Pedagogies for Teaching English as a Foreign Language to Learners with Visual Impairments in Oman

Abstract

Teaching English as a foreign language (EFL) to learners with visual impairments (VI) has received little attention from second language or special educational needs researchers. The current study aimed to explore pedagogic practices in EFL classes of learners with VI in Oman and to explore the perceptions of the EFL teachers and the learners. The study employed an interpretive paradigm. A qualitative case study design was used to collect and analyse data. Open observations and semi-structured interviews were the two methods used. EFL pedagogic practices in five EFL classrooms of learners with VI were investigated through observing and audio recording lessons and taking field notes of classroom interactions. Semi-structured post-recall interviews were conducted with one EFL teacher and one of their learners with VI in each case (classroom). Two of the cases were special classrooms, while three were mainstream classrooms. Thematic analysis of the data yielded a number of findings. EFL teachers’ pedagogic practices varied in the five cases but were most often teacher-centred. EFL teachers viewed their learners with VI as having weak memories, whereas these learners viewed themselves as capable. Educational assessment was perceived by both the EFL teachers and the learners as a significant factor in teaching and learning. Technologies for learners with VI are viewed differently by EFL teachers and their learners with VI. Based on these findings, more research about EFL teachers and learners with VI needs to be conducted, especially how to best implement technologies in EFL classrooms of learners with VI and how to best use the learners’ capabilities.