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1. UNIVERSIDAD MAGÍSTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
MEMORIA DE SEMINARIO GRADUACIÓN PARA OPTAR AL GRADO DE
LICENCIATURA EN ENSEÑANZA DEL INGLÉS
“RESEARCH OF THE METHODS TO TEACH ENGLISH AS A
FOREING LANGUAGE (EFL) TO DEAF STUDENTS OF
NINTH AND TENTH GRADES OF COLEGIO DE LIMON
DIURNO IN THE FIRST TRIMESTER 2016”
ANNIA CANALES BARAHONA
JAMES TEMPLE SMITH
SEPTEMBER, 2016

2. PROBLEM STATEMENT
How to ensure an effective acquisition of English as a third
language by deaf and hard of hearing students through
strategies that meet their learning needs at Limón Day High
School in first semester 2016.

3. “Believe, Create, Grow up”
Limón Day High School was officially founded on December 25th,
1945.
On its beginning it occupied some temporal spaces like:
- some classrooms at Tomás Guardia Gutiérrez School,
- a building known today as “Felipe J. Alvarado” in front of Vargas
Park.
1957 started construction of current building
1959 open its doors
1961 official inauguration
1987 a fire destroyed part of the administrative offices
INSTITUTIONAL FRAMEWORK

4. Special Education Department
This department was implemented in response to the request of
parents with disabled children in 1995 as a pilot plan for high
school level.
Pre-vocational program is based on the Executive Decree No.
17599-E of the “Política Nacional de Prevención de la Deficiencia y
la Discapacidad con Rehabilitación Integral, Decree 190105-MEP-
PLAN, in the Integral Education National policies.
In 2008, students with special needs including deaf students, were
integrated to regular classrooms.
INSTITUTIONAL FRAMEWORK

5. Special education has come a long way over the past
centuries; acceptance and appreciation of people with
special needs has continued growing in Costa Rica during
the last years.
It was implemented in Costa Rica in 1940 and is still in
force today.
It has been managed and sponsored by the government of
Costa Rica.
The main objective of the Ministry of Education is to
provide high quality educational services to optimize their
potential, for their participation in the society, having the
same rights and opportunities than every citizen.
BACKGROUND

6. JUSTIFICATION
In recent years the amount of deaf or hard hearing people with the
option to start or continue studying has increased.
Limón Day High School, is fostering them and accepting the challenge to
give them the opportunity to develop their learning capacity.
The fact that these students can be integrated to regular lesson as other
students, does not guarantee that all their needs are met.
It must be analyzed, how the learning process has been assumed until
today and which suggestions of strategies and methodologies of
teaching English as a third language can be considered.

7. GENERAL OBJECTIVE
To ensure an effective acquisition of English as a third
language by deaf and hard of hearing students using
strategies that meet their learning needs at Limón Day
High School in first semester 2016.

8. SPECIFIC OBJECTIVES
1. To analyze deaf students needs when learning English
as a third language.
2. Recognize the appropriate instruments to help deaf
students in the English learning process.
3. To propose strategies to improve the English learning
process intended for deaf students.

9. 4. To define the best environment for deaf
students in the English Learning process.
5. To find the learning opportunities for deaf
students in public High Schools.
6. To create a manual that contains strategies
for English teachers to improve the English
learning process of deaf students.
SPECIFIC OBJECTIVES

10. VARIABLES
• Needs of deaf students
• Instruments to help deaf students in the English learning
process
• Learning strategies applied for the education of deaf
students.
• Best environment for deaf students in English learning
process.
• Learning opportunities for deaf students.

11. POPULATION
Limón Day High School has 1,543 students from which there
are 7 of them who are deaf or hard-of hearing students; and
80 teachers from which seven are English teachers
SAMPLE
Limón Day High School, has a reduced deaf or hard of
hearing students population and just five of the seven
students with this special need was included in this
investigation.
English teachers, they are seven and sample was of all of
them because they may be involved in those students
learning process at any time.

12. INSTRUMENTS TO COLLECT DATA
• Diagnostic
• Observations
• Interviews
• Questionnaires

13. ANALYSIS AND INTERPRETATION
OF THE RESULTS

14. English teachers use didactic materials in order to
help deaf and hard-hearing students.
20%
80%
always almost always sometimes never

15. English teachers use visual aids in class
100%
always almost always
sometimes never

16. Deaf and hard-hearing students have easy
communicated with teachers and partners
60%
40%
always almost always sometimes never

17. Deaf and hard-hearing students have opportunity to
express their point of view in class
20%
80%
always almost always sometimes never

18. Deaf and hard-hearing students have felt excluded to
the class development
20%
80%
always almost always sometimes never

19. English teachers receive training to work with
deaf and hard-hearing students
28.58%
71.42%
With training
Without training

20. English teachers need to receive trainings to work with
deaf and hard-hearing students
85.72%
14.28%
Need training
Do not need it

21. Appropriateworkingwithdeafandhard-hearingstudentsin
classeswithstudentswithoutthatphysicalcondition
42.85%
57.15%
Appropriate Not appropriate

22. CONCLUSIONS AND RECOMMENDATIONS

23. CONCLUSIONS
• Good peer interaction
• Cannot understand instructions
• Complete tasks by copying their partners’ work.
• Not evidence of the use of any visual aid or technology
device, just a text book and a board were used to support
deaf students learning.

