Communication Challenges between Hearing Impaired Students and EFL Teachers in Inclusive English Language Classrooms: Biftu Nekemte Senior Secondary School in Focus

Abstract

This study was aimed to explore the communication challenges between hearing impaired students and EFL teachers in Inclusive English Language classrooms. To achieve its objectives, the study used Biftu Nekemte Senior Secondary School as research site and employed qualitative methods of data collection and analysis. Classroom observation, interview and document analysis were used to gather data from the study participants. Six lessons were observed to generate data on classroom interaction. An English teacher, four hearing impaired students, and a hearing impaired students‟ counselor participated in the interview. The study found out that the students with hearing impairments were placed in regular classrooms without special organization that could meet the needs of both groups of students. The regular classroom teacher taught the inclusive class without sign language interpreter. The communication challenge was more prevalent during English language classes especially, listening and speaking lessons. The problem of making sounds was so difficult that automatic vocalization and reproduction was found to be problematic; there was problem of substitution of consonants, omission of sounds and transposition of letters. Since there was no sign language interpreter in the classrooms, the challenge was weighty. To improve these problems of communication intermission, issues related to teachers and facilities need to be reorganized to transform the conventional classrooms to classrooms suitable for the hearing impaired. Teachers must be trained with sign languages besides the qualifications to teach the language (English). Materials and plans for lessons need to be designed to consider the needs of the hearing impaired students