DEAFinitely English. Online materials for teachers of English as a Foreign Language for Deaf, deaf and hard of hearing students




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language education, Deaf


Albertini, J., Kelly, R. R. & Matchett, M. K. (2012). Personal factors that influence Deaf college students' academic success. Journal of Deaf Studies and Deaf Education, 17(1), 85–101.

Allman, B. (2019). Effective and appropriate feedback for English learners. In B. Allman (Ed.), Principles of Language Acquisition. EdTech Books.

Ávila Caica, O. L. (2011). Teacher: Can you see what I'm saying?: A research experience with deaf learners. Profile Issues in Teachers’ Professional Development, 13(2), 131–146.

Bauman, H. (2010). DeafSpace Design Guidelines, Volume 1. Hansel Bauman Architect (Working Draft).

Charrow, V. R. (1975). A Psycholinguistic Analysis of “Deaf English”. Sign Language Studies, 7, 139–150.

Cleveland, B. & Fisher, K. (2014). The evaluation of physical learning environments: a critical review of the literature. Learning Environments Research, 17(1), 1–28.

Csizér, K. & Kontra, E. H. (2020). Foreign Language Learning Characteristics of Deaf and Severely Hard‐of‐Hearing Students. The Modern Language Journal, 104(1), 233–249.


Csizér, K., Kontra, E. H. & Piniel, K. (2015). Deaf and hard-of-hearing students' individual differences in foreign language learning. Magyar Pedagógia, 115(1), 3–18.

Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.

De Clerck, G. A. M. (2010). Deaf epistemologies as a critique and alternative to the practice of science: An anthropological perspective. American Annals of the Deaf, 154(5), 435–446.

Domagała-Zyśk, E. (2011). Students with severe hearing impairment as competent learners of English as a foreign language. In Proceedings of the Conference Universal Learning Design, Brno, 2011 (pp. 61–68). Masaryk University.

Domagała-Zyśk, E. (2016). Teaching English as a second language to Deaf and hard-of-hearing students. In M. Maschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies in English (pp. 1–22). Oxford University Press.

Domagała-Zyśk, E. & Podlewska, A. (2019). Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users. European Journal of Special Needs Education, 34(2), 156–171.

Dőrnyei, Z. (1994). Understanding L2 motivation: On with the challenge! Modern Language Journal, 78, 515–523.

Dye, M. W., Hauser, P. C. & Bavelier, D. (2008). Visual attention in deaf children and adults: Implications for learning environments. In M. Marschark & P. C. Hauser (Eds), Deaf cognition: Foundations and outcomes (pp. 250–263). Oxford University Press.

European Commission. (2005). Special educational needs in Europe: The teaching and learning of languages. Insights & innovation. University of Jyväskylä. 

European Sign Language Centre. (2018). Spreadthesign platform

Guardino, C. & Antia, S. D. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 17(4), 518–533.

Kontra, E. H, Csizér, K. & Piniel, K. (2014). The challenge for Deaf and hard-of-hearing students to learn foreign languages in special needs schools. European Journal of Special Needs Education, 30(2), 141–155.

Kontra, E. (2017). The foreign-language learning situation of Deaf adults: An overview. Journal of Adult Learning Knowledge and Innovation, 1(1), 35–42.

Lang, H. & Pagliaro, C. (2007). Factors predicting recall of mathematics terms by Deaf students: Implications for teaching. Journal of Deaf Studies and Deaf Education, 12(4), 449–460.

Lang, H. G., McKee, B. G. & Conner, K. (1993). Characteristics of effective teachers: A descriptive study of the perceptions of faculty and deaf college students. American Annals of the Deaf, 138(1), 252–259.

Machová, P. (2014). Metodika výuky angličtiny u studentů se sluchovým postižením [PhD thesis, Charles University in Prague]. Repozitář závěrečných prací UK.

Marschark, M. & Knoors, H. (2012). Educating Deaf Children: Language, Cognition, and Learning. Deafness & Education International, 14(3), 136–160.

Miller, P., Kargin, T., Guldenoglu, B., Hauser, P., Rathmann, C., Kubus, O., & Spurgeon, E. (2012). Factors distinguishing skilled and less skilled deaf readers: Evidence from four orthographies. Journal of Deaf Studies and Deaf Education, 17(4), 439–462.

O’Brien, D. & Kusters, A. (2017). Visual methods in Deaf studies: Using photography and filmmaking in research with Deaf people. In A. Kusters, M. De Meulder & D. O’Brien (Eds.), Innovations in Deaf studies: The role of deaf scholars (pp. 265–296). Oxford University Press.

Pagliaro, C. (2001). Addressing deaf culture in the classroom. Kappa Delta Pi Record, 37(4), 173–176.

Pritchard, P. (2013). Teaching of English to deaf and severely hard-of-hearing pupils in Norway. In E. Domagała-Zyśk (Ed.), English as a foreign language for deaf and hard of hearing persons in Europe (pp. 113-134). Wydawnictwo KUL (Katolickiego Uniwersytetu Lubelskiego.

Radovan, M. & Makovec, D. (2015). Relations between students' motivation, and perceptions of the learning environment. Center for Educational Policy Studies Journal, 5(2), 115–138.

Richards, J. C. (1985). The context of language teaching. Cambridge University Press.

Rohrer, D., Taylor, K., Pashler, H., Cepeda, N. J., & Wixted, J. T. (2005). The effect of overlearning on long-term retention. Applied Cognitive Psychology, 19(3), 361–374.

Sedláčková, J. (2016). Reading in English as a foreign language in deaf university students [PhD thesis, Masaryk University]. Archiv závěrečných prací MU.

Sedláčková, J. & Kontra, E. (2020). Foreign language learning experiences of deaf and severely hard-of-hearing Czech university students. Pedagogická orientace, 29(3), 336–358.

Sparks, R. L. & Ganschow, L. (1991). Foreign language learning differences: Affective or native language aptitude differences? The Modern Language Journal, 75(1), 3–16.

University of Central Lancashire. (n.d.). Teaching strategies to use with deaf students. Advice for lecturers in Higher Education

Varečková, L. & Pavelková, J. (2018). Importance of foreign languages in education process at universities. Revista Romaneasca pentru Educatie Multidimensionala, 10(4), 294–306.

Wlodkowski, R. J. & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. Jossey-Bass.