Araştırma Makalesi
Teaching English to visually impaired learners in Türkiye – Experiences of EFL instructors in higher education
Öz
"There are always two sides to every story," as noted by the American philosopher Jonathan Edwards. It is, therefore, crucial to consider the perspectives of both parties, especially when dealing with a complex phenomenon. In the context of this research, that perspective involves the EFL instructors who taught visually impaired learners. Due to insufficient preparation stemming from a lack of adequate background knowledge on how to engage with individuals with visual impairments and what considerations are necessary when teaching them EFL, it is unsurprising that instructors have encountered difficulties in instructing visually impaired learners. This study investigated the overall experiences of the EFL instructors who taught visually impaired learners, challenges they faced and accommodations and assistive strategies they used. The participants consisted of four EFL instructors working at higher education institutions in Türkiye. The data were collected through an observation of a class hour of one of the instructors and semi-structured interviews with all participants. The findings revealed that the instructors felt anxious, emotional and were in self-doubt at the beginning, and gradually developed confidence and appreciation as a result of the experiences they gained through teaching, reading the relevant literature, and the continuous feedback they got from their learners. Instructors also implemented a number of strategies to deal with the challenges they faced. The study concluded with implications for language teaching and suggestions for further research.
Anahtar Kelimeler
teaching English as a foreign language special educational needs inclusive education visually impaired learners higher education
Kaynakça
- Alvarenga de Alas, R. M., Cruz de Orellana, B. C., & López Rodríguez, K. V. (2020). Appropriate methodological strategies to support the teaching-learning process to visually impaired students enrolled in the English Program at Centro de Enseñanza de Idiomas Extranjeros de la Universidad de El Salvador (CENIUES) [Bachelor’s thesis]. Universidad de El Salvador Repository. https://ri.ues.edu.sv/id/eprint/22315
- Arenas González, I. (2012). Beyond the “Handicapped” label: Narrating options to teach foreign languages to blind and visually impaired students. HOW, 19(1), 146–156. https://www.howjournalcolombia.org/index.php/how/article/view/42
- Attachoo, B., & Sittihikul, P. (2020). The lived experiences in English language learning of the Thai visually impaired students in the inclusive classroom. English Language Teaching, 14(1), 91–100. https://doi.org/10.5539/elt.v14n1p86
- Başaran, S. (2012). Teaching English to visually impaired students in Turkey: A case study. Energy Education Science and Technology Part B: Social and Educational Studies, 2, 217-226.
- Blind and Low Vision Education Network NZ (BLENNZ). (2015). Students who are blind or have low vision: A resource for educators. Ministry of Education. https://inclusive.tki.org.nz/guides/
- Christidou, S. (2016). Foreign language learning for the visually impaired in the region of central Macedonia, Greece: Problems and suggestions. US-China Foreign Language, 14(3), 214–226. https://doi.org/10.17265/1539-8080/2016.03.005
- Clandinin, D. J., & Connelly, F. M. (1989). Narrative and story in practice and research (Report No. ED309681). U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED309681.pdf
- Creswell, J. W. (2012). Narrative research designs. In Educational research: Planning, conducting, and evaluating quantitative and qualitative research (pp. 501–533). Pearson.
- Durna, G. (2012). The impact of an integrated education upon visually disabled students [Unpublished master’s thesis]. Fatih University.
