puchaiski, C. B. (1988). Development of object permanence in visually impaired infants. Journal of Visual Impairment and Blindness, 82, 137-142.
  • Röder, B., Rösler, F., & Neville, H. J. (2000). Event-related potentials during language processing in congenitally blind and sighted people. Neuropsychologia, 38, 1482–1502.
  • Röder, B., Rösler, F., & Neville, H.J. (2001). Auditory memory in congenitally blind adults: a behavioral-electrophysiological investigation. Cognitive Brain Research, 11, p. 289–303.
  • Scheiman, M., Scheiman, M., & Whittaker, S. G. (2011). Low vision rehabilitation: A practical guide for occupational therapists. Thorofare, NJ: Slack.
  • Shimomura, Y., Hvannberg, E. T., & Hafsteinsson, H. (2010). Accessibility of audio and tactile interfaces for young blind people performing everyday tasks. Universal Access in the Information Society, 9(4), 297–310. http://doi.org/10.1007/s10209-009-0183-y
  • Sousa, J. M. (2013). Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level (Unpublished doctoral dissertation). University of Puerto Rico, Puerto Rico.
  • Special educational needs in Europe the teaching & learning of languages (2016, January 9). Retrieved from http://tictc.cti.gr/documents/doc647_en.pdf
  • Spungin, S. J., & Ferrell, K. A. (2010). The role and function of the teacher of students with visual impairments. Position paper of the Division on Visual Impairments, Council for Exceptional Children. Arlington, VA: Council for Exceptional Children.
  • Stein, V., Neßelrath, R., & Alexandersson, J. (2010). Improving spelling skills for blind language learners-orthographic feedback in an auditory vocabulary trainer. Paper presented at Csedu (2), Valencia, Spain.
  • Stein, V., Neßelrath, R., Alexandersson, J., & Tröger, J. (2011). Designing with and for the visually impaired: vocabulary, spelling and the screen reader. Paper presented at International Conference on Computer Supported Education (CSEDU-11), Noordwijkerhout, Netherlands (462–467).
  • Tobin, M., Bozick, N., Douglas, G., Greaney, J., & Ross, S. (1997). Visually impaired children : Development and implications for education. European Journal of Psychology of Education, XlI (4), 431–447.
  • Turkish Statistical Institute (TUIK, 2015). Retrieved from http://www.tuik.gov.tr/PreTablo.do?alt_id=1017.
  • Warren, D. H. (1994). Blindness and children. An individual differences approach. CUP: Cambridge.
  • Web Accessibility Initiative (2005). Retrieved from https://www.w3.org/WAI/intro/accessibility.php.
  • Weeks, R., Horwitz, B., Aziz-Sultan, A., Tian, B., Wessinger, C. M., Cohen, L. G., Hallett, M. & Rauschecker, J. P. (2000). A positron emission tomographic study of auditory localization in the congenitally blind. Journal of Neuroscience, 20(7), 2664–2672.
  • World Health Organization (WHO, 2014). Retrieved from http://www.who.int/mediacentre/factsheets/fs282/en/.

