English as a Foreign Language for Deaf
Students: Investigating Reading Strategy
Instruction Benefits for Reading
Comprehension in English Classroom
Jitka Sedláčková
Masaryk university Brno
ESSE 2014 Košice • Doctoral session
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OUTLINE
ESSE 2014 Košice • Doctoral workshop
Background and motivation
Aims
Method and design
Participants
Progress
Conclusion
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BACKGROUND
ESSE 2014 Košice • Doctoral workshop
Literacy as a long recognized issue in deaf education
(Paul, P., 2001)
Foreign language learning of deaf
Greatest challenge created by lack of solid L1 base
L1 issue
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DEAF READING IN FL
ESSE 2014 Košice • Doctoral workshop
Reading as an interactive cognitive process
processing language
creating meaning
metacognitive processes
Reading in FL - transfer of skills, impact of L1 problems
(Sparks & Ganschow, 1993)
Reading strategy instruction may be beneficial for at-risk
readers (Paul, 2001; McAnally, Rose & Quigley, 2003 )
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OBJECTIVES
ESSE 2014 Košice • Doctoral workshop
To get insight into deaf learners' reading process in EFL,
particularly observing the factors that have generally been
recognized as influencing the individual success of reading
of the deaf
To investigate the impact of explicit FL reading strategy
instruction on the students' FL reading process and
general attitudes to reading
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METHOD
ESSE 2014 Košice • Doctoral workshop
Qualitative approach
Multiple case study
Participants prelingually deaf
university students taking practical
English course
around B1 level
Open coding analysis
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CASE STUDY DESIGN
ESSE 2014 Košice • Doctoral workshop
pre-test
interview (biography, reading)
written verbalization (think aloud variation)
use of English test
intervention explicit reading strategy instruction
post-test
interview (reading, evaluation)
written verbalization (think aloud variation)
use of English test
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INTERVENTION
ESSE 2014 Košice • Doctoral workshop
Explicit reading strategy instruction
Semester-long
Part of practical English course
Giving idea of existence and use of reading strategies
Teacher’s think aloud and modelling
Student’s repeated hands-on practice of some
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PROGRESS
ESSE 2014 Košice • Doctoral workshop
Data collection process completed with 2 participants
Next step coding and analysis of data
Observations made during pre- and post-test stages
and the reading strategy instruction
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PROBLEMS AND QUESTIONS
ESSE 2014 Košice • Doctoral workshop
Theoretical: L1 / L2 issue
L2 reading theory
Theories on L1 / L2 relationship (Linguistic
Interdependence, Linguistic Threshold, Linguistic Coding
Deficit Hypothesis)
Practical: transcribing the written verbalization into
analyzing software
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SOURCES
ESSE 2014 Košice • Doctoral workshop
McAnally, P. L., Rose, S., & Quigley, S. P. (2007). Reading Practices with Deaf
Learners. Austin: Pro-Ed, Inc.
Paul, P. (2001). Language and deafness (3rd ed.). San Diego, CA: Singular
Publishing Group).
Sparks, R., & Ganschow, L. (1993). The Impact of Native Language Learning
Problems on Foreign Language Learning: Case Study Illustrations of the
Linguistic Coding Deficit Hypothesis. The Modern Language Journal 77(1), 58–
74.
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ESSE 2014 Košice • Doctoral workshop
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