Adoption of Mainstream Curriculum in Teaching English as a Second Language to Deaf Children in Oman: Analysis of the Challenges, Curriculum Relevance, Effectiveness of the Pedagogy, and Behaviour of School Children
This study seeks to examine the challenges faced by the teachers and students in schools adopting mainstream curriculum in teaching English as a second language (L2) to deaf children in Oman. This is in line with the Government of Oman’s effort in introducing an inclusive education program in 2005 i...
Saved in:
| id |
my-usim-ddms-13102 |
|---|---|
| record_format |
uketd_dc |
| institution |
Universiti Sains Islam Malaysia |
| collection |
USIM Institutional Repository |
| language |
en_US |
| topic |
Deaf--Education--Oman English language English language--Study and teaching--Foreign speakers Deaf--Education--Oman |
| spellingShingle |
Deaf--Education--Oman English language English language--Study and teaching--Foreign speakers Deaf--Education--Oman Ashraf Said Ramadhan Bait Darwish Adoption of Mainstream Curriculum in Teaching English as a Second Language to Deaf Children in Oman: Analysis of the Challenges, Curriculum Relevance, Effectiveness of the Pedagogy, and Behaviour of School Children |
| description |
This study seeks to examine the challenges faced by the teachers and students in schools adopting mainstream curriculum in teaching English as a second language (L2) to deaf children in Oman. This is in line with the Government of Oman’s effort in introducing an inclusive education program in 2005 in the attempt to integrate children with disabilities, including deaf children in the Omani mainstream schools. Yet adopting the mainstream curriculum for teaching English to the deaf children in Oman and other countries has raised a lot of problems and challenges for the teachers and the deaf children. Based on the Theory of Planned Behaviour (TPB), this study embarks in investigating the extent of the relevance of the existing mainstream curriculum structure and the effectiveness of the present pedagogy implemented in English language classes for the deaf children in selected schools in Oman. This includes examining attitude, subjective norm, perceived behavioural control and intention of deaf children involved. To this end, a sample of 41 from the population of 46 deaf children studying English as (L2) from (Dhofar region in Oman) and a total of 6 English teachers for the deaf children were selected to solicit their opinions on the challenges, curriculum relevance and effectiveness of the pedagogy used in teaching English. To ensure in-depth insights on the issues, a questionnaire with a 5-point Likert scale was designed as well as a set of interview questions was employed along with teachers’ diaries. The data collection took four months [September – December 2019] for both the survey and interviews. The quantitative data obtained were analysed using SmartPLS (version 3), and the interview and diaries data were thematically analysed. Major findings from the quantitative survey supported two hypotheses: Attitude (H1) and Perceived Behavioural Control (H3), stating that they have significant positive effects on the intention of the deaf children towards mainstream curriculum adopted in teaching English. Findings from the qualitative data show that the inclusive curriculum is largely relevant but vary with levels of classes, while the pedagogy used in teaching English to deaf children is acceptable. Findings from the teacher’s diaries show that deaf children have difficulties comprehending abstract concepts, writing emails, and reading long sentences. Meanwhile teachers are found to lack training and professional development, teaching materials and teaching devices are also found to be inadequate. The study concludes that the attitude of the deaf children needs motivation towards learning, a special curriculum for the deaf children is required, topics in the syllabus needs review, besides the teachers needing training, and teaching devices for the deaf children should be improved. |
| format |
Thesis |
| author |
Ashraf Said Ramadhan Bait Darwish |