Year 2017, Volume: 2 Issue: 2, 95 - 104, 31.12.2017

Tuğba Kamalı Aslantaş

Abstract

References

  • Açıkgöz, F. (2006). Görme engelli gençlere İngilizce’nin yabancı dil olarak öğretimi (Yayımlanmamış Yüksek Lisans Tezi). Hacetepe Üniversitesi, Türkiye.
  • Aiazzi, A. M. (2008). Teaching English to blind and visually impaired pupils. Humanizing Language Teaching (ISSN 1755–9715). Retrieved from http://www.hltmag.co.uk/jan08/stud02.htm
  • Alberta Education Special Programs Branch (2004). Essential components of educational programming for students who are blind or visually impaired. In Alberta Education Catalogue. Retrieved from https://education.alberta.ca/media/1477209/ecep_blind_or_visually_impaired.pdf
  • Allen. F. A. (1983). Techniques in teaching vocabulary. New York: Oxford University Press.
  • Araluc, H. A. (2002). Teaching English to blind and visually impaired young learners: the affective factor (Unpublished Doctoral dissertation). Universidad De Castilla LaMancha, Spain.
  • Armstrong, F. (2011). Inclusive education. School cultures, teaching and learning. In Teaching and learning in diverse and inclusive classrooms. Oxon: Routledge.
  • Arter, C., & Mason, H. (1994). Spelling for the visually impaired child. British Journal of Visual Impairment, 12(1977), 18–21. doi:10.1177/026461969401200106 asd. (n.d.)
  • Bailey, I. L., & Hall, A. (1990). Visual impairment: An overview. New York: AFB Press.
  • Birns, S. (1976). Review of literature on braille reading. New Outlook for the Blind, 70(9), 392–397.
  • Bishop, V. E. (2004). Teaching visually impaired children (3rd ed.). Springfield, IL: Charles C Thomas.
  • Cattaneo, Z., & Vecchi, T. (2011). Blind Vision : The Neuroscience of Visual Impairment. USA: MIT Press.
  • Coşkun, A. (2013). English language teaching for the visually impaired learners: Training non-native English teachers. International Journal of Social Sciences & Education, 4(1), 289–295.
  • Dote-Kwan, J. (1995). Impact of mothers’ interactions on the development on their young visually impaired children. Journal of visual impairment and blindness, 89(1), 46–59.
  • Douglas, G., McCall, S., McLinden, M., Pavey, S., Ware, J., & Farrell, A. M. (2009). International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children (NCSE Research Reports No 3).Dublin: NCSE. Retrieved from http://hdl.handle.net/10242/46797
  • Gray, C. (1997). “Coping with the national curriculum in modern languages: An equal opportunities issue?” (Part one of two). British Journal of Visual Impairment, 15 (1).
  • Gray, C., & Gray, C. (1998). Coping with the national curriculum in modern foreign languages: An equal opportunities issue? (Part Two of Two). British Journal of Visual Impairment, 16 (April), 23–26. http://doi.org/10.1177/026461969801600106
  • Grundtvig Learning Partnership Program (2008-2010). Good practice for improving language learning for visually impaired adults project “Pedagogy and language learning for blind and partially sighted adults in Europe” (2016, January 9). Retrieved from http://www.euroblind.org/media/languages/Languages_EN.pdf.
  • Guinan, H. (1997). ESL for students with visual impairments. Journal of Visual Impairment and Blindness, 91(6), 555. Harley, R.K., Truan, M.B., & Sanford, L.D. (1987). Communication skills for visually impaired learners. Springfield, Illinois: Charles C. Thomas.
  • Hersh, M. & Johnson, M. (2008). Disability and assistive technology systems. In Hersh, M. & Johnson, M. (Ed.), Assistive technology for visually impaired and blind people (pp. 1-50). London: Springer.
  • Heward, W. L. (2000). Exceptional children: An introduction to special education. Upper Saddle River, NJ: Prentice Hall. Hub, A., Diepstraten, J. & Ertl, T. (2005). Learning foreign languages by using a new type of orientation assistant for the blind. Paper presented at European Conference, 339–341.
  • Jayakody, A., Lokuliyana, S., Sampath, A. A. T., Silva, G. T. S., Rajanthika, S. A. L., & Seneviratne, H. M. T. B. (2016). Mobile application for vision impaired people to facilitate to learn the English language. International Journal of Computer Applications, 138 (12), 12–17.
  • Kashdan, S., Barnes, R. & Walsh, C. E. (2002). Teaching English as a new language to visually impaired and blind ESL students: Problems and possibilities. Retrieved from http://www.afb.org/info/literacy-instructors/national-symposium-on-literacy/teaching-english-as-a-new-language/345.
  • Koenig, A. J., & Ashcroft, S. C. (1983). Initial assessment of student use of the electric Perkins Brailler. Education of the Visually Handicapped, 15(2), 59- 66.
  • Kumar D., Ramasamy R., & Stefanich G. (2001). Science instruction for students with visual impairments. Electronic Journal of Science Education, 5 (3).
  • LaGrow, S. (1981). Effects of training on CCTV reading rates of visually impaired students. Journal of Visual Impairment & Blindness, 75, 368–372.
  • Laufer, B. (1986). Possible changes in attitude towards vocabulary acquisition research. International Review of Applied Linguistics, 24, 69-75.
  • Levy, M. (1997). Computer-assisted language learning. Oxford: Clarendon Press. Lieberg.
  • Lowenfeld, B. (1973). The visually handicapped child in school. New York: John Day.
  • Ma, Q. (2009). Second language vocabulary acquisition. Bern, Switzerland: Peter Lang.
  • Milian, M. & Pearson, V. (2005). Students with visual impairments in a dual-language program: A case study. Journal of Visual Impairment & Blindness (JVIB), 99(11), 1–13.
  • Moodley, S. (2004). The impact of different reading/writing media on the education and employment of blind persons (Unpublished doctoral thesis). University of South Africa, South Africa.
  • Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House. National dissemination center for children with disabilities (NICHCY, 2017). Visual Impairment, Including Blindness. Retrieved from http://www.parentcenterhub.org/visualimpairment/.
  • Nicolić, T. (1986). Teaching a foreign language to visually impaired children in school. Language Teaching, 19(218). doi:10.1017/S026144480001096X
  • Nicolic, T. (1987). Teaching English as a foreign language in schools for blind and visually impaired children. Journal of Visual Impairment and Blindness, 91 (6).
  • Nolan, C. Y., & Morris, J. E. (1973). Aural study systems for the visually handicapped. Final Report. Louisville, KY: American Printing House for the Blind. (ERIC Document Reproduction Service No. ED087154)
  • Papadopoulos, K. S., Arvaniti, E. K., Dimitriadi, D. I., Gkoutsioudi, V. G., & Zantali, C. I. (2009). Spelling performance of visually impaired adults. British Journal of Visual Impairment, 27(1994), 49–64. doi:10.1177/0264619608097746
  • Pring, L. (2008). Psychological characteristics of children with visual impairments: Learning memory and imagery. British Journal of Visual Impairment, 26, p. 159– 169.
  • Raz, N., Striem, E., Pundak, G., & Orlov, T. (2007). Superior serial memory in the blind : A case of cognitive compensatory adjustment. Current Biology, 17, p. 1129–1133. http://doi.org/10.1016/j.cub.2007.05.060
  • Rogers, S. J. & Puchaiski, C. B. (1988). Development of object permanence in visually impaired infants. Journal of Visual Impairment and Blindness, 82, 137-142.
  • Röder, B., Rösler, F., & Neville, H. J. (2000). Event-related potentials during language processing in congenitally blind and sighted people. Neuropsychologia, 38, 1482–1502.
  • Röder, B., Rösler, F., & Neville, H.J. (2001). Auditory memory in congenitally blind adults: a behavioral-electrophysiological investigation. Cognitive Brain Research, 11, p. 289–303.
  • Scheiman, M., Scheiman, M., & Whittaker, S. G. (2011). Low vision rehabilitation: A practical guide for occupational therapists. Thorofare, NJ: Slack.
  • Shimomura, Y., Hvannberg, E. T., & Hafsteinsson, H. (2010). Accessibility of audio and tactile interfaces for young blind people performing everyday tasks. Universal Access in the Information Society, 9(4), 297–310. http://doi.org/10.1007/s10209-009-0183-y
  • Sousa, J. M. (2013). Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level (Unpublished doctoral dissertation). University of Puerto Rico, Puerto Rico.
  • Special educational needs in Europe the teaching & learning of languages (2016, January 9). Retrieved from http://tictc.cti.gr/documents/doc647_en.pdf
  • Spungin, S. J., & Ferrell, K. A. (2010). The role and function of the teacher of students with visual impairments. Position paper of the Division on Visual Impairments, Council for Exceptional Children. Arlington, VA: Council for Exceptional Children.
  • Stein, V., Neßelrath, R., & Alexandersson, J. (2010). Improving spelling skills for blind language learners-orthographic feedback in an auditory vocabulary trainer. Paper presented at Csedu (2), Valencia, Spain.
  • Stein, V., Neßelrath, R., Alexandersson, J., & Tröger, J. (2011). Designing with and for the visually impaired: vocabulary, spelling and the screen reader. Paper presented at International Conference on Computer Supported Education (CSEDU-11), Noordwijkerhout, Netherlands (462–467).
  • Tobin, M., Bozick, N., Douglas, G., Greaney, J., & Ross, S. (1997). Visually impaired children : Development and implications for education. European Journal of Psychology of Education, XlI (4), 431–447.
  • Turkish Statistical Institute (TUIK, 2015). Retrieved from http://www.tuik.gov.tr/PreTablo.do?alt_id=1017.
  • Warren, D. H. (1994). Blindness and children. An individual differences approach. CUP: Cambridge.
  • Web Accessibility Initiative (2005). Retrieved from https://www.w3.org/WAI/intro/accessibility.php.
  • Weeks, R., Horwitz, B., Aziz-Sultan, A., Tian, B., Wessinger, C. M., Cohen, L. G., Hallett, M. & Rauschecker, J. P. (2000). A positron emission tomographic study of auditory localization in the congenitally blind. Journal of Neuroscience, 20(7), 2664–2672.
  • World Health Organization (WHO, 2014). Retrieved from http://www.who.int/mediacentre/factsheets/fs282/en/.
There are 54 citations in total.