24. CONCLUSIONS
• Learning strategies and methodologies used in the learning
process of deaf and hard-hearing students in English
classes do not promote that these students use or
comprehend the language.
• Atmosphere to develop learning skills is good.
• physical environment do not contribute to get the
students in the mood for learning.

25. CONCLUSIONS
• Classroom instructions are given orally.
• Spaces created for language interaction have been
developed for hearing students.
• Extra hour lessons to reinforce knowledge are imparted by
English teacher who does not know sign language.

26. RECOMMENDATIONS
• Teachers must be trained to help students to develop their
communicative skills.
• Motivate students to construct their own learning for a
better English Language approach.
• Reinforcement lessons imparted by English teachers who
know sign language.

27. RECOMMENDATIONS
• Provide students with the appropriate didactic material to support them in the
acquisition of the language.
• Use illustrated text books as English lessons support
• Take advantage of the visual method
• Catching the students attention

28. RECOMMENDATIONS
• Consider to use a combination of the Grammar Translation method to the
method that use L1 in L2, which in the case of deaf and hard of hearing
students will be L1 in L3
• Strengthen the good relations and friendship among students to stimulate
community learning.
• Ensure that students must feel self-confident and secure when planning any
activity for the English lessons.

29. RECOMMENDATIONS
• Classroom environment must stimulate learning desire. An extra effort must
be done to provide those students with the appropriate approaches.
• English teachers work very close with the special education teachers.
• Motivate deaf students’ family to support their children.
• Sitting arrange of the classroom has to be done considering that deaf and hard
of hearing students.

30. PROPOSAL

31. GENERAL OBJECTIVE OF THE PROPOSAL
Create a manual that contains strategies for English
teachers to improve the English learning process of
deaf students.

32. SPECIFIC OBJECTIVES OF PROPOSAL
• To propose some methods and strategies to improve deaf
students learning of English as a third language.
• To make some recommendations that will support teachers in
their position as facilitators of the English learning process.

33. PROPOSAL DEVELOPMENT
Training is almost a must for teachers when teaching deaf students,
because teachers aim is that those students may have all the
necessary tools to understand their English lessons.
The Public Education Ministry (MEP as per Spanish acronym) is
called to give the necessary support and guidance to English
teachers.

34. ASPECTS TO BE CONSIDERED TO MAKE A DIFFERENCE IN
EDUCATION FOR DEAF STUDENTS
a. All teachers of languages should know LESCO or sing communication.
b. Provide English Department with labels, videos, equipment between
others inductive goals from the specific to the general.
c. Preparing teacher with some techniques in how to guide deaf students
to perform a role play in order to make it a fun class: English club
(students), auto-study (books).
d. Train a number of English teachers in that area of teaching in another
country, it must be a plus that MEP must considered.
e. Providing educative institutions with English grammar materials (written
and sign language).
f. Offering training workshops, to both high school and primary teachers.

35. METHODOLOGYANDSTRATEGIESPROPOSEDTOIMPROVED
ENGLISHLEARNINGTODEAFSTUDENTS
• Sit the student in a position where they will avoid any light
reflect that affect the lip-reading and avoid any distraction.
• The classroom environment most be seen as a piece of the
gear that let students in general, get in the mood to learn.
• The total physical response method gives a strong support.

36. • Visual aids are fundamental.
• Instructions must also be given by written.
• A very important methodology to be used is L1 in L2
which in the case of deaf and hard of hearing
students will be LESCO language in the learning of
English.

37. IMPACT OF THE PROPOSAL
Academic: support for teachers in their position as facilitators
of their deaf students learning of English. Give deaf and hard of
hearing students the opportunity to have a real approach to this
language
Social impact: Deaf or hard of hearing students may change
their position in society from spectators, to actors and
managers that can be socially productive in any cultural,
economic, scientific or whatever area they be interested in.

38. OTHER STUDIES DERIVED FROM THIS RESEARCH
• To analyze the possibility of including the learning of Sing
Language, (LESCO) in Costa Rica case, in the curricular program
of Universities that offer the career of English Teaching
Bachelor degree.
• The possibility that Public high schools, assign or provide
English teachers with a specific classroom and labs where they
can create the appropriate environment for English learning.
Currently most of high schools that have those spaces are
private schools.