| Abstract: | This study was aimed to explore the communication challenges between
hearing impaired students and EFL teachers in Inclusive English Language
classrooms. To achieve its objectives, the study used Biftu Nekemte Senior
Secondary School as research site and employed qualitative methods of data
collection and analysis. Classroom observation, interview and document
analysis were used to gather data from the study participants. Six lessons
were observed to generate data on classroom interaction. An English
teacher, four hearing impaired students, and a hearing impaired students‟
counselor participated in the interview. The study found out that the students
with hearing impairments were placed in regular classrooms without special
organization that could meet the needs of both groups of students. The
regular classroom teacher taught the inclusive class without sign language
interpreter. The communication challenge was more prevalent during
English language classes especially, listening and speaking lessons. The
problem of making sounds was so difficult that automatic vocalization and
reproduction was found to be problematic; there was problem of substitution
of consonants, omission of sounds and transposition of letters. Since there
was no sign language interpreter in the classrooms, the challenge was
weighty. To improve these problems of communication intermission, issues
related to teachers and facilities need to be reorganized to transform the
conventional classrooms to classrooms suitable for the hearing impaired.
Teachers must be trained with sign languages besides the qualifications to
teach the language (English). Materials and plans for lessons need to be
designed to consider the needs of the hearing impaired students |
