Non-Astounding Teaching Techniques to Promote Aural Comprehension

In our California schools, we find great diversity in our classes. Among the many types of students in our classes, we may encounter students who are deaf or hearing impaired. Moreover, in most, if not all classes, there are students who are non-native speakers of English. Being a non-native speaker of English also means being a non-native listener of English. As a teacher of English as a second language, I have the privilege of teaching non-native speakers of English every day. In addition, I am occasionally challenged by the opportunity to teach non-native speakers of English who are also deaf or hearing impaired. I will demonstrate a variety of teaching behaviors found in classrooms throughout the schools (perhaps across the nation and beyond) with a recommendation of some to avoid and others to perform. When delivering a lecture (or otherwise presenting material to students), here's some advice to follow.

Avoid the following behaviors:

• Mumbling
• Talking in a monotone
• Talking with your mouth away from the students (e.g. toward the blackboard)
• Mumbling, talking in a monotone and /or with your mouth away from the students simultaneously!
• Over-using pronouns and elliptical phrases
• Under-using the chalkboard
• Sitting down while lecturing
• Wearing a deadpan expression on your face
• Keeping the body stiff and/or in a closed position
• Presenting material without obvious transitions

Perform the following behaviors:

• Enunciate your words. Exaggerate the movement of your mouth as you speak. Speak loudly.
• Vary your intonation, your volume, your pace.
• Face the class as you drop your pearls of wisdom. Direct your mouth and eyes toward the students with known or suspected hearing difficulties.
• Repeat key words and phrases, indeed key concepts orally.
• Write key words and concepts on the chalkboard/overhead.
• Stand so that all students can get a clear view of you and your face while you are lecturing.
• Vary your facial expressions: move your eyes, your eyebrows, your forehead, your cheeks, your mouth, your jaw, your head to go along with the words you are speaking.
• Provide appropriate hand gestures and body movements to accompany your words. Your body speaks (sometimes louder than you realize), so why not let it speak eloquently?
• Provide verbal transitions between introductory (preview), body and concluding portions of a lecture (or section of a lecture) and give appropriate nonverbal cues .
• Provide verbal transitions between introductory (preview), body and concluding portions of a lecture (or section of a lecture) and give appropriate nonverbal cues . For example, "... Now let's look at the three* meanings of the present perfect tense in English. The first* meaning is ... and we can see this meaning in example sentences a and b... The second* meaning ... The third* meaning ... As we do the following exercise, remember the three* meanings of the present perfect: one *..., two*..., and three*..."
  (Note: Each asterisk indicates a point at which you should provide a nonverbal gesture ­ e.g. an apropriate number of fingers.)

Summary

In summary, speak clearly. Let the students see your lips. Use body language. Invigorate your words with expression and enthusiasm. In short, you're on stage, so be a performer! Native speakers and non-native speakers of English, hearing and hearing impaired students, will all benefit from your clarity.