Formación en el trabajo con familias para la educación de la primera infancia

Abstract

Link to publication Citation for published version (APA):Gómez Rendón, J., & Salazar Proaño, D. (2015). La lengua andwa: una experiencia en documentación y reapropiación lingüística a través de la educación = The andwa language: a case of documentation and linguistic reclamation through education. Zona Proxima, 23, 106-117.

The Analysis of Efl Learning Strategy of the Visually Impaired Junior High School Students

“…In order to help themselves understand the meaning of English words, they always asked the meaning of certain English words in Bahasa or certain Indonesian words in English. This result is also correlated with what was found by Ramos (2017) that in learning EFL, visually impaired students are using cognitive strategy, however he found that the activities are practicing, repetition, receiving and sending messages: getting the idea quickly, analyzing and reasoning, creating structure for input and output, summarizing, translating, using L1. It means that the result of this study is quite different from the previous study conducted by Ramos (2017) in which this study only found that the visually impaired students used cognitive strategy, by conducting several activities like practicing, repetition, summarizing, and translating.…”

“…The third one is social strategies which is including asking questions to others about what that they do not know and also cooperate with others to know something that they do not understand (Oxford, 1990). Ramos (2017) explained that during their EFL learning process, the visually impaired students are practicing, doing repetition, getting idea quickly, analyzing and reasoning, creating structure for input and output, summarizing, and translating English by their first language (Ramos, 2017). Those activities are categorized as cognitive strategies.…”

“…Those activities are determined as metacognitive strategies. The next strategy used by students with visual impairment is called social strategies which involve empathizing with others, asking questions, asking for confirmation, following the conversation, asking for a review, getting recognition, asking for additional input (Ramos, 2017). The fourth is affective strategy which is done by keep laughing to make a friendly dialogue and also be brave to decrease anxiety.…”

“…The other strategies are memory. Ramos (2017) clearly stated that the activities done are making associations, contextualizing words, recalling, resorting to visual residue, wrapping up, retaking previous ideas. The last strategies conducted by visually impaired students are compensation strategies they are including guessing intelligently, overcoming limitations in speaking and writing, approximating and coining words, description, attempting to give an answer, Language mixing, code-switching (Ramos, 2017).…”

“…It makes the visually impaired students are able to speak English and learn English. Then, they also have different psychological condition with normal students which make them hard to learn to communicate, especially to learn to communicate using EFL (Ramos, 2017). Then, the result of this study is expected to give more ideas to the special education teacher after getting knowledge about the learning strategies they used in learning EFL.…”