Araştırma Makalesi
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Perspectives of Turkish Teachers on Deaf Students’ Access to English as a Foreign Language Education

Yıl 2023, Volume: 5 Issue: 2, 55 - 70, 19.12.2023
https://doi.org/10.37233/TRSPED.2023.0143

Öz

In Türkiye, K-12 Deaf students often do not learn English as hearing students learn. This paper applies a qualitative approach and uses semi-structured interviews as the data source to analyze the perspectives of nine teachers of Deaf students on Deaf students' access to English as a foreign language education in Türkiye. In analysis, the study applies content analysis and considers Bourdieu's forms of capital, the theory of figured world, and social model of disability as the theoretical framework. The findings show that teachers of Deaf students in Türkiye have an ideology of Deafness as a culture, view Turkish Sign Language as the primary language of Deaf individuals, and support using sign language as a medium in Deaf education. However, teachers of Deaf students prefer postponing English as a foreign language education for Deaf students until Turkish Sign Language is fully acquired. The findings of the study suggest integrating Turkish Sign Language in K-12 Deaf education as a medium and designing education programs to teach English as a foreign language to Deaf students simultaneously without postponing learning any languages.

Kaynakça

  • Akmese, P., P. & Kayhan, N. (2016). İşitme engelliler öğretmenleri ile odyoloji ve konuşma bozuklukları uzmanlarının işitme kayıplı çocukların eğitimi hakkındaki görüşleri, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(40). https://doi.org/10.21764/efd.45205
  • Babaci-Wilhite, Z. (2015). Local languages as a human right in education: Comparative cases from Africa. Sense.
  • Bedoin, D. (2011). English teachers of deaf and hard‐of‐hearing students in French schools: Needs, barriers, and strategies. European Journal of Special Needs Education, 26(2), 159-175. https://doi.org/10.1080/08856257.2011.563605
  • Birinci, F. G. (2014). The effectiveness of visual materials in teaching vocabulary to deaf students of EFL (Unpublished master thesis). Hacettepe University, Ankara, Türkiye.
  • Bogdan, R. C., & Biklen, S. K. (2006). Qualitative research for education: An introduction to theory and methods (5th ed.). Allyn and Bacon.
  • Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans.). Harvard University Press.
  • Bucholtz, M. (2000). The politics of transcription. Journal of Pragmatics, 32(10), 1439-1465. https://doi.org/10.1016/S0378-2166(99)00094-6
  • Cankuvvet, N., Doğan, M., & Gürgür, H. (2015). Ebeveynlerin koklear implanta ilişkin beklentilerinin incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 3(1), 54-73. https://doi.org/10.14689/issn.2148-2624.1.3c1s3m
  • Cannon, J. E., & Guardino, C. (2012). Literacy strategies for deaf/hard of hearing English language learners: Where do we begin? Deafness and Education International, 14(2), 78-99. https://doi.org/10.1179/1557069X12Y.0000000006
  • Cannon, J. E., & Luckner, J. L. (2016). Increasing cultural and linguistic diversity in Deaf education teacher preparation programs. American Annals of the Deaf, 161(1), 89-103. http://www.jstor.org/stable/26235253
  • Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage.
  • Constitution of the Republic of Türkiye (1982). https://global.tbmm.gov.tr/docs/constitution_en.pdf
  • Coupland, N. (2013). Introduction: Sociolinguistics in the global era. In N. Coupland (Ed.), The handbook of sociolinguistics and globalization (pp. 1-27). Wiley Blackwell.
  • Council of Europe (2020). Common European framework of reference for languages: Learning, teaching, assessment companion volume. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-referencelanguages
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods (5th ed.). Sage.
