The English for the Hard of Hearing Curriculum

The English for the Hard of Hearing Curriculum / Curriculum ID: ENG2-03

The English for the Hard of Hearing Curriculum

Adopted as a regulation by the Ministry of Education and Research 21.06.2013.

In force from 01.08.2013

Objectives

English is a global language. The English language is used in writing, Sign Language and speech. When meeting people from other countries, at home or while travelling, we often need to use English. Many English words and expressions find their way into our own languages via the media, culture, science and technology. We frequently use English when looking for information either for pleasure or for work. English is also increasingly used in education and as a working language in many businesses.

The need for written English skills is heightened by the contact between hard-of-hearing people across national borders and by increased mobility and international recognition of deaf culture and Sign Language. English is crucial to participation in the transnational deaf community and otherwise in global human interaction. Being able to communicate independently requires speakers to choose and use language modalities appropriate to the situation, their hearing and individual preferences. It means developing a vocabulary of signs and/or words and the ability to use them. It involves structuring grammar, sentence and text in the language, learning how to spell the written language and observing the principles of the phonological system in speech. It also involves being able to adapt the language to different topics and communication situations and using appropriate language modalities and communication strategies. This requires speakers to differentiate between formal and informal language and to consider cultural conventions and etiquette when communicating.

Language learning takes place using a variety of texts, where the text concept is applied in a wider sense and includes spoken, signed and written presentations in different combinations and in different texts from digital media. Awareness of which strategies to use when learning a language and of which strategies help us to understand and be understood makes the acquisition of knowledge and skills easier and more meaningful. It is also important for the pupils to set their own goals for their learning, to establish how to reach these goals, and to evaluate their own use of language. Learning English can also give us a better insight into our own languages and communication needs. It is therefore an important part of our personal development and helps develop multilingualism.

In addition to language learning, the subject of English should help provide an insight into ways of life and cultures in places where English is the main language or an official language. The subject should provide an insight into how English is used as an international communication tool. Learning about English-speaking countries and the growing use of English in different international contexts will provide a good starting point for understanding the world around us and the development of English as a global language. English language literature can give readers enjoyment for life along with a deeper understanding of others and of themselves. Texts in different modalities, digital texts, films, music and other art forms, including by and about deaf people, can also inspire readers to express themselves and be creative.

English is both a tool and a formative subject. It should give pupils the opportunity to participate in communication about personal, social, literary and specialist topics. The subject should expand on the pupils' general linguistic competence by enabling them to understand and express themselves and allowing them to acquire information and specialist knowledge via the English language. Developing communicative and linguistic skills and cultural insight can help promote interaction, understanding and respect between people from different cultural backgrounds. This way, linguistic and cultural competences become a part of the pupils' general development and help encourage democratic participation and citizenship.

Main subject areas

The subject has been organised into main subject areas with associated attainment targets. The three subject areas complement each other and should be seen in the context of each other.

The subject is a core subject on all study programmes in upper secondary education and training. The tuition should therefore be made relevant to the pupils by adapting it to the various study programmes.

There are attainment targets in English after Years 2, 4, 7 and 10 at the primary and lower secondary stages, and after Level Vg1 on general study programmes / Level Vg2 on vocational study programmes.

Summary of main subject areas:

Year / Main subject areas
1–10
Level Vg1
Level Vg2 (vocational study programmes) / Language learning / Direct communication / Written communication / Culture, society and literature

Language learning

The main subject area of language learning looks at what it means to learn a new language, what it means to learn English – maybe in different modalities – and it examines relationships between English and other languages. It involves acquiring knowledge of the language and gaining an insight into the pupils' own language learning. Being able to evaluate own use of language and communication needs, choose appropriate language modalities, evaluate own learning needs, and choose appropriate strategies and approaches is useful when learning and using the English language.

Direct communication

This main subject area looks at interaction in the present and at apprehending, understanding and using the English language – maybe even in different modalities. It addresses the choice and use of different communication strategies and modalities such as English speech and/or British or American Sign Language, or written English and ICT, depending on own preferences and adapted for a given recipient and purpose.

The main subject area involves listening, lip-reading, reading signs or texts, and expressing oneself through speech, signing or writing. It requires the pupils to develop a BSL/ASL sign vocabulary and/or a vocabulary of words and idiomatic structures and grammar when creating sentences, as well as knowledge of and skill in practical language use in different communication situations.

The main subject area also involves participation in different social arenas, amongst hearing and hard-of-hearing people, where the understanding and use of an increasing number of genres and forms of expression are key to social participation and the acquisition of knowledge. Showing politeness and consideration for prevailing social conventions in different language situations is an important element in this respect.

