The use of total communication approach to improve deaf learner's writing skills in English as a second language

Abstract

In Lesotho, where reports indicate a higher number of disabled learners at lower grades, hearing impairment is the most prevalent disability. Despite the growing awareness of the necessity to include hearing-impaired learners in second language learning, deaf learners in Lesotho continue to face challenges in second language learning due to the absence of spoken language, differences in grammatical structures of their mother tongue and that of ESL and curriculum failing to address their unique educational needs. It is imperative for teachers to use approaches that address deaf learners’ unique communication preferences. Total Communication Approach, which uses several communication modalities to facilitate communication and learning, offers a solution. Utilising an Embedded Mixed-Method design within a participatory action research framework, the study employed one group's pre-and post-test of the Hammil & Larsen 4th edition Test of Written Language to assess the efficacy of the Total Communication Approach in enhancing the writing abilities of 30 deaf learners. The research was informed by three theoretical frameworks: Person- Environment Fit Theory, Legitimation Code Theory, and Cognitive Theory of Multimedia Learning. Research prioritised real-world outcomes over rigorous adherence to any particular approach driven by pragmatism. To gather qualitative data, document analysis, focus groups, and in-depth interviews were used, and subjected to David Rose’s (2005) Reading to Learn Assessing Writing tool and ATLAS.ti software version 24. Pre-test and post-test results and structured observations yielded quantitative data which was analysed by Excel and descriptive statistics. Findings indicated that spelling, grammar, and vocabulary are the main areas of difficulty for deaf learners in writing. However, the Total Communication Approach helped expand their vocabulary by demonstrating how to employ possessives and adjectives that center on the noun. Additionally, it improved spelling and vocabulary comprehension for English as a second language, as seen by the use of novel terms and well-constructed sentences. Results indicated that spelling was the most developed skill (mean 71.49), vocabulary came second (mean 36.68) and grammar the least developed skill (mean 17.17). After the intervention, the mean scores for all deaf boys were 67.67, and for all girls, they were 57.67, indicating notable progress for each gender. The study concludes that having access to information through a variety of channels contributed to comprehension and recall of writing. The study suggests creating literacy programs based on the Total Communication Approach and adjusted for different levels of deaf learners as traditional assessments might not capture their writing well enough