Derleme
Yıl 2017,
Cilt: 2 Sayı: 2, 95 - 104, 31.12.2017
Öz
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.
Anahtar Kelimeler
Visually impaired foreign language education assistive technology
Kaynakça
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- 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).
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- 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.
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- 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.
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- 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.
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- 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.
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Toplam 54 adet kaynakça vardır.
Ayrıntılar
| Konular | Eğitim Üzerine Çalışmalar |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2017 |
| Gönderilme Tarihi | 26 Aralık 2017 |
| Yayımlandığı Sayı | Yıl 2017Cilt: 2 Sayı: 2 |
Değerli Meslektaşlarımız,
IHEAD'ın son sayısının (Cilt 9-Sayı 1) yayımlandığını bildirmekten mutluluk duymaktayız. Sayının yayımlanmasında emeği geçen editör kurulu üyelerine, hakemlere ve yazarlara değerli katkılarından dolayı özel teşekkürlerimizi sunarız. Ayrıca, IHEAD'ın gelecek sayısını (Cilt 9-Sayı 2) Aralık 2024 itibariyle yayımlamayı planlamaktayız. Ocak 2024 itibariyle dergimize Türkçe makalelerin yanı sıra İngilizce makaleler de kabul etmekteyiz. Eğitimle ile ilgili makalelerinizi değerlendirmekten büyük bir memnuniyet duyacağımızı bildirir katkılarınız için şimdiden teşekkür ederiz.
Editör Kurulu
IHEAD'ın son sayısının (Cilt 9-Sayı 1) yayımlandığını bildirmekten mutluluk duymaktayız. Sayının yayımlanmasında emeği geçen editör kurulu üyelerine, hakemlere ve yazarlara değerli katkılarından dolayı özel teşekkürlerimizi sunarız. Ayrıca, IHEAD'ın gelecek sayısını (Cilt 9-Sayı 2) Aralık 2024 itibariyle yayımlamayı planlamaktayız. Ocak 2024 itibariyle dergimize Türkçe makalelerin yanı sıra İngilizce makaleler de kabul etmekteyiz. Eğitimle ile ilgili makalelerinizi değerlendirmekten büyük bir memnuniyet duyacağımızı bildirir katkılarınız için şimdiden teşekkür ederiz.
Editör Kurulu
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