| author_facet |
Ashraf Said Ramadhan Bait Darwish |
| author_sort |
Ashraf Said Ramadhan Bait Darwish |
| title |
Adoption of Mainstream Curriculum in Teaching English as a Second Language to Deaf Children in Oman: Analysis of the Challenges, Curriculum Relevance, Effectiveness of the Pedagogy, and Behaviour of School Children |
| title_short |
Adoption of Mainstream Curriculum in Teaching English as a Second Language to Deaf Children in Oman: Analysis of the Challenges, Curriculum Relevance, Effectiveness of the Pedagogy, and Behaviour of School Children |
| title_full |
Adoption of Mainstream Curriculum in Teaching English as a Second Language to Deaf Children in Oman: Analysis of the Challenges, Curriculum Relevance, Effectiveness of the Pedagogy, and Behaviour of School Children |
| title_fullStr |
Adoption of Mainstream Curriculum in Teaching English as a Second Language to Deaf Children in Oman: Analysis of the Challenges, Curriculum Relevance, Effectiveness of the Pedagogy, and Behaviour of School Children |
| title_full_unstemmed |
Adoption of Mainstream Curriculum in Teaching English as a Second Language to Deaf Children in Oman: Analysis of the Challenges, Curriculum Relevance, Effectiveness of the Pedagogy, and Behaviour of School Children |
| title_sort |
adoption of mainstream curriculum in teaching english as a second language to deaf children in oman: analysis of the challenges, curriculum relevance, effectiveness of the pedagogy, and behaviour of school children |
| granting_institution |
Universiti Sains Islam Malaysia |
| url |
https://oarep.usim.edu.my/bitstreams/befa78f1-6bbe-47ec-a23c-5022338ad7af/download https://oarep.usim.edu.my/bitstreams/5c622977-5c34-42cb-8da5-5d26032a3bd0/download https://oarep.usim.edu.my/bitstreams/df190d69-88f1-435b-b372-ed3bff4456ac/download https://oarep.usim.edu.my/bitstreams/0d8c16d5-fd2e-4aea-b890-cf85109f944c/download https://oarep.usim.edu.my/bitstreams/47195c4b-0580-4ddc-a762-dd584d6a6726/download https://oarep.usim.edu.my/bitstreams/118b8531-d246-491a-b16a-9b9201c82195/download https://oarep.usim.edu.my/bitstreams/ff8f55a0-e409-4591-8ed4-3ffeb678e02e/download https://oarep.usim.edu.my/bitstreams/aaef99c2-badb-4f05-803e-fd38aab51e42/download https://oarep.usim.edu.my/bitstreams/0dd3ac73-7700-4aac-a92d-176bbd597c99/download https://oarep.usim.edu.my/bitstreams/c96aa243-e23a-46be-a78a-c246972eb0e0/download |
| _version_ |
1812444669516185600 |
| spelling |
my-usim-ddms-131022024-05-29T18:22:53Z Adoption of Mainstream Curriculum in Teaching English as a Second Language to Deaf Children in Oman: Analysis of the Challenges, Curriculum Relevance, Effectiveness of the Pedagogy, and Behaviour of School Children Ashraf Said Ramadhan Bait Darwish This study seeks to examine the challenges faced by the teachers and students in schools adopting mainstream curriculum in teaching English as a second language (L2) to deaf children in Oman. This is in line with the Government of Oman’s effort in introducing an inclusive education program in 2005 in the attempt to integrate children with disabilities, including deaf children in the Omani mainstream schools. Yet adopting the mainstream curriculum for teaching English to the deaf children in Oman and other countries has raised a lot of problems and challenges for the teachers and the deaf children. Based on the Theory of Planned Behaviour (TPB), this study embarks in investigating the extent of the relevance of the existing mainstream curriculum structure and the effectiveness of the present pedagogy implemented in English language classes for the deaf children in selected schools in Oman. This includes examining attitude, subjective norm, perceived behavioural control and intention of deaf children involved. To this end, a sample of 41 from the population of 46 deaf children studying English as (L2) from (Dhofar region in Oman) and a total of 6 English teachers for the deaf children were selected to solicit their opinions on the challenges, curriculum relevance and effectiveness of the pedagogy used in teaching English. To ensure in-depth