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Difficulties Facing the Elementary Deaf Students in Learning English As a Foreign Language in Gaza Deaf Schools

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Difficulties Facing the Elementary Deaf Students in Learning English As a Foreign Language in Gaza Deaf Schools Al Azhar University – Gaza Deanship of Postgraduate Studies Faculty of Education Department of Curricula & Teaching Methods Difficulties Facing the Elementary Deaf Students in Learning English as a Foreign Language in Gaza Deaf Schools. Submitted by Yusri Abdallah Salim Abubleamah Supervised by Prof. Dr . Said I.Abdelwahed A Thesis Submitted to the Department of Curriculum & Teaching Methods in Partial Fulfillment of the Requirements for the Master's Degree in Education. 2018-1439 Dedication I dedicate this work to: My beloved mother, The soul of my father, My wife, sons and daughter , My professors at Al-Azhar University-Gaza. I Acknowledgments Many individuals have contributed their expertise, time, and resources to various areas of this thesis. To them I am most grateful. I would first like to thank my supervisor Prof. Dr. Said Abdelwahed, from whom I have learned so much, and who has helped me shape and focus every aspect of this thesis. I have gained a unique understanding. Next, I am indebted to Dr.Sumer Abuo Shaaban, who helped me unravel and synthesize some very complex areas of the thesis. Great thanks are to Al-Azhar University- Deanery of postgraduate Studies and to the Faculty of Education. I extend my thanks to all people who helped me to achieve this study. II Abstract Difficulties Facing the Elementary Deaf Students in Learning English as a Foreign Language in Gaza Deaf Schools This study aimed at identifying the difficulties facing the elementary deaf students in learning English as a foreign language in Gaza schools of deaf. To achieve the study aims, the researcher adopted the descriptive analytical approach. The researcher used three questionnaires distributed to teachers, assistant teachers and deaf students, to take their opinions regarding the problems facing them in learning English. The first questionnaire was designed to collect English teachers' Reponses and consisted of 39 items divided into 5 domains (difficulties regarding textbook, difficulties regarding teacher competency, difficulties regarding deaf characteristics, difficulties regarding educational resources, difficulties regarding the role of assistant teacher. The same questionnaire was given to assistant teachers to gather their responses . The third was a questionnaire constructed to gather data from the deaf students ,s consisted of a 14 – item questionnaire covering two domains (difficulties regarding textbook and difficulties regarding teacher) and administered to 64 deaf learners. After the data collection process, the data was statistically treated and the results revealed that the percentage of difficulty among deaf students according to teachers' responses was 71.16%, . The study also showed the percentage of difficulty among deaf students as perceived by assistant teachers was 81.31%. Besides , the percentage of difficulty among deaf students as assessed by themselves was 70.22%. The study recommended that ministry of education and higher should provide deaf schools with special curricula that match the deaf features and academic level. III الملخص الصعوبات التي تواجه الطﻻب الصم في المرحمة اﻻبتدائية في تعممهم لمغة اﻹنجميزية كمغة أجنبية في مدارس الصم بقطاع غزة هدفت الادرسة الي تحديد الصعوبات التي تواجه الطﻻب الصم في المرحمة اﻻبتدائية في تعممهم لمغة اﻹنجميزية كمغة أجنبية في مدارس الصم بقطاع غزة. ومن أجل تحقيق غرض الادرسة، اتبع الباحث المنهج الوصفي التحميمي. استخدم الباحث ثﻻث استبانات تم توزيعهم عمى المعممين، المعممين المساعدين، والطمبة الصم، من أجل معرفة اآرئهم بخصوص المشكﻻت التي يوجهوها في تعممهم لمادة المغة اﻹنجميزية. وتَكون اﻻستبيان اﻷول من 5 مجاﻻت وهي )الصعوبات المتعمقة بالكتاب المدرسي، الصعوبات المتعمقة بكفاءة المعمم، الصعوبات المتعمقة بخصاص الطمبة الصم، الصعوبات المتعمقة بمصادر التعمم، الصعوبات المتعمقة بدور المدرس المساعد( تم توزيع 93 فقرة عمى المدرسين. أما اﻻستبيان الثاني فقد تكون من 5 مجاﻻت )الصعوبات المتعمقة بالكتاب المدرسي، الصعوبات المتعمقة بكفاءة المعمم، الصعوبات المتعمقة بخصاص الطمبة الصم، الصعوبات المتعمقة بمصادر التعمم، الصعوبات المتعمقة بدور المدرس المساعد( وتم توزيعهم 93 فقرة عمى المدرسين المساعدين، أما اﻻستبيان الثالث فقد تكون من مجالين وهما )الصعوبات المتعمقة بالكتاب، والصعوبات المتعمقة بالمعمم( و قد تم توزيع46 استبانة مكونة من 46 فقرة عمي الطمبة الصم. وبعد جمع الردود، كشف الادرسة عن أن نسبة الصعوبات التي واجهها الطﻻب الصم من وجهة نظر مدرسيهم في المغة اﻻنجميزية كانت 64.44%، بينما كانت نسبة الصعوبات التي واجها الطﻻب الصم من وجهة نظر مساعدي المدرسين 14.94%. وكشفت الدراسة أن نسبة الصعوبات التي يواجها الطﻻب في تعمم المغة اﻹنجميزية من وجهة نظرهم كانت 62.77%. و بينت الادرسة إلى أن مجال "الصعوبات المتعمقة بالكتاب" كان المجال اﻷول من حيث الصعوبات بالنسبة لممدرسين ومساعديهم