Difficulties of the Algerian Deaf and Hard of Hearing pupils in Learning English , “The Case of Deaf and Hard of Hearing Middle School Pupils in Ain Temouchent-Temanrasset-Mascara-Sidi Bel Abbes”

Abstract

This study aims at investigating the teaching of English as a foreign language (EFL) to deaf and hard of hearing pupils in the Algerian middle schools, more precisely to explore whether learning EFL by deaf and hard of hearing middle school pupils can be considered as a challenge and what kind of challenges and obstacles they face when they learn EFL. It also intends to shed light on the real learning situation for D/HH, besides eliciting the most effective ways to facilitate teaching and learning EFL to this kind of learners.Throughout this research, we have hypothesized that D/HH pupils can acquire EFL because they have already acquired the oral language of their community. In fact, degrees of hearing loss affect learning EFL; therefore, teaching EFL to D/HH pupils will be easier by using Assistive Technology. In order to conduct this research two different tools have been used; a questionnaire administered to middle D/HH pupils seventy seven (77) D/HH pupils and ten (10) specialized English language teachers selected from middle schools from 4 different Algerian provinces which are Ain temouchent, Temanrasset, Mascara and Sidi Bel-Abbes for the sake of obtaining the information needed, in addition to the classroom observation to identify how D/HH pupils acquire EFL. Consequently, a comparison was done between traditional and modern teaching methods in order to see if the teaching approach selected by the teacher makes a difference on D/HH pupils‟ motivation. The findings have indicated that the hypothesis which said that though teaching English to a deaf pupil seems an incredible challenge, they can acquire it because they have already acquired the oral language of their community is confirmed.