Mahon, M; Davis, A; (2012) Communicating with deaf children from families where English is an additional language. British Association of Teachers of the Deaf Magazine pp. 22-24.

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Abstract

In our increasingly diverse school communities, teachers of the deaf frequently come across the challenge of communicating with children from hearing families where English is an additional language (EAL). The numbers are substantial: in January 2011, the Department for Education reported that there are 16.8% primary school pupils with first language known or believed to be other than English (see Table 13a at http://tinyurl.com/85ch2gw). The numbers of hearing impaired pupils with a first language known or believed to be other than English are also high: 15.1% at School Action plus, and 32.5% with a statement of SEN (DfE School Census January 2011 see Table F http://tinyurl.com/87atvfo). In their most recent Survey (August 2011) the Consortium for Research in Deaf Education (CRIDE) indicated that 15% of deaf children in both primary and secondary education used another spoken language (other than English) at home (see http://www.batod.org.uk/index.php?id=/publications/survey) There are very many ‘other spoken languages’ and although schools can usually provide support in some languages, it’s often a challenge to cover them all. In this article, we will discuss a few issues that we have found to be important when considering communicating with EAL deaf children so that they will develop their spoken language. We’ll start with the families.

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