VIDBE-Q Volume 68 Issue 1
Students also may be reluctant to speak if they lack confidence in their language
ability, a stage sometimes referred to as the silent phase. Students with visual
impairments may become still and quiet as they listen intently to the conversation.
The behavior may be misinterpreted as distractibility, lack of focus, or inattentive.
Being aware that a student is in the early stages of English language development
may prevent misdiagnosis of learning difficulties. Furthermore, teachers who are
aware of the student's English language development may provide appropriate
instructional supports.
In addition to recognizing the varying language profiles, it is important to
understand the impact of vision on language acquisition. English learners with VI
may have strong listening skills which may promote language learning. But broad
knowledge may be less developed due to limited experiences upon which
expansion occurs. For some students, who are emerging English language learners,
conversational speech may be accompanied by non-verbal cues such as gestures or
facial expressions. These cues may not be easily accessible to a student with a
visual impairment. Similarly, emergent English learners may use pictures to
support word translations such as naming an object in both languages. Students
with visual impairments may have limited access to pictures. Tactile graphics or
objects may be used as an alternative to images. However, as students progress
academically, graphic diagrams such as charts, graphs, maps, tables, and figures