  • Csizer, K. & Kontra, E. H. (2020). Foreign language characteristics of deaf and severely hard of hearing students. The Modern Language Journal, 104(1). 233-249. https://doi.org/10.1111/modl.12630
  • Dorn, B. (2019). The changing role of teachers of students who are deaf or hard of hearing: Consultation as an increasing part of the job. Journal of Educational and Psychological Consultation, 29(2), 237-254. https://doi.org/10.1080/10474412.2018.1502087
  • Engler, K. S., & MacGregor, C. J. (2018). Deaf education teacher preparation: A phenomenological case study of a graduate program with a comprehensive philosophy. American Annals of the Deaf, 162(5), 388–418. https://www.jstor.org/stable/26382401
  • European Commission/Eurydice. (2017). Teaching languages at school in Europe (2017 ed.) European Journal of Language Policy, 9(2), 252-261. https://www.muse.jhu.edu/article/677227
  • Carrie, G. L., Gobble, M. E., & Cawthon, S. W. A. (2012). National perspective on teachers’ efficacy beliefs in deaf education, The Journal of Deaf Studies and Deaf Education, 17(3), 367-383. https://doi.org/10.1093/deafed/ens014
  • Gee, J. P. (2014). How to do discourse analysis: A toolkit (2nd Ed.). Routledge
  • Gürgür, H., Girgin, U. & Uzuner, Y. (2012). İşitme engelli bir öğrenci ile gerçekleştirilen bire bir söyleşilerde öğretmen yeterliliklerinin incelenmesi, Türk Eğitim Bilimleri Dergisi, 10(3),507-539. https://dergipark.org.tr/en/download/article-file/256180
  • Heugh, K. (2014). Margins, diversity, and achievement: System-wide data and implementation of multilingual education in Ethiopia. In D. Gorter, V. Zenotz & J. Cenoz (Eds.), Minority languages and multilingual education (pp. 45-63). Springer.
  • Holland D., Lachicotte W. Jr., Skinner D., & Cain C. (1998). Identity and agency in cultural Worlds. Harvard University Press.
  • Ilkbasaran, D. (2015). Literacies, mobilities and agencies of deaf youth in Turkey: Constraints and opportunities in the 21st century (Doctoral dissertation). ProQuest. (1656169535).
  • Johnson, J., R. & McIntosh, A., S. (2009). Toward a cultural perspective and understanding of the disability and deaf experience in special and multicultural education, Remedial and Special Education, 30(2), 67-83. https://doi.org/10.1177/0741932508324405
  • Johnson, H. A. (2013). Initial and ongoing teacher preparation and support: Current problems and possible solutions. American Annals of the Deaf, 157(5), 439–449. http://www.jstor.org/stable/26234859
  • Karasu, H., P. (2014). Individual literacy activities with hearing-impaired children in the preschool period. Educational Research and Reviews, 9(22), 1239-1249. https://doi.org/10.5897/ERR2014.1851
  • Kelly, R., Dufva, H., & Tapio, E. (2015). Many languages, many modalities: Finnish Sign Language signers as learners of English. AFinLAn Vuosikirja–AFinLA Yearbook, 73, 113-125. https://journal.fi/afinlavk/article/view/49371
  • Kontra, E. H., Csizér, K., & Piniel, K. (2015). The challenge for deaf and hard-of-hearing students to learn foreign languages in special needs schools. European Journal of Special Needs Education, 30(2), 141-155. https://doi.org/10.1080/08856257.2014.986905
  • Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage.
  • Kuzeci, D. (2015). Choice of foreign language and politics of foreign languages, Journal of Kazim Karabekir Education Faculty, 30, 13-26. http://dergipark.gov.tr/download/article file/31610
  • Kuzu, A., Odabasi, H., F., Girgin, M., C., (2011). Use of mobile technologies to support students with the hearing impairment: A case from Turkey. Education Technology Theory and Practice, 1(2), 52-82. https://wikieducator.org/images/d/d2/PID_395.pdf
  • Kuzu, D. (2016). The politics of identity, recognition, and multiculturalism: The Kurds in Turkey. Nations and Nationalism, 22(1), 123-142. https://doi.org/10.1111/nana.12139
