The main aim of the thesis is to get a comprehensive insight into the language learning of deaf and hard-of-hearing students, and to find good practices suitable for teaching English as a second/foreign language to students with hearing loss and their hearing peers. The thesis primarily focuses on literature review of previous studies and applies the findings to teaching deaf and hard-of-hearing students in an inclusive classroom, where English is a second/foreign language. The thesis also provides some practical examples for language teaching stemming from the theory. Along with language learning and teaching, the thesis also presents good inclusive practices. The case study in the form of an interview provides an insight into the learning experiences of a severely deaf student, who is a cochlear implant user. The main conclusion reached is that an emphasis should be placed on developing strategies for organising vocabulary items and developing phonological awareness as those are areas that are most difficult for students with hearing loss. These areas are also critical for literacy development in both hearing students and those with hearing loss. Grammar instruction should be systematic and explicit, utilising both inductive and deductive approaches. All four skills should be practiced extensively.
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