- Febtiningsih, P., Ardiya, & Wibowo, A. P. (2021). Instructors’ challenges in teaching English writing skills for visually impaired students at Indonesian special senior high schools. ELT-Lectura, 8(1), 90–98. https://doi.org/10.31849/elt-lectura.v8i1.5472
- Hernandez Giraldo, K., Orozco Montes, M. C., & Ortega Parra, K. E. (2018). Teaching English to a blind student at a public school [Bachelor’s thesis]. Universidad Tecnológica de Pereira. CORE Repository. Hilgendorf, S. K. (2025). History of language-teaching methods. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (2nd ed.). https://doi.org/10.1002/9781405198431.wbeal0510.pub2
- Jedynak, M. (2018). Teaching a foreign language to partially sighted and blind learners: Overview of research findings. Interdisciplinary Context of Special Pedagogy, 21(1), 201–216. https://doi.org/10.14746/ikps.2018.21.11 Lovi, M. (2013). Aspects of teaching and learning English as a foreign language in the case of blind and visually impaired learners in Estonia [Unpublished master’s thesis]. University of Tartu. CORE Repository. Monthei, S. (2013). Tips for teachers: Teaching students with visual impairments. National Federation of the Blind. https://nfb.org/sites/default/files/images/nfb/publications/bm/bm13/bm1302/bm130207.htm
- Morrissey, W. P. (1931). Teaching foreign languages in schools for the blind. Journal of Visual Impairment & Blindness, 25(2b), 34-37. https://doi.org/10.1177/0145482X31004002
- Omer, A. H. (2015). Teaching students with visual impairments in inclusive classrooms [Unpublished master’s thesis]. University of Oslo.
- Riessman, C. K. (2008). Narrative methods for the human sciences. Sage Publications.
- Şimşek, İ. D. (2021). The problems faced by university students with visual impairment using English materials [Unpublished master’s thesis]. Istanbul University https://nek.istanbul.edu.tr/ekos/TEZ/ET003504.pdf
- Susanto, S., & Nanda, D. S. (2018). Teaching and learning English for visually impaired students: An ethnographic case study. English Review: Journal of English Education, 7(1), 83–92. https://doi.org/10.25134/erjee.v7i1.1530
- Taşcı, A. N. (2022). Learning English as a foreign language: Stories of the visually impaired EFL learners in Turkey: A narrative inquiry [Unpublished master’s thesis]. Gazi University.
- Topor, I., & Rosenblum, L. P. (2013). English language learners: Experiences of instructors of students with visual impairments who work with this population. Journal of Visual Impairment & Blindness, 107(2), 79–91. https://doi.org/10.1177/0145482X1310700202
- Villalba, K. (2022). Learning to “see” again: Overcoming challenges while teaching English to visually impaired students. Studies in Technology Enhanced Learning, 2(1), 1–17. https://doi.org/10.21428/8c225f6e.b71fdd12 Yükseköğretim Kurulu. (2020). Survey results on the measures taken by higher education institutions to ensure the educational access of students with disabilities during the global pandemic process. Yükseköğretim Kurulu Engelsiz Erişim Platformu. https://engelsiz.yok.gov.tr/Sayfalar/Haberler/2020/engelsiz-erisim-engelsiz-egitim.aspx
Yıl 2025,
Cilt: 11 Sayı: 1, 98 - 125, 30.06.2025
Öz
Kaynakça
- Alvarenga de Alas, R. M., Cruz de Orellana, B. C., & López Rodríguez, K. V. (2020). Appropriate methodological strategies to support the teaching-learning process to visually impaired students enrolled in the English Program at Centro de Enseñanza de Idiomas Extranjeros de la Universidad de El Salvador (CENIUES) [Bachelor’s thesis]. Universidad de El Salvador Repository. https://ri.ues.edu.sv/id/eprint/22315
- Arenas González, I. (2012). Beyond the “Handicapped” label: Narrating options to teach foreign languages to blind and visually impaired students. HOW, 19(1), 146–156. https://www.howjournalcolombia.org/index.php/how/article/view/42
- Attachoo, B., & Sittihikul, P. (2020). The lived experiences in English language learning of the Thai visually impaired students in the inclusive classroom. English Language Teaching, 14(1), 91–100. https://doi.org/10.5539/elt.v14n1p86
- Başaran, S. (2012). Teaching English to visually impaired students in Turkey: A case study. Energy Education Science and Technology Part B: Social and Educational Studies, 2, 217-226.