  • Luckner, L., J. & Dorn, B. (2017). Job satisfaction of teachers of students who are deaf or hard of hearing. The Journal of Deaf Studies and Deaf Education, 22(3), 336-345. https://doi.org/10.1093/deafed/enx016
  • McDermid, C. (2020). Educational interpreters, Deaf students and inclusive education? Turkish Journal of Special Education Research and Practice, 2 (1), 27-46. https://doi.org/10.37233/TRSPED.2020.0107
  • Musyoka M.M. (2023). Translanguaging in bilingual deaf education teacher preparation programs. Languages, 8(65), 1-21. https://doi.org/10.3390/languages8010065
  • Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology, 11(4), 327-344. https://doi.org/10.1080/13645570701401305 Palma, J., & Steyer, E. (2013). Insights into teaching English as a foreign language to deaf students. Lingua Americana, 17(32), 33-46. https://pdfs.semanticscholar.org/9ecc/c3b1b6e8f076d1fceefbfac4744a19a1a43c.pdf
  • Polat, F. (2003). Factors affecting psychosocial adjustment of deaf students. Journal of Deaf Studies and Deaf Education, 8(3), 325-339. https://doi.org/10.1093/Deafed/eng018
  • Potier, K.R., & Givens, H. (2023). Synthesizing Vygotsky's sociocultural theory and deaf pedagogy framework toward deaf education reform: Perspectives from teachers of the Deaf. American Annals of the Deaf 168(1), 102-127. https://doi.org/10.1353/aad.2023.a904169.
  • QSR International Pty Ltd. (2015) NVivo (Version 11), http://www.qsrinternational.com/nvivo qualitative-data-analysis-software/home
  • Quay, S. (2005). Education reforms and English teaching for the deaf in Japan. Deafness and Education International, 7(3), 139-153. https://doi.org/10.1179/146431505790560338
  • Republic of Turkey Fundamental Law of National Education (1973). http://www.mevzuat.gov.tr/MevzuatMetin/1.5.1739.pdf
  • Sarıkaya, E. (2011). The opinions and suggestions of teachers of hearing-impaired children about literacy learning of hearing-impaired children. (Unpublished Master’s Thesis). ProQuest Dissertations Publishing.
  • Selvi, H. H. & Yıldırım, S. B. (2023). Türkiye’de işaret dili eğitimine yönelik güncel sorunlar. Turkish Journal of Special Education Research and Practice, 5 (1), 40-57. https://doi.org/10.37233/TRSPED.2023.0137
  • Shakespeare, T. (2005). Disability studies today and tomorrow. Sociology of Health and Illness, 27(1), 138-148. https://doi.org/10.1111/j.1467-9566.2005.00435.x
  • Skutnabb-Kangas, T. (2012). Indigenousness, human rights, ethnicity, language, and power. International Journal of the Sociology of Language, 213, 87-104. https://doi.org/10.1515/ijsl-2012-0008.
  • Turan, Z. (2010). An early natural auditory-oral intervention approach for children with hearing loss: A qualitative study. Educational Sciences: Theory and Practice, 10(3), 1731-1756.
  • Turkish Statistical Institute (2018). The proportion of disabled population by type of disability. http://www.turkstat.gov.tr/PreTablo.do?alt_id=1017
  • Turkish Ministry of National Education General Directorate of Special Education and Counseling Services (2018). Regulations of Special Education Services https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • United Nations Educational, Scientific and Cultural Organization (1996). Universal Declaration on Linguistic Rights.
  • Urrieta, L. (2007). Figured worlds and education: An introduction to special issue, The Urban Review, 39(2), 107-116. https://doi.org/10.1007/s11256-007-0051-0
  • Wee, L. (2007). Linguistic human rights and mobility. Journal of Multilingual and Multicultural Development, 28(4), 325-338. https://eric.ed.gov/?id=EJ884573
  • Wilson, A. T., & Winiarczyk, R. E. (2014). Mixed methods research strategies with deaf people linguistic and cultural challenges addressed. Journal of Mixed Methods Research, 8(3), 266-277. https://doi.org/10.1177/1558689814527943
  • Zeshan, U. (2003). Aspects of Turkish Sign Language. Sign Language & Linguistics, 6(1), 43-75. https://doi.org/10.1075/sll.6.1.04zes

