The Challenges Encountered by Visually Impaired Students in Foreign Language Learning

Özge Kara; Yaprak Türkan Yücelsin-taş

Makale detayları

The Challenges Encountered by Visually Impaired Students in Foreign Language Learning

Yazarlar:

Özge Kara | Yaprak Türkan Yücelsin-taş

Yayıncı:

Marmara University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.240-253

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310954

pISSN:

1300-8889

Anahtar kelimeler:

Özet:

 Today, with the development of technology, learning a foreign language is important for everyone. It is thought that the need for a foreign language increases as the level of education increases. As the foreign language teaching methods are mostly prepared for students who are not visually impaired, it is thought that they are insufficient for the education of visually impaired students. Foreign language teachers, who are trained especially by teaching methods in which the sense of sight is brought to the fore, are often insufficient in how to adapt these methods to visually impaired students. Because the visual-dominant methods, in which the teacher is expert, do not match with the learning needs of the students with visual impairments. In this case, the student encounters challenges in foreign language learning. In order to present this situation in a concrete way, interviews were made with visually impaired students about their foreign language learning processes. As a result of these interviews, information concerning three theme was obtained from these students. The themes are as follows; the adaptations made by language teacher, the challenges encountered by students during foreign language learning processes and the expectations of the students. Since our study was produced from an ongoing doctoral thesis, it was deemed appropriate to restrict the presentation of data. Hence the three most frequently encountered categories were presented for each theme. The categories for the adaptations made by language teacher are as follows; additional studies with visually impaired student, in-class explanations during courses and lack of special adaptations. As for the challenges, the categories are as follow; access to foreign language materials, spelling and lack of in-class adaptations. Concerning the expectations of students, data parallel to the challenges were obtained. These are as below; accessible foreign language resources, teacher education concerning visually impaired students, and teachers openness to communication.

 Today, with the development of technology, learning a foreign language is important for everyone. It is thought that the need for a foreign language increases as the level of education increases. As the foreign language teaching methods are mostly prepared for students who are not visually impaired, it is thought that they are insufficient for the education of visually impaired students. Foreign language teachers, who are trained especially by teaching methods in which the sense of sight is brought to the fore, are often insufficient in how to adapt these methods to visually impaired students. Because the visual-dominant methods, in which the teacher is expert, do not match with the learning needs of the students with visual impairments. In this case, the student encounters challenges in foreign language learning. In order to present this situation in a concrete way, interviews were made with visually impaired students about their foreign language learning processes. As a result of these interviews, information concerning three theme was obtained from these students. The themes are as follows; the adaptations made by language teacher, the challenges encountered by students during foreign language learning processes and the expectations of the students. Since our study was produced from an ongoing doctoral thesis, it was deemed appropriate to restrict the presentation of data. Hence the three most frequently encountered categories were presented for each theme. The categories for the adaptations made by language teacher are as follows; additional studies with visually impaired student, in-class explanations during courses and lack of special adaptations. As for the challenges, the categories are as follow; access to foreign language materials, spelling and lack of in-class adaptations. Concerning the expectations of students, data parallel to the challenges were obtained. These are as below; accessible foreign language resources, teacher education concerning visually impaired students, and teachers openness to communication.

 Today, with the development of technology, learning a foreign language is important for everyone. It is thought that the need for a foreign language increases as the level of education increases. As the foreign language teaching methods are mostly prepared for students who are not visually impaired, it is thought that they are insufficient for the education of visually impaired students. Foreign language teachers, who are trained especially by teaching methods in which the sense of sight is brought to the fore, are often insufficient in how to adapt these methods to visually impaired students. Because the visual-dominant methods, in which the teacher is expert, do not match with the learning needs of the students with visual impairments. In this case, the student encounters challenges in foreign language learning. In order to present this situation in a concrete way, interviews were made with visually impaired students about their foreign language learning processes. As a result of these interviews, information concerning three theme was obtained from these students. The themes are as follows; the adaptations made by language teacher, the challenges encountered by students during foreign language learning processes and the expectations of the students. Since our study was produced from an ongoing doctoral thesis, it was deemed appropriate to restrict the presentation of data. Hence the three most frequently encountered categories were presented for each theme. The categories for the adaptations made by language teacher are as follows; additional studies with visually impaired student, in-class explanations during courses and lack of special adaptations. As for the challenges, the categories are as follow; access to foreign language materials, spelling and lack of in-class adaptations. Concerning the expectations of students, data parallel to the challenges were obtained. These are as below; accessible foreign language resources, teacher education concerning visually impaired students, and teachers openness to communication.

 Günümüzde teknolojinin gelişmesi ile birlikte, yabancı dil öğrenmek herkes için daha da önemli hale gelmiştir. Özellikle eğitim seviyesi arttıkça yabancı dile olan ihtiyacın da arttığı düşünülmektedir. Ancak yabancı dil öğretim yöntemleri çoğunlukla görme engeli olmayan öğrencilere yönelik hazırlandığı için, görme engelli öğrencilerin eğitiminde yetersiz kaldığı düşünülmektedir. Özellikle görme duyusunun ön plana çıkarıldığı yöntemlerin öğretilmesine yönelik eğitim alan yabancı dil öğretmenleri, görme engelli öğrencilere nasıl uyarlamalar yapılması gerektiği konusunda çoğunlukla yetersiz kalmaktadır. Çünkü öğretmenin uzmanı olduğu görselliği baskın olan uygulamalar ile görme yetisinde eksiklik olan öğrencinin öğrenim ihtiyaçları uyuşmamaktadır. Bu durumda öğrenci yabancı dil öğreniminde aksaklıklar ile karşılaşmaktadır. Çalışmamızda bu durumun somut bir şekilde ortaya koyulması amacıyla görme engelli öğrenciler ile yabancı dil öğrenim süreçleri hakkında görüşmeler yapılmıştır. Görüşmeler sonucu, yapılan uygulamalar, karşılaşılan zorluklar ve öğrencilerin beklentileri hakkında bilgi alınmıştır. Çalışmamız devam eden doktora tezinden üretildiği için verilerin sunulmasında kısıtlama yapılması uygun görülmüş ve her bir tema için en sık karşılaşılan üçer kategori sunulmuştur. Uygulamalar hakkında; ek çalışmalar, sınıf içi açıklamaların yapıldığı belirtilirken özel uygulamaların yapılmaması ise bir diğer en sık belirtilen durum olmuştur. Zorluklarda ise; kaynaklara erişim, yazım ile ilgili olan zorluklar ve sınıf içi uyarlamaların yapılmaması en sık karşılaşılandır. Beklentilerde, zorluklara paralel veriler elde edilmiştir. Bunlar; erişilebilir kaynaklar, öğretmen eğitimi ve öğretmenin iletişime açık olmasıdır.

Makale detayları

The Challenges Encountered by Visually Impaired Students in Foreign Language Learning

Yazarlar:

Özge Kara | Yaprak Türkan Yücelsin-taş

Yayıncı:

Marmara University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.240-253

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310954

pISSN:

1300-8889

visually impaired

foreign language education

special education

foreign language education for the visually impaired

challengesgörme engelli

yabancı dil eğtimi

özel eğitim

görme engelliler için yabancı dil eğitimi

zorluklar

Sayı

Makale detayları

Yazarlar: Özge Kara | Yaprak Türkan Yücelsin-taş

Yayıncı: Marmara University

Ana Başlıklar: Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.240-253

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001310954

pISSN: 1300-8889

Sayı

Yazarlar:

Özge Kara | Yaprak Türkan Yücelsin-taş

Yayıncı:

Marmara University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.240-253

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310954

pISSN:

1300-8889