To this end, the following are suggested areas that can be researched:
o An investigation into factors that hinder English vocabulary development for
learners with hearing impairments.
o Effects of Sign Language mode of instruction on reading comprehension for
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APPENDICES APPENDIX A: TEACHERS QUESTIONNAIRES
School:_____________________________________ Instructions: i)Please answer all the questions.
ii) Circle the answer that best describe your choice
_____________________________________________________________________
TEACHING METHODOLOGY/APPROACHES FOR LEARNERS WITH HEARING IMPAIRMENTS.
Q1. Do you use oral method such as speech training to teach English language for learners who are hard of hearing?
□ Yes □ No
Please briefly explain your answer whether “Yes” or “No”
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Q2. To what extent do you engage the use of Total Communication approach in teaching English language to learners with hearing impairment?
□ To the fullest extent □ To a great extent □ To a moderate extent □ To a limited extent □ Not at all
Q3.Do you use child to child (peer to peer) approach in teaching reading and writing to learners with hearing impairments?
□ Yes □ No
If “Yes”, how has it benefited
you?_________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Q4. Do you use sign bilingualism as an approach in teaching English language to learners with hearing impairment?
□ Yes □No
If “Yes”, please explain your
answer_______________________________________________________________ _____________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________ Q5. Do you engage in text modelling to learners with hearing impairments as a way of enhancing writing and reading comprehension?
□ Yes □ No
If “Yes”, please explain your
answer_______________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Q6. Do you engage in pre reading to learners with hearing impairments as a way of enhancing reading comprehension?
□Yes □No
If “Yes”, please explain your
answer_______________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Q7. Please give any challenge you face when issuing instruction during English lesson for learners with hearing impairments.
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
USE OF RESOURCESFOR LEARNERS WITH HEARING IMPAIRMENTS. Q1. Which of the following best describe how you engage the use of Individual Education Plan (IEP) during English language lesson for learners with hearing impairment?
□Always □ Normally □ Sometimes □ Rarely □ Not at all Q2. Do you have the services of a teacher aide during English lesson for learners with hearing impairments?
□ Yes □ No
Please specify, if “Yes” how has it been beneficial, if “No” why?
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Q3. Do your learners with hearing impairments use hearing aids during English lessons?
□ Yes □ No
Specify: if “Yes” how has it helped them, if “No”
why?________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Q4. Do you use speech training kit during speech lessons for the learners with hard of hearing?
□ Always □ Normally □ Sometimes □Rarely □ Not at all Q5. Do you use the services of a resource centre to aid in teaching English language to the learners with hearing impairments?
□ Yes □ No
If “Yes” how has it helped you, if “No”
why?________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Q6.Please give any challenge you encounter while using teaching and learning materials during English lesson.
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Name of the enumerator:_________________________________________ Sign:________________________ Date:___________________________
APPENDIX B:INTERVIEW GUIDE FOR PARENTS
DESCRIPTION OF FOCUS GROUP;__________________________________ Total number of respondents:_______________________________________ FDG Location:_________________________________________________
Directions:Ask the focus groups the following questions. Please consider all answers valid and take notes below of all responses.
_____________________________________________________________________
Questions
Q1. What challenges have you faced in making your child with hearing impairment acquire English language?
Q2. What solutions do you propose (in reference to question one) in order to make your child with hearing impairment acquire English language?
Q3. How do you assist your child in doing English language homework given by the English teacher in school? (If yes, probe on how frequently they assist, if they do follow ups etc, If no, probe on the challenges they face.)
Q4. How do you encourage your children to read at home? (Probe whether they provide books available to them; magazines, newspapers, story books etc.)
Q5. How do you participate in your child‟s English Individualised Education Plan from the school? (Probe whether they are aware of an IEP, participate in decision making, their contribution etc).
Q6. How do you set expectation in your child‟s English language acquisition? (Probe whether the parent set realistic goals and standards that are appropriate for their children‟s age and maturity, recognizing and encouraging special talents and informing friends and family about successes.)
Q7. How do you collaborate with the English subject teacher for your child with hearing impairment in order to improve on English language acquisition?
Q8. Have you sought any intervention approaches that may help your child with hearing impairment improve English language acquisition? If “yes” where? If “no” what are the challenges? (Probe any of the following if mentioned, speech therapist, counselling from an audiologist, counselling from the Education Assessment and Resource Centre (EARC), training on sign language etc)
Name of the enumerator:__________________________________ Sign:_______________Date:___________
APPENDIX C: INFORMALTEACHER MADE TEST ON THE LEVEL OF ENGLISH LANGUAGE ACQUISITION
Name of the school:________________________________________ Class of the respondent:_____________________________________
Instructions: Answer all questions.
_____________________________________________________________________
Read the following passage and answer the questions
One Saturday, Ebby visited her grandmother. Ebby‟s grandmother lived in a village very far. The village‟s name is Nanapa. When Ebby arrived at her grandmother‟s house, she found her sick in bed. Her grandmother looked very weak. Ebby was very worried that her grandmother will die.
Ebby‟s grandmother lived alone. All her children lived in a town far away. Her husband died many years ago. Ebby‟s grandmother had two cows and four goats to care for. Ebby‟s grandmother asked Ebby to give the animals some grass first. She said they were very hungry. Next, Ebby went to the kitchen to make some tea for her grandmother. There was no water. Ebby looked for a bucket and ran to the river to fetch some water.
Questions:
1. The name of Ebby‟s grandmother village is ________________ 2. Ebby visited her grandmother on which day?________________ 3. Why was Ebby‟s grandmother in bed?____________________ 4. Ebby‟s grandmother had how many animals?________________ 5. Ebby went to the river to do what?______________________ 6. Is Ebby a good girl or a bad girl? ________________________
Use the correct ADVERB from the brackets 1. The girl walked ______________ (slow)
A. Slowly B. Slow C. Slowed 2. The baby cried_______________ (soft)
A. Soften B. Soft C. Softly Use –ING FORM with these words 1. What are you_____________? (eat)
A. Ate B. eating C. eated 2. Why are you______________ ?(stop)
A. Stopping B. Stopped C. Stop
Write the PLURALS example: house – houses 1. Box - _________________
2. Baby - ________________
Write the OPPOSITES example: Fat – Thin 1. Good - ________________
2. Big - __________________
Write the PAST TENSE example: play – played; try – tried 1. Brush - __________________
2. Cry - ____________________
Vocabulary
1. Every day I brush my teeth with a ____________ A. Pen B. Pencil C. Toothbrush 2. A person who sells in a shop is a ________________
A. Drive B. Doctor C. Shopkeeper 3. As white as ___________________
A. snow B. Hair C. Blood 4. We put salt in ______________________
A. Tea B. Vegetables C. Juice 5. We go to _____________ when we are sick.
APPENDIX D:IMPLEMENTATION TIME SCHEDULE FOR DATA COLLECTION.
ACTIVITY WEEK
1 2 3 4 5
1 Permission from National Counsel for Science and Technology and graduate school.
X
2 Introduction of the research intentions to head teachers in school.
X
3 Piloting in one of the schools X
4 Data collection – learners X
5 Data collection - teacher X
6 Data collection – parents X
7 Data cleaning and coding X