The use of media and the development of a linguistic repertoire across different subjects, topics and even language modalities are central to this main subject area.

Written communication

The main subject area written communication involves understanding and using the English language by reading and writing and using appropriate reading and writing strategies.

The main subject area involves reading miscellaneous types of texts in English in order to encourage enjoyment and stimulation and to acquire knowledge. It entails extensive reading to promote language comprehension and textual competence. Reading different types of text can contribute to personal development, maturation and creativity, and it can inspire pupils to create their own texts.

The main subject area also involves writing English texts in different communication situations in order to encourage enjoyment and stimulation and to understand and acquire knowledge. This also means adapting the language to a given purpose and recipient, including by differentiating between formal and informal written language. The main subject area involves developing a vocabulary and using spelling, idiomatic structures and grammatical patterns when writing. It also includes creating structures and cohesion in texts.

The use of different media and resources and the development of a linguistic repertoire across different subjects and topics are central to this main subject area.

Culture, society and literature

The main subject area culture, society and literature concerns cultural understanding in a wider sense. Its focus is on English-speaking countries, and it covers key topics such as society, literature and other art forms amongst deaf and hard-of-hearing people. The main subject area also involves acquiring knowledge of English as a global language and with a range of uses.

It involves working with and discussing literary texts, technical texts and cultural forms of expression from different media. This is key to developing knowledge of, understanding of and respect for the ways of life and cultures of others.

Knowledge of Sign Language used in English-speaking countries combined with the experience of different cultural expressions by deaf people from English-speaking countries put the pupils' own identity-building and cultural affiliations into a wider perspective.

Teaching hours

Teaching hours are given in 60-minute units:

PRIMARY

Years 1–4: 138 hours

Years 5–7: 228 hours

LOWER SECONDARY

Years 8–10: 222 hours

GENERAL STUDY PROGRAMMES

Vg1: 140 hours

VOCATIONAL STUDY PROGRAMMES

Vg1: 84 hours

Vg2: 56 hours

Core skills

Core skills are integrated into the attainment targets, where they help develop and form part of the candidates' professional skills. Core skills in English are as follows:

Oral skills involve expressing oneself actively and without the use of an interpreter by applying an appropriate modality adapted to own preferences and a given purpose, recipient and situation. This could be listening and speaking, reading and producing an English Sign Language, or using written language and ICT. The process also involves learning about social conventions and methods of interaction in English-speaking countries and in international contexts. Oral skills are developed from practical experience and mean using increasingly nuanced and precise language in increasingly complex situations, in conversations and in other types of direct communication. Oral skills also mean apprehending, understanding and discussing a growing number of themes and problems in order to acquire various types of technical knowledge.

Writing skills involve being able to express ideas and opinions in a comprehensible and appropriate manner by using written English. It means planning, creating and refining communicative texts with good structure and cohesion. Writing is also a tool for language learning. Developing writing skills in English involves learning to spell and developing a growing repertoire of English words and language structures. It also involves developing diverse competences in writing different types of general, literary and technical texts in English by using informal and formal language adapted for a given purpose and recipient.

Reading skills involve deriving meaning from different types of texts. This means reading texts in English in order to understand, reflect on and gain insight and knowledge across cultures and specialist topics. Furthermore, it involves preparing, executing and refining the reading of English-language texts for various purposes and of varying lengths and complexity. Texts may be presented in different media and may also be presented as visualised texts by using Sign Language from English-speaking countries. Developing reading skills in English necessitates reading strategies appropriate to the objective of the reading of increasingly challenging texts. It also involves reading English texts with fluency and comprehension and exploring, discussing, learning from and reflecting on different types of information.

Numeracy means being able to use relevant mathematical terms in English and/or Sign Language from an English-speaking country in different situations. It requires familiarity with units of measurement used in English-speaking countries and involves understanding and communicating numbers, graphic representations, tables and statistics in English. Developing numeracy in English involves using numbers and arithmetic by developing a repertoire of mathematical terms in English relating to daily life and to general and specialist topics.

Digital skills involve being able to use a varied selection of digital tools, media and resources to improve language learning, communicating in English or Sign Language from an English-speaking country, and acquiring relevant knowledge of the English language. The use of digital resources allows the pupils to experience English texts in authentic situations, i.e. natural, unadapted situations. Developing digital skills involves obtaining and processing information in order to create different types of texts. Digital rules in texts mean that effects, pictures, tables, headings and items are structured in order to emphasise and convey a message. This involves using digital sources in written and spoken texts and taking a critical and independent approach to the use of sources. Digital skills involve acquiring knowledge of copyright and data protection through verifiable citations.