Teaching Languages to the Blind and Visually Impaired

Donely, Philip Redwine. "Teaching languages to the blind and visually impaired". Canadian Modern Language Review 2002: 302-305.

This article states the difficulties that visually impaired students face in learning a foreign language and how to overcome these difficulties. Donely mentions that students with impaired vision may miss the non-verbal context in learning languages such as body language and gestures. He compares the input that visually impaired students receive in language courses as less comprehensible than to the sighted students. In addition, the visually impaired students will find it difficult to receive linguistic input by reading the print materials that are traditionally offered in language courses. He thinks that class activities are not designed for visually impaired students, as well as teachers and students are not used to work with students who are visually impaired. Students with visual problems will find themselves left out of the class activities or they might feel being marginalized and isolated from the class community.
Donely suggests that using technology will solve some of the problems that visually impaired students face in learning a foreign language. Here are some of his suggestions in detail:
Accommodating every individual with visual problem in special learning environment according to their needs.
Using types of listening support such advance organizers.
Using certain types of photocopiers to create larger versions of text book materials.
Seek out printed materials designed for blind or visually impaired.
Tape-record class sessions for review purposes.
Tape- record text books in order to be used as audio books.
Use computer programs that convert printed pages, web pages and CD-ROMs into synthesized speech.
Prepare written assignments in which students could use a Braille key board.
Pencil-and-paper tests are not practical; assess students’ progress by analyzing a portfolio of tape-recorded work and periodically interview students in the target language.
Students with disabilities such as visually impaired students are in need of technology tools and methods that will help them access the content of the subject matter. Technology will expand the opportunities for those individuals. I do support Mr. Donely in his practical suggestions to assist visually impaired students in learning a foreign language.


Philip Redwine Donley (PhD, University of Texas, 1997) is the co-author of three introductory college Spanish texts and has taught Spanish at the University of Texas, Southwestern University, and Austin Community College.