Participants utilized almost the same teaching techniques and materials that are commonly used in Turkey to teach sighted students, which is contrary to suggestions in earlier research that the visually impaired have different social behavior and learning styles. Analyses of interview data introduced several themes including multiple impairments, family related problems, curriculum, verbalism, scarcity of resources, and prevalent use of traditional grammar-translation techniques by the teachers. Classroom observation provided insight about problems that the teachers encountered while teaching English to the visually impaired students, teaching techniques and materials used during the class, students' performance of tasks, and classroom management. Content analysis procedures were followed to analyze transcribed interviews. Three English teachers of visually impaired elementary school children were interviewed and a forty-minute class of each teacher was observed. Results furthermore suggest that the overlap may be explained by the weakened ability of children with LI to sustain their attention to auditory stimuli, interfering with how well incoming language is processed.īilingualism language impairment morphology sustained attention vocabulary.This study aims at investigating how blind and visually impaired students are taught English as a foreign language and analyzing the techniques and materials that EFL teachers utilize to teach English at schools for the visually impaired. Conclusion: The findings from the present study indicate that the overlap between the language profiles of children with LI and bilingual children is particularly large for vocabulary in early (pre)school years and reduces over time. Visual sustained attention only acted as a mediator in the bilingual group. Auditory sustained attention mediated the effect of LI on vocabulary and morphology in both the monolingual and bilingual groups of children. In addition, children with LI had weaker auditory and visual sustained attention skills relative to TD children, while no differences between monolinguals and bilinguals emerged. The vocabulary difference between monolinguals and bilinguals decreased over time. Results: Children with LI and bilingual children were outperformed by their typically developing (TD) and monolingual peers, respectively, on vocabulary and morphology at all three waves. Mediation analyses were performed to examine relationships between LI, sustained attention, and language skills. In addition, auditory and visual sustained attention were tested at wave 1. Dutch receptive vocabulary and grammatical morphology were assessed at three waves. Methods: Monolingual and bilingual children with and without LI ( N = 128), aged 5-8 years old, participated in this study.
Consequent incomplete processing of language input may lead to delays that are similar to those originating from reductions in input frequency.
Furthermore, we aimed to better understand why the language profiles of these two groups show resemblance, testing the hypothesis that the language difficulties of children with LI reflect a weakened ability to maintain attention to the stream of linguistic information. The current study examined the persistence of this overlap over time. Background: The language profiles of children with language impairment (LI) and bilingual children can show partial, and possibly temporary, overlap.
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