Öğretmenlerin İşitme Engelli Öğrencilerin Yabancı Dil Olarak İngilizce Eğitimine Erişimine İlişkin Görüşleri

Yıl 2023, Volume: 5 Issue: 2, 55 - 70, 19.12.2023
https://doi.org/10.37233/TRSPED.2023.0143

Öz

Türkiye'de, örgün eğitime devam eden işitme engelli öğrenciler genellikle işiten öğrencilerin öğrendiği gibi İngilizce öğrenememektedir. Bu çalışma, nitel bir yaklaşım bağlamında yarı yapılandırılmış görüşmeleri kullanarak dokuz işitme engelli öğrenci öğretmeninin Türkiye'deki işitme engelli öğrencilerin yabancı dil olarak İngilizce eğitimine erişimine ilişkin bakış açılarını analiz etmektedir. Çalışmada veriler içerik analizi yöntemiyle analiz edilmiştir. Bulgular, Türkiye'deki engelli bireylerin sağırlığı bir kültür olarak algıladıklarını, Türk İşaret Dili'ni sağır bireylerin birincil dili olarak gördüklerini ve sağır eğitiminde işaret dilinin bir araç olarak kullanılmasını desteklediklerini göstermektedir. Bununla birlikte, işitme engelliler öğretmenleri, işitme engelli öğrenciler için yabancı dil olarak İngilizce eğitimini Türk İşaret Dili'ni tam olarak öğrenilene kadar ertelemeyi tercih etmektedir. Çalışmanın bulguları, Türk İşaret Dili'nin örgün eğitime devam eden öğrencilerin eğitimine bir araç olarak entegre edilmesini ve herhangi bir dil öğrenmeyi ertelemeden sağır öğrencilere eşzamanlı olarak yabancı dil olarak İngilizce öğretmek için eğitim programları tasarlamayı önermektedir.

