Practice – based - Pedagogies to Magnify Early Career Special Education Teachers for Teaching English as Second Language to Pupils with Hearing Impairment in Classroom Context: A Survey Study of the Punjab, Pakistan

Abstract

Pupils with hearing impairment find it difficult to learn like their hearing peers, so they need specific strategies for learning. During this study, it was aimed to find out evidence-based pedagogies for teaching English as second language to pupils with loss of hearing at elementary level in Punjab, Pakistan. This research was primarily a descriptive study in its nature. Research population was included the special education teachers teaching presently children with loss of hearing in the special education department of the Punjab. Sample of study comprised of randomly chosen sixty special education teachers. Data was collected through a self-developed questionnaire based on five Likert scale. Descriptive statistics and inferential statistics helped the researcher to interpret the results. It was revealed that there was no significant difference (p>0.05) in the practice-based-pedagogies used by special education teachers for teaching English as second language to pupils with loss of hearing at elementary level in Punjab, Pakistan on the basis of gender, designation, qualification, experience and locality. The researchers recommended that new strategies and methods need to be designed for teaching English as second language to pupils with loss of hearing at elementary level in Punjab, Pakistan involving modern technological tools and language based needs of the students.