والطمبة الصم. وأوصت الدراسة بضرورة تدريب المعممين عمى كيفية التعامل مع الطمبة الصم. باﻹضافة إلى ضرورة تزويد وزارة التربية والتعميم مدارس الصم بمنهاج خاص يدعم خصائص الطمبة الصم ومستواهم اﻷكاديمي. IV List of Abbreviation EFL English as a Foreign Language Nicchy National Information Center for Children and Youth- with Deafness Db decibels ( the unit of measurement the intensity of hearing) AHC Australian Hearing Centre Tc Total communication Approach SE Sign English BSL British Sign Language SSE Sign supported English PERT Presentation, Explanation, Repetition, Transposition TPR Total physical Response UDL Universal Design for Learning NDCS National Deaf Children's society FM Systems Frequency Modulated system ASL American Sign Language CSL Colombian Sign Language JRS Jabalia Rehabilitation Society DBRS Deir El-Balah Rehabilitation Society NSTR The Nuseirat Social Training and Rehabilitation Center Association TOEIC Test of English for International Communication V Table of Contents المحتويات DEDICATION ................................................................................................................... I ACKNOWLEDGMENTS ................................................................................................ II ABSTRACT ................................................................................................................... III IV .............................................................................................................................. الملخص LIST OF ABBREVIATION ............................................................................................ V TABLE OF CONTENTS ............................................................................................... VI LIST OF TABLES ....................................................................................................... VIII INDEX OF APPENDICES ............................................................................................. X CHAPTER ONE INTRODUCTION ............................................................................ 1 1.1 BACKGROUND ........................................................................................................ 2 1.2 RATIONALE OF THE STUDY .................................................................................... 6 1.3 PURPOSE OF THE STUDY ......................................................................................... 7 1.4 SIGNIFICANCE OF THE STUDY ................................................................................. 7 1.5 DELIMITATIONS OF THE STUDY .............................................................................. 7 1.6 DEFINITIONS OF THE KEY TERMS: ........................................................................... 7 CHAPTER TWO THEORETICAL BACKGROUND ............................................... 9 2.1 WHO IS CONSIDERED DEAF OR HARD OF HEARING STUDENTS? ............................. 10 2.1.1 Deafness: ........................................................................................................ 10 2.1.2 Deaf: ............................................................................................................... 11 2.1.3 Hard of hearing ............................................................................................... 11 2.2 SIGN LANGUAGE .................................................................................................. 11 2.3 CHALLENGES ENCOUNTERING DEAF STUDENTS LEARNING ENGLISH LANGUAGE . 13 2.4 APPROACHES TO EDUCATION OF DEAF STUDENTS ................................................ 15 2.4.1 Oral approach: ................................................................................................ 16 2.4.2 Visual approach: ............................................................................................. 16 2.4.3 Total communication approach ...................................................................... 17 2.5 COMPONENTS OF DEAF LEARNING ACTIVITIES...................................................... 18 2.6 PROCEDURES AND STEPS OF TEACHING/LEARNING DEAF STUDENTS EFL ............. 19 2.7 STRATEGIES APPLICABLE TO DEAF STUDENTS LEARNING EFL ............................. 20 2.8 CHARACTERISTICS OF AN EFFECTIVE TEACHER OF DEAF STUDENTS ..................... 23 CHAPTER THREE PREVIOUS STUDIES .............................................................. 26 3.1 FIRST PART : STUDIES RELATED TO DIFFICULTIES IN LEARNING AND TEACHING DEAF STUDENTS: .......................................................................................................... 27 VI 3.1.1 Commentary on first part of previous studies ................................................ 30 3.2 SECOND PART: STUDIES RELATED TO METHODS OF TEACHING DEAF STUDENTS ... 32 3.2.1 Commentary on the second part: .................................................................... 34 3.3 PROGRAM RELATED STUDIES
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