Kaynakça

  • Akmese, P., P. & Kayhan, N. (2016). İşitme engelliler öğretmenleri ile odyoloji ve konuşma bozuklukları uzmanlarının işitme kayıplı çocukların eğitimi hakkındaki görüşleri, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(40). https://doi.org/10.21764/efd.45205
  • Babaci-Wilhite, Z. (2015). Local languages as a human right in education: Comparative cases from Africa. Sense.
  • Bedoin, D. (2011). English teachers of deaf and hard‐of‐hearing students in French schools: Needs, barriers, and strategies. European Journal of Special Needs Education, 26(2), 159-175. https://doi.org/10.1080/08856257.2011.563605
  • Birinci, F. G. (2014). The effectiveness of visual materials in teaching vocabulary to deaf students of EFL (Unpublished master thesis). Hacettepe University, Ankara, Türkiye.
  • Bogdan, R. C., & Biklen, S. K. (2006). Qualitative research for education: An introduction to theory and methods (5th ed.). Allyn and Bacon.
  • Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans.). Harvard University Press.
  • Bucholtz, M. (2000). The politics of transcription. Journal of Pragmatics, 32(10), 1439-1465. https://doi.org/10.1016/S0378-2166(99)00094-6
  • Cankuvvet, N., Doğan, M., & Gürgür, H. (2015). Ebeveynlerin koklear implanta ilişkin beklentilerinin incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 3(1), 54-73. https://doi.org/10.14689/issn.2148-2624.1.3c1s3m
  • Cannon, J. E., & Guardino, C. (2012). Literacy strategies for deaf/hard of hearing English language learners: Where do we begin? Deafness and Education International, 14(2), 78-99. https://doi.org/10.1179/1557069X12Y.0000000006
  • Cannon, J. E., & Luckner, J. L. (2016). Increasing cultural and linguistic diversity in Deaf education teacher preparation programs. American Annals of the Deaf, 161(1), 89-103. http://www.jstor.org/stable/26235253
  • Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage.
  • Constitution of the Republic of Türkiye (1982). https://global.tbmm.gov.tr/docs/constitution_en.pdf
  • Coupland, N. (2013). Introduction: Sociolinguistics in the global era. In N. Coupland (Ed.), The handbook of sociolinguistics and globalization (pp. 1-27). Wiley Blackwell.
  • Council of Europe (2020). Common European framework of reference for languages: Learning, teaching, assessment companion volume. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-referencelanguages
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods (5th ed.). Sage.
  • Csizer, K. & Kontra, E. H. (2020). Foreign language characteristics of deaf and severely hard of hearing students. The Modern Language Journal, 104(1). 233-249. https://doi.org/10.1111/modl.12630
  • Dorn, B. (2019). The changing role of teachers of students who are deaf or hard of hearing: Consultation as an increasing part of the job. Journal of Educational and Psychological Consultation, 29(2), 237-254. https://doi.org/10.1080/10474412.2018.1502087
  • Engler, K. S., & MacGregor, C. J. (2018). Deaf education teacher preparation: A phenomenological case study of a graduate program with a comprehensive philosophy. American Annals of the Deaf, 162(5), 388–418. https://www.jstor.org/stable/26382401
  • European Commission/Eurydice. (2017). Teaching languages at school in Europe (2017 ed.) European Journal of Language Policy, 9(2), 252-261. https://www.muse.jhu.edu/article/677227
  • Carrie, G. L., Gobble, M. E., & Cawthon, S. W. A. (2012). National perspective on teachers’ efficacy beliefs in deaf education, The Journal of Deaf Studies and Deaf Education, 17(3), 367-383. https://doi.org/10.1093/deafed/ens014
  • Gee, J. P. (2014). How to do discourse analysis: A toolkit (2nd Ed.). Routledge
  • Gürgür, H., Girgin, U. & Uzuner, Y. (2012). İşitme engelli bir öğrenci ile gerçekleştirilen bire bir söyleşilerde öğretmen yeterliliklerinin incelenmesi, Türk Eğitim Bilimleri Dergisi, 10(3),507-539. https://dergipark.org.tr/en/download/article-file/256180
  • Heugh, K. (2014). Margins, diversity, and achievement: System-wide data and implementation of multilingual education in Ethiopia. In D. Gorter, V. Zenotz & J. Cenoz (Eds.), Minority languages and multilingual education (pp. 45-63). Springer.
  • Holland D., Lachicotte W. Jr., Skinner D., & Cain C. (1998). Identity and agency in cultural Worlds. Harvard University Press.
  • Ilkbasaran, D. (2015). Literacies, mobilities and agencies of deaf youth in Turkey: Constraints and opportunities in the 21st century (Doctoral dissertation). ProQuest. (1656169535).
  • Johnson, J., R. & McIntosh, A., S. (2009). Toward a cultural perspective and understanding of the disability and deaf experience in special and multicultural education, Remedial and Special Education, 30(2), 67-83. https://doi.org/10.1177/0741932508324405
  • Johnson, H. A. (2013). Initial and ongoing teacher preparation and support: Current problems and possible solutions. American Annals of the Deaf, 157(5), 439–449. http://www.jstor.org/stable/26234859
  • Karasu, H., P. (2014). Individual literacy activities with hearing-impaired children in the preschool period. Educational Research and Reviews, 9(22), 1239-1249. https://doi.org/10.5897/ERR2014.1851
  • Kelly, R., Dufva, H., & Tapio, E. (2015). Many languages, many modalities: Finnish Sign Language signers as learners of English. AFinLAn Vuosikirja–AFinLA Yearbook, 73, 113-125. https://journal.fi/afinlavk/article/view/49371