insights on the issues, a questionnaire with a 5-point Likert scale was designed as well as a set of interview questions was employed along with teachers’ diaries. The data collection took four months [September – December 2019] for both the survey and interviews. The quantitative data obtained were analysed using SmartPLS (version 3), and the interview and diaries data were thematically analysed. Major findings from the quantitative survey supported two hypotheses: Attitude (H1) and Perceived Behavioural Control (H3), stating that they have significant positive effects on the intention of the deaf children towards mainstream curriculum adopted in teaching English. Findings from the qualitative data show that the inclusive curriculum is largely relevant but vary with levels of classes, while the pedagogy used in teaching English to deaf children is acceptable. Findings from the teacher’s diaries show that deaf children have difficulties comprehending abstract concepts, writing emails, and reading long sentences. Meanwhile teachers are found to lack training and professional development, teaching materials and teaching devices are also found to be inadequate. The study concludes that the attitude of the deaf children needs motivation towards learning, a special curriculum for the deaf children is required, topics in the syllabus needs review, besides the teachers needing training, and teaching devices for the deaf children should be improved. Universiti Sains Islam Malaysia 2023-07 Thesis en_US https://oarep.usim.edu.my/handle/123456789/13102 https://oarep.usim.edu.my/bitstreams/befa78f1-6bbe-47ec-a23c-5022338ad7af/download 17d542957b9e7ecc554c14c2389c5a8d https://oarep.usim.edu.my/bitstreams/5c622977-5c34-42cb-8da5-5d26032a3bd0/download 97073faedc1312c018ca1ca2dd680339 https://oarep.usim.edu.my/bitstreams/df190d69-88f1-435b-b372-ed3bff4456ac/download 15ba7c452803bb84b334eb8e50cd3ac4 https://oarep.usim.edu.my/bitstreams/0d8c16d5-fd2e-4aea-b890-cf85109f944c/download 3dc8ca16baebb87d3937c130ed3c5843 https://oarep.usim.edu.my/bitstreams/47195c4b-0580-4ddc-a762-dd584d6a6726/download ea875405a500f8ce4b93c8731aea9bfa https://oarep.usim.edu.my/bitstreams/118b8531-d246-491a-b16a-9b9201c82195/download 44cd5cc7ca8102c0f6768531f8f40025 https://oarep.usim.edu.my/bitstreams/ff8f55a0-e409-4591-8ed4-3ffeb678e02e/download 58d50cb993ab2f72307ece5d10aa5bbc https://oarep.usim.edu.my/bitstreams/aaef99c2-badb-4f05-803e-fd38aab51e42/download 5621d1c20ba5f66165357cb95a601850 https://oarep.usim.edu.my/bitstreams/0dd3ac73-7700-4aac-a92d-176bbd597c99/download 7aded61b23d6c5423be6cf6616146fc8 https://oarep.usim.edu.my/bitstreams/c96aa243-e23a-46be-a78a-c246972eb0e0/download eba9eb7e5a7125e010fd7a2c37e2659c https://oarep.usim.edu.my/bitstreams/7492d768-2c00-4d5f-8429-641674004a49/download 8a4605be74aa9ea9d79846c1fba20a33 https://oarep.usim.edu.my/bitstreams/10559dae-0f9d-43fb-bc97-ab5b80a64d18/download 68b329da9893e34099c7d8ad5cb9c940 https://oarep.usim.edu.my/bitstreams/cecebb1d-07a7-4478-9ec9-1d873df0f6c5/download f0bfcc97ddf9860bd6939d95253ea081 https://oarep.usim.edu.my/bitstreams/f82dc17e-f5e9-4ee5-bf54-c486c9020fb9/download 471260bd092eff9e4da85925a2fa7e97 https://oarep.usim.edu.my/bitstreams/6cbc1f43-0b39-426e-afef-493f14a150ce/download 4f0905a84461db925e0f40e662d1547c https://oarep.usim.edu.my/bitstreams/35bc874d-5f8d-4366-b01f-42fe3f3f0d79/download c1c471804b1127d5514193c46800dae4 https://oarep.usim.edu.my/bitstreams/f24a680d-5c50-47eb-8838-448eef2a084d/download f340311054e6cc9c64206ac374258162 https://oarep.usim.edu.my/bitstreams/07024373-9974-43a0-924c-3d333797c70e/download 0936d84237449520782d3f1fb2a5eec6 https://oarep.usim.edu.my/bitstreams/eade0d67-82ec-4c53-9bf6-81783f84af67/download 62b75d2723431d9947b194c2acc68897 https://oarep.usim.edu.my/bitstreams/6903514d-cd94-43b6-86da-4b40a35b7b70/download 79cfce87c7390c140098b1c96b3fdd92 https://oarep.usim.edu.my/bitstreams/8fbe085f-f3e8-4da5-ad95-d9dd3415befc/download c55ba35f07f80e247d9a2521c364fa57 Deaf--Education--Oman English language English language--Study and teaching--Foreign speakers Disabilities, deaf children |