PEDAGOGICAL STRATEGIES EMPLOYED IN THE INSTRUCTION OF ENGLISH LANGUAGE TO LEARNERS WITH HEARING IMPAIRMENT

Abstract

            This study investigates the pedagogical strategies used by English language teachers to support students with hearing impairments in inclusive and special education settings. Adopting a quantitative survey design, data were collected from 150 English teachers across public and private institutions using a structured questionnaire. Findings indicate frequent use of inclusive strategies such as visual aids, captioned multimedia, total communication, and sign language. Teachers rated these strategies as highly effective in enhancing learners' comprehension, engagement, and literacy skills. Significant differences in strategy use were observed based on teacher designation, type of institution, and area of posting, while gender, age, and qualification showed no impact. A positive correlation emerged between frequency of strategy use and perceived effectiveness, underscoring the importance of sustained pedagogical application. The study highlights the need for context-sensitive training, assistive technologies, and curriculum adaptation to improve English language acquisition among students with auditory impairments in diverse learning environments.