Supporting the Achievement of Deaf Children Who Use English as an Additional Language (EAL)
National Deaf Children's Society. (2019).
London (United Kingdom): National Deaf Children's Society, 1-63.
This guideline from the National Deaf Children's Society provides recommendations for classroom teachers and service providers on how to support school-aged children who are deaf and hard of hearing and who use spoken English as an additional language.
National Deaf Children's Society (United Kingdom)
Clinicians in the school setting who work with students who are deaf or hard of hearing for whom English is not their primary language should collaborate with a team of professionals that may include: classroom teachers, teaching assistants, Teachers of the Deaf, speech and language therapists, audiologists, special education teachers, English as an additional language teachers, or other education coordinators. Audiologists are responsible for explaining hearing levels of the student, the technology the student uses, and the student's ability to access learning through listening to the members of the student's team and the student's family.
To support students who are deaf or hard of hearing for whom English is not their primary language in the classroom, school-based clinicians should:
<ul>
<li>have high learning expectations for English language learners who are deaf or hard of hearing;</li>
<li>use bilingual teaching assistance when possible;</li>
<li>create a good listening environment and use hearing devices and technology correctly; and</li>
<li>be familiar with different strategies and resources that can be used or adapted for English language learners who are deaf or hard of hearing.</li>
</ul>
Strategies may include hands-on experiential learning, visual cues and supports, building on the student's foundational knowledge, presentation of topics, concepts, and vocabulary that can be used across the curriculum, use of the student's home language to support English comprehension, use of support framework tools to organize ideas, modification of language, group work opportunities, and a welcoming learning environment.
For students who are deaf or hard of hearing for whom English is not their primary language, background information about the student and their family should be collected to identify supports needed for the education setting. Information may include language(s) used in the home and with the child, communication approaches used, cultural or religious considerations, hearing loss information, education history, and any other relevant family details that should be considered for the school setting.
When working with interpreters for students who are deaf and hard of hearing for whom English is not their primary language, clinicians should:
<ul>
<li>brief the interpreter on the goals and content of the session prior to meeting with the student and their family; </li>
<li>work together with the interpreter and the family/student during the session; and </li>
<li>debrief the interpreter after the session to discuss any feedback, concerns, or necessary next steps.</li>
</ul>
When assessing the language development of students who are deaf and hard of hearing for whom English is not their primary language, clinicians should:
<ul>
<li>complete a full case history including family background;</li>
<li>consider using tools such as language maps or talking mats;</li>
<li>carefully evaluate the appropriateness of using checklists, questionnaires, or standardized tests for this population;</li>
<li>gather information through informal assessment and observation;</li>
<li>assess the student's home communication and language using an interpreter when possible;</li>
<li>assess the student's language abilities in English and/or sign language;</li>
<li>assess the student's reading and writing skills;</li>
<li>assess the student's speech intelligibility and functional listening; and</li>
<li>assess the student's cognitive abilities.</li>
</ul>
For students who are deaf or hard of hearing for whom English is not their primary language, families should be encouraged to use their home language if the student is able to access spoken language. For students with limited access to spoken language (e.g., awaiting a cochlear implant, minimal audiological input during early years), families should be supported and encouraged to use sign language or a sign system to communicate with their child.
For students who are deaf or hard of hearing for whom English is not their primary language, family support and a family-centered approach to education should be implemented to ensure families are engaged with professionals, the school, and their child's learning.
Any written information for students who are deaf or hard of hearing for whom English is not their primary language and their families should be provided in clear, accessible language that uses a simple layout. Any accessible materials should receive ongoing review to determine whether additional supports (e.g., use of an interpreter, additional translation) are needed.
