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A Case Study of Two Taiwanese Students with Hearing Loss Navigating the English as a Foreign Language Requirement at Their University.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Case Study of Two Taiwanese Students with Hearing Loss Navigating the English as a Foreign Language Requirement at Their University./
作者:	Chen, Yu.
面頁冊數:	1 online resource (243 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9780438086685

A Case Study of Two Taiwanese Students with Hearing Loss Navigating the English as a Foreign Language Requirement at Their University.
Chen, Yu.

A Case Study of Two Taiwanese Students with Hearing Loss Navigating the English as a Foreign Language Requirement at Their University. - 1 online resource (243 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--The University of New Mexico, 2018.

Includes bibliographical references

Many institutions of higher education (IHE) students in Taiwan now need to meet the English proficiency requirement to earn their higher education degrees. In this case study, I intended to a) provide the opportunity for IHE students with hearing loss in Taiwan to share their opinions, thoughts, and experiences of learning English as a foreign language in higher education institutes; and b) understand how English as a foreign language policies and educational practices contribute to create opportunities and barriers for IHE students with hearing loss. The research question I intended to examine was "what are the perceptions of the lived experiences of students with hearing loss in a Taiwanese IHE within the policy environment of English as a gatekeeper?" The focuses of the study were a) how do Taiwanese IHE students with hearing loss perceive their experiences learning English as a foreign language in IHEs; and b) how do the current policies and educational practices related to learning English as a foreign language serve to construct barriers and opportunities for IHE students with hearing loss?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438086685Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

A Case Study of Two Taiwanese Students with Hearing Loss Navigating the English as a Foreign Language Requirement at Their University.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
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502 $a Thesis (Ph.D.)--The University of New Mexico, 2018.
504 $a Includes bibliographical references
520 $a Many institutions of higher education (IHE) students in Taiwan now need to meet the English proficiency requirement to earn their higher education degrees. In this case study, I intended to a) provide the opportunity for IHE students with hearing loss in Taiwan to share their opinions, thoughts, and experiences of learning English as a foreign language in higher education institutes; and b) understand how English as a foreign language policies and educational practices contribute to create opportunities and barriers for IHE students with hearing loss. The research question I intended to examine was "what are the perceptions of the lived experiences of students with hearing loss in a Taiwanese IHE within the policy environment of English as a gatekeeper?" The focuses of the study were a) how do Taiwanese IHE students with hearing loss perceive their experiences learning English as a foreign language in IHEs; and b) how do the current policies and educational practices related to learning English as a foreign language serve to construct barriers and opportunities for IHE students with hearing loss?
520 $a I conducted two interviews with two primary participants who were current Taiwanese students with hearing loss at one IHE and one interview with each of secondary participants who were associated with the primary participants' English learning. These secondary participants were the English teacher of the alternative English class, the English teacher of the general English class, one Chinese teacher, one tutor, two resource center staff members, and two study peers. I also performed three classroom observations at the alternative English class and collected documents that were related to these students' English learning. I used thematic analysis to analyze the data and the major findings of this study were: (a) the hegemony of English, (b) audism, (c) inequity of educational policy, and (d) accommodations for students with hearing loss at this university.
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