- Blind and Low Vision Education Network NZ (BLENNZ). (2015). Students who are blind or have low vision: A resource for educators. Ministry of Education. https://inclusive.tki.org.nz/guides/
- Christidou, S. (2016). Foreign language learning for the visually impaired in the region of central Macedonia, Greece: Problems and suggestions. US-China Foreign Language, 14(3), 214–226. https://doi.org/10.17265/1539-8080/2016.03.005
- Clandinin, D. J., & Connelly, F. M. (1989). Narrative and story in practice and research (Report No. ED309681). U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED309681.pdf
- Creswell, J. W. (2012). Narrative research designs. In Educational research: Planning, conducting, and evaluating quantitative and qualitative research (pp. 501–533). Pearson.
- Durna, G. (2012). The impact of an integrated education upon visually disabled students [Unpublished master’s thesis]. Fatih University.
- Febtiningsih, P., Ardiya, & Wibowo, A. P. (2021). Instructors’ challenges in teaching English writing skills for visually impaired students at Indonesian special senior high schools. ELT-Lectura, 8(1), 90–98. https://doi.org/10.31849/elt-lectura.v8i1.5472
- Hernandez Giraldo, K., Orozco Montes, M. C., & Ortega Parra, K. E. (2018). Teaching English to a blind student at a public school [Bachelor’s thesis]. Universidad Tecnológica de Pereira. CORE Repository. Hilgendorf, S. K. (2025). History of language-teaching methods. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (2nd ed.). https://doi.org/10.1002/9781405198431.wbeal0510.pub2
- Jedynak, M. (2018). Teaching a foreign language to partially sighted and blind learners: Overview of research findings. Interdisciplinary Context of Special Pedagogy, 21(1), 201–216. https://doi.org/10.14746/ikps.2018.21.11 Lovi, M. (2013). Aspects of teaching and learning English as a foreign language in the case of blind and visually impaired learners in Estonia [Unpublished master’s thesis]. University of Tartu. CORE Repository. Monthei, S. (2013). Tips for teachers: Teaching students with visual impairments. National Federation of the Blind. https://nfb.org/sites/default/files/images/nfb/publications/bm/bm13/bm1302/bm130207.htm
- Morrissey, W. P. (1931). Teaching foreign languages in schools for the blind. Journal of Visual Impairment & Blindness, 25(2b), 34-37. https://doi.org/10.1177/0145482X31004002
- Omer, A. H. (2015). Teaching students with visual impairments in inclusive classrooms [Unpublished master’s thesis]. University of Oslo.
- Riessman, C. K. (2008). Narrative methods for the human sciences. Sage Publications.
- Şimşek, İ. D. (2021). The problems faced by university students with visual impairment using English materials [Unpublished master’s thesis]. Istanbul University https://nek.istanbul.edu.tr/ekos/TEZ/ET003504.pdf
- Susanto, S., & Nanda, D. S. (2018). Teaching and learning English for visually impaired students: An ethnographic case study. English Review: Journal of English Education, 7(1), 83–92. https://doi.org/10.25134/erjee.v7i1.1530
- Taşcı, A. N. (2022). Learning English as a foreign language: Stories of the visually impaired EFL learners in Turkey: A narrative inquiry [Unpublished master’s thesis]. Gazi University.
- Topor, I., & Rosenblum, L. P. (2013). English language learners: Experiences of instructors of students with visual impairments who work with this population. Journal of Visual Impairment & Blindness, 107(2), 79–91. https://doi.org/10.1177/0145482X1310700202
- Villalba, K. (2022). Learning to “see” again: Overcoming challenges while teaching English to visually impaired students. Studies in Technology Enhanced Learning, 2(1), 1–17. https://doi.org/10.21428/8c225f6e.b71fdd12 Yükseköğretim Kurulu. (2020). Survey results on the measures taken by higher education institutions to ensure the educational access of students with disabilities during the global pandemic process. Yükseköğretim Kurulu Engelsiz Erişim Platformu. https://engelsiz.yok.gov.tr/Sayfalar/Haberler/2020/engelsiz-erisim-engelsiz-egitim.aspx
Toplam 20 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | İkinci Bir Dil Olarak İngilizce, Dil Çalışmaları (Diğer) |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Haziran 2025 |
| Gönderilme Tarihi | 29 Kasım 2024 |
| Kabul Tarihi | 29 Haziran 2025 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 11 Sayı: 1 |
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