Details

Subjects Studies on Education
Journal Section Articles
Authors

Tuğba Kamalı Aslantaş

Publication Date December 31, 2017
Submission Date December 26, 2017
Published in Issue Year 2017Volume: 2 Issue: 2

Cite

APA Kamalı Aslantaş, T. (2017). FOREIGN LANGUAGE EDUCATION OF VISUALLY IMPAIRED INDIVIDUALS: A REVIEW OF PERVASIVE STUDIES. Ihlara Eğitim Araştırmaları Dergisi, 2(2), 95-104.
 Download Cover Image

Dear Colleagues,
We are very pleased to announce that the latest issue of IHEAD (Vol. 9- Iss. 1) has been released. We kindly want to express our speacial thanks to the editorial board members, reviewers, and authors for their invaluable contribution to this issue. Also, we are delighted to announce that the next issue (Vol. 9- Iss. 2) of the IHEAD will be available online in December, 2024. As of January, 2024, IHEAD has been accepting submissions in English along with Turkish. Handling your papers within the scope education for the next issue will be a great pleasure for us. Many thanks in advance for your contributions.
Editorial Board

Ihlara Journal of Educational Research (IHEAD) by Education Faculty of Aksaray University is licensed under CC BY-NC-SA 4.0. To view a copy of this license,visit http://creativecommons.org/licenses/by-nc-sa/4.0/  

by-nc-sa.svg

Ihlara Journal Educational Research (IHEAD) uses iThenticate, one the most trusted plagiarism checkers by the world’s top researchers, publishers, and scholars.

ithenticate-badge-rec-reverse.jpg

Ihlara Journal Educational Research (IHEAD) is an open-access journal.

Open-Access-logo.png