Methodological Experience in the Teaching-Learning of the English Language for Students with Visual Impairment

Abstract

This document evidences an innovative methodological vision in the teaching-learning process of the English language focused on the inclusion of all its students in a heterogeneous learning environment. Learning a foreign language as a second language is a challenge that all students must overcome, but this challenge is more significant in visually impaired students. Therefore, the present research is based on a historical, descriptive process that reviews high-impact scientific articles supported by recognized databases. Later on, it warns about breaking down the stages of the process, supporting the analytical method, and then joining each stage, starting from the simple to the complex using the synthetic method, thus consummating a complete analytical-synthetic process. In this way, the present work shows a description of the methodological experience from a set of good practices for visually impaired students in the classroom environment. The proposed work systematizes the methodology applied in the educational process and categorizes the stages of the methodological process developed according to the skills and abilities required for learning by using typhlo-technical tools. On the other hand, the research determines a route map that allows and facilitates the management of the method implemented in learning the English language for students with visual impairment. Consequently, this constitutes a valid alternative for educational inclusion within an innovative environment that welcomes the use of information and communication technologies to achieve the natural inclusion and autonomous participation of students with visual impairment.

Information and Communication Technologies for Education Considering the Flipped Learning Model

“…Its creator knew it as a form of creative work. It offers a reorganization of the work in class, a greater use of time to explain and follow up the activities [7,8].…”

Inclusion in the Context of English Language Classroom: Teachers’ Current Beliefs and Practices

“…For example, Zehne (2018) argues that 'English conceptualized as a lingua franca … contributes to individualization and individual learning goals as a central aspect of inclusive teaching practices in ELT' (n.p.). Though not challenge free at different levels of language education, including the university level, as reported in some studies that have identified limited educational programs that accommodate to the visually impaired language learners (Cárdenas & Inga, 2019;Cárdenas & Inga, 2011). a limited focus on planning and material design (Al-Busaidi & Tuzlukova, 2018;, as well as limited knowledge of suitable methodologies and strategies to teach the different language skills (Cárdenas & Inga, 2019), many scholars strongly support inclusive language education.…”

Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language

“…Reading plays a vital role in the teaching-learning process, which is why promoting reading habits from the early years of schooling is necessary not only in the native language but also in learning English, which allows for a comprehensive education of the student [1,2] Educational institutions must provide instruction in English as a foreign language to ensure a complete and meaningful learning experience. Various strategies, such as educational projects, are encouraged for this purpose [3,4].…”