Hearing, Tactile, Moto-Kinesthetic, and Natural Strategies to Teach English Language Vocabulary to Visually Impaired Students
DOI:
https://doi.org/10.47133/NEMITYRA20260801b-A6Palabras clave:
vocabulary teaching strategies, visual impairment, educational needsResumen
The acquisition of English is not an easy job, especially for visually impaired students, who are at a disadvantage since most of the materials and sources commonly used in current English language instruction, especially for vocabulary teaching, are sight-based (Aikin, 2009). In that sense, the present research aims to contribute to solving this problem by proposing a set of hearing, tactile, motor-kinesthetic, and natural strategies to teach English language vocabulary to visually impaired students. With this purpose in mind, the observation and pre- and post-test techniques were employed to collect data during the proposed strategies’ implementation. The results obtained show that their use was highly effective in teaching basic English language vocabulary to visually impaired students of the Special Education Center “APRECIA La Paz,” as it increased. Therefore, it is concluded that the proposed teaching strategies effectively meet the educational needs of visually impaired students. Thus, their implementation is recommended to other teachers.
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Derechos de autor 2026 Roseicela Vanessa Villán Mamani; Revista Ñemitỹrã
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