  • Kontra, E. H., Csizér, K., & Piniel, K. (2015). The challenge for deaf and hard-of-hearing students to learn foreign languages in special needs schools. European Journal of Special Needs Education, 30(2), 141-155. https://doi.org/10.1080/08856257.2014.986905
  • Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage.
  • Kuzeci, D. (2015). Choice of foreign language and politics of foreign languages, Journal of Kazim Karabekir Education Faculty, 30, 13-26. http://dergipark.gov.tr/download/article file/31610
  • Kuzu, A., Odabasi, H., F., Girgin, M., C., (2011). Use of mobile technologies to support students with the hearing impairment: A case from Turkey. Education Technology Theory and Practice, 1(2), 52-82. https://wikieducator.org/images/d/d2/PID_395.pdf
  • Kuzu, D. (2016). The politics of identity, recognition, and multiculturalism: The Kurds in Turkey. Nations and Nationalism, 22(1), 123-142. https://doi.org/10.1111/nana.12139
  • Luckner, L., J. & Dorn, B. (2017). Job satisfaction of teachers of students who are deaf or hard of hearing. The Journal of Deaf Studies and Deaf Education, 22(3), 336-345. https://doi.org/10.1093/deafed/enx016
  • McDermid, C. (2020). Educational interpreters, Deaf students and inclusive education? Turkish Journal of Special Education Research and Practice, 2 (1), 27-46. https://doi.org/10.37233/TRSPED.2020.0107
  • Musyoka M.M. (2023). Translanguaging in bilingual deaf education teacher preparation programs. Languages, 8(65), 1-21. https://doi.org/10.3390/languages8010065
  • Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology, 11(4), 327-344. https://doi.org/10.1080/13645570701401305 Palma, J., & Steyer, E. (2013). Insights into teaching English as a foreign language to deaf students. Lingua Americana, 17(32), 33-46. https://pdfs.semanticscholar.org/9ecc/c3b1b6e8f076d1fceefbfac4744a19a1a43c.pdf
  • Polat, F. (2003). Factors affecting psychosocial adjustment of deaf students. Journal of Deaf Studies and Deaf Education, 8(3), 325-339. https://doi.org/10.1093/Deafed/eng018
  • Potier, K.R., & Givens, H. (2023). Synthesizing Vygotsky's sociocultural theory and deaf pedagogy framework toward deaf education reform: Perspectives from teachers of the Deaf. American Annals of the Deaf 168(1), 102-127. https://doi.org/10.1353/aad.2023.a904169.
  • QSR International Pty Ltd. (2015) NVivo (Version 11), http://www.qsrinternational.com/nvivo qualitative-data-analysis-software/home
  • Quay, S. (2005). Education reforms and English teaching for the deaf in Japan. Deafness and Education International, 7(3), 139-153. https://doi.org/10.1179/146431505790560338
  • Republic of Turkey Fundamental Law of National Education (1973). http://www.mevzuat.gov.tr/MevzuatMetin/1.5.1739.pdf
  • Sarıkaya, E. (2011). The opinions and suggestions of teachers of hearing-impaired children about literacy learning of hearing-impaired children. (Unpublished Master’s Thesis). ProQuest Dissertations Publishing.
  • Selvi, H. H. & Yıldırım, S. B. (2023). Türkiye’de işaret dili eğitimine yönelik güncel sorunlar. Turkish Journal of Special Education Research and Practice, 5 (1), 40-57. https://doi.org/10.37233/TRSPED.2023.0137
  • Shakespeare, T. (2005). Disability studies today and tomorrow. Sociology of Health and Illness, 27(1), 138-148. https://doi.org/10.1111/j.1467-9566.2005.00435.x
  • Skutnabb-Kangas, T. (2012). Indigenousness, human rights, ethnicity, language, and power. International Journal of the Sociology of Language, 213, 87-104. https://doi.org/10.1515/ijsl-2012-0008.
  • Turan, Z. (2010). An early natural auditory-oral intervention approach for children with hearing loss: A qualitative study. Educational Sciences: Theory and Practice, 10(3), 1731-1756.
  • Turkish Statistical Institute (2018). The proportion of disabled population by type of disability. http://www.turkstat.gov.tr/PreTablo.do?alt_id=1017
  • Turkish Ministry of National Education General Directorate of Special Education and Counseling Services (2018). Regulations of Special Education Services https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • United Nations Educational, Scientific and Cultural Organization (1996). Universal Declaration on Linguistic Rights.
  • Urrieta, L. (2007). Figured worlds and education: An introduction to special issue, The Urban Review, 39(2), 107-116. https://doi.org/10.1007/s11256-007-0051-0
  • Wee, L. (2007). Linguistic human rights and mobility. Journal of Multilingual and Multicultural Development, 28(4), 325-338. https://eric.ed.gov/?id=EJ884573
  • Wilson, A. T., & Winiarczyk, R. E. (2014). Mixed methods research strategies with deaf people linguistic and cultural challenges addressed. Journal of Mixed Methods Research, 8(3), 266-277. https://doi.org/10.1177/1558689814527943
  • Zeshan, U. (2003). Aspects of Turkish Sign Language. Sign Language & Linguistics, 6(1), 43-75. https://doi.org/10.1075/sll.6.1.04zes
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İşitme Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Cigdem Fidan 0000-0001-7353-0633

Erken Görünüm Tarihi 19 Aralık 2023
Yayımlanma Tarihi 19 Aralık 2023
Gönderilme Tarihi 21 Kasım 2023
Kabul Tarihi 18 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Volume: 5 Issue: 2

Kaynak Göster

APA Fidan, C. (2023). Perspectives of Turkish Teachers on Deaf Students’ Access to English as a Foreign Language Education. Turkish Journal of Special Education Research and Practice55-70. https://doi.org/10.37233/TRSPED.2023.0143