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E-grāmata: Language Therapy Space: Teaching English as a Foreign Language to the Visually Impaired

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Language Therapy Space: Teaching English as a Foreign Language to the Visually ImpairedPalielināt
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Language can be seen as a therapeutic tool to the visually impaired. The author explores the psycho-linguistic therapy «Touching the World» which is rooted within two areas. The mental one pivots on emotional openness and balance, gained through the sandtray therapy, controlled breathing practice, the Brain Linkage Method, and the edu-kinaesthetic area. The linguistic layer offers a two-pathed differentiation. Lexical and grammar fields are taught through the Re-charged Direct Method, enriched with sand and water experiments, based on tactile-audible perception. The author’s suggestions to explore language as a therapy tool show how deeply the possibilities and discoveries are hidden in a language teaching-learning process.



The author describes the psycho-linguistic therapy «touching the World» for the visually impaired and explores language as a therapeutic tool with great possibilities for a teaching-learning process.

List of figures
13(8)
List of tables
17(4)
List of appendices
19(2)
Abbreviations and typographic conventions 21(2)
Introduction 23(6)
Part One Theoretical Backdrops and Considerations
Chapter One Visual impairments --- physical, psychological and didactic consequences
29(18)
1.0 Introductory remarks
29(1)
1.1 Visual disorder classification
29(2)
1.2 Sensory compensation
31(2)
1.3 Psychological and physical consequences of the disorder
33(4)
1.4 Teaching the visually handicapped
37(10)
1.4.1 The cohesion of skills --- dual language linkage system
41(3)
1.4.2 Special didactic devices for the visually impaired
44(3)
Chapter Two Concepts of mental therapy
47(30)
2.0 Introductory remarks
47(1)
2.1 Correlations between emotions and values
47(2)
2.2 Emotion, feeling, affect
49(4)
2.3 Measuring the intensity of emotions
53(5)
2.4 Perspectives on personality
58(4)
2.5 Maslow's pyramid of needs
62(4)
2.6 Motivation and flow
66(5)
2.7 Memory issues
71(2)
2.8 The authors three-layer intelligence structure versus Gardner's two-layer intelligence structure
73(2)
2.9 Group therapy space
75(2)
Chapter Three Linguistic aspects of therapy
77(18)
3.0 Introductory remarks
77(1)
3.1 Language as a means of expressing emotions
77(5)
3.2 Theory of language learning: Steven Krashen's Monitor Model
82(3)
3.3 Theoretical framework on language teaching models
85(1)
3.4 Approach, method, and technique
86(3)
3.5 Direct Method issues
89(3)
3.6 The Audiolingual Method
92(1)
3.7 Total Physical Response
93(2)
Chapter Four The psycho-linguistic therapy "Touching the World" --- the experimental method of language teaching for visually impaired students
95(18)
4.0 Introductory remarks
95(1)
4.1 The psycho-linguistic therapy "Touching the World" structure
95(4)
4.2 The Re-charged Direct Method
99(5)
4.2.1 Controlled breathing
100(2)
4.2.2 Supportive issues: parallel reading and dicto-listening
102(2)
4.3 The sandtray therapy
104(1)
4.4 The Brain Linkage Method --- Bioemanation (BSM)
105(3)
4.5 Edu-kinaesthetic field
108(5)
Part Two Empirical Part
Chapter Five Practical implications of the psycho-linguistic therapy "Touching the World"
113(34)
5.0 Introductory remarks
113(1)
5.1 The PLT steps division
113(2)
5.2 The Re-charged Direct Method
115(6)
5.3 The sandtray therapy
121(2)
5.4 The Brain Linkage Method
123(2)
5.5 Edu-kinaesthetic field
125(2)
5.6 Feedbacks involvement
127(11)
5.6.1 Relaxed Feedback
127(4)
5.6.2 Re-charged Collage Feedback
131(4)
5.6.3 Re-charged Water Feedback
135(3)
5.7 Tactile structure repetition
138(5)
5.8 Classroom design
143(4)
Chapter Six Research
147(46)
6.0 Introductory remarks
147(1)
6.1 The purpose of the research
147(1)
6.2 Description of the sample
148(2)
6.3 Research hypotheses
150(1)
6.4 Methodology
150(2)
6.4.1 Triangulation
151(1)
6.5 Instruments
152(1)
6.6 Data collection and analysis
153(25)
6.7 A Mann-Whitney U Test
178(9)
6.7.1 The comparison between groups 1 and 2
179(5)
6.7.2 The comparison between groups 2 and 3
184(3)
6.8 Discussion of the research results
187(6)
Chapter Seven Conclusions and implications for further research
193(4)
7.0 Introductory remarks
193(1)
7.1 Conclusions
193(1)
7.2 Recommendations for language teachers of visually impaired students
194(1)
7.3 Implications for further research into pedagogy for the visually handicapped
195(2)
References 197(12)
Appendices 209(8)
Index of names 217
Beata Wyszyska is an Assistant Professor of Applied Linguistics affiliated with the Institute of English at the University of Social Sciences in Warsaw (Poland). She was awarded the European Language Label for her project: Language as a therapeutic tool. The psycho-linguistic therapy «Touching the World». Her current interests cover ELT methodology, psycholinguistics and tyflology.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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