Author’s Methodology for Teaching English to People with Complete or Partial Vision Loss

My methodology is a comprehensive system for teaching English to people with complete or partial vision loss. It is designed so that learning the language does not depend on constant use of visual materials and does not require Braille at the initial stages of learning or, when appropriate, at later stages.

My methodology is based on existing and well-established approaches and methods of foreign-language teaching. I select, adapt, and reorganize them according to my goals and to the needs of people with complete or partial vision loss, as well as certain functional limitations that may be associated with this. At the same time, I add my own teaching techniques and methods in some areas, developed specifically for teaching English under these conditions.

Communicative and Situational Approaches

The communicative and situational approaches are closely connected in my methodology. I believe that language is best learned when new material is presented in a clear context and connected with a specific communication situation. I introduce new vocabulary and speech material through specially prepared polylogues — dialogues involving several characters. Each polylogue is based on a particular story and a concrete everyday situation.

The polylogues include basic and frequently used vocabulary, as well as easily learned speech patterns and common fixed expressions. These elements are naturally included in the story rather than presented as separate lists of words and phrases. This allows the learner to remember them in a meaningful context.

I use the principle of working with polylogues that I adapted from an existing language-teaching method. I have changed and developed this principle according to the goals of my own methodology and the needs of people with vision loss. New vocabulary and speech material are introduced by reading the polylogue aloud, translating it, and giving detailed explanations and comments. I explain the meaning of words and expressions, how they are used, common speech patterns, fixed expressions, and their role in the particular situation.

As a result, the learner does not simply memorize separate words or phrases but begins to understand how they work together.

  After the material has been learned, it is transferred to new situations. Individual elements can be changed or replaced, while the basic structure of the learned expression remains. In this way, the learner gradually moves from understanding and memorizing language material to using it independently.

Lexically Oriented Approach

An important part of my methodology is the use of a lexically oriented approach. The learning material is based on frequently used vocabulary, expressions, and speech constructions that are necessary for real communication. Speech patterns and ready-made language models serve as building blocks for creating new sentences. I use the LEGO principle: learners use the language models they have learned as LEGO pieces. They can replace or change individual elements and combine different models while keeping the basic structure.

The same language construction can therefore be used in many different situations. The learner gradually learns to “build” new sentences from familiar elements instead of creating every sentence completely from the beginning.

Another important part of this approach is fast oral two-way translation. Learners quickly translate familiar words, phrases, and fixed expressions from their native language into English and from English into their native language.

Regular oral practice helps learners recall the necessary language material quickly and develop more automatic speech responses. This is especially useful when learning is mainly based on listening and speaking rather than on written or visual materials. Once the material has been learned and practiced, it is used again in new contexts and situations.

Cognitive Approach

The cognitive approach in my methodology is based on understanding how the language is organized. It is important for the learner not only to know a particular phrase, but also to understand why it is built in this way and how it changes in different situations. I therefore focus on clear connections between words, grammatical forms, and speech patterns. This helps the learner move from mechanical memorization to conscious understanding of the language and makes it easier to create new phrases independently.

Spiral Principle

My methodology also follows the spiral principle. Previously learned material is regularly brought back and used again, but each time it can appear in a more expanded or more complex form. Familiar words, expressions, and grammatical patterns are combined with new material. As a result, the learner gradually moves to a higher level of language use. The amount of vocabulary increases, situations become more complex, and the learner becomes more independent in using the language. Thus, the learning process gradually develops from memorization to free and independent practical use of English.

Intensive Principle

The intensive principle in my methodology does not simply mean learning a large amount of information in a short time. The main idea is the active and repeated use of new material. New language is introduced, used several times in oral practice, returned to later, and reinforced through different exercises and situations. The same words and speech patterns may appear in different contexts. Their frequent repetition and active use help make them more familiar and easier to recall.

Mnemonic and Associative Techniques

I also use mnemonic and associative techniques. A new word, expression, or grammatical rule can be connected with something familiar to the learner: another word, a sound, an action, a physical sensation, a familiar situation, or a personal association. These connections can make new material easier to remember. Such associations can be individual, because different learners may remember the same word or expression through completely different associations.

Elements of Suggestive Learning

My methodology also uses some individual elements of suggestive learning. I use them carefully and mainly in relation to the psychological conditions of learning. It is important to reduce unnecessary tension and fear of making mistakes and to create an atmosphere in which the learner feels comfortable and confident. For this reason, I use friendly communication, supportive feedback, a calm learning environment, and a gradual increase in difficulty.

For people with vision loss, unfamiliar learning conditions and the need to receive information through channels other than vision can sometimes create additional tension. Therefore, a positive emotional environment and the experience of success are important parts of the learning process.

Auditory, Oral, and Tactile Adaptation

A significant part of my methodology is adapted to auditory, oral, and, when necessary, tactile forms of learning. The material can be explained through spoken language, practiced through listening and speaking, and, when appropriate, reinforced through touch, movement, objects, or other available forms of sensory experience. Visual information is therefore not essential for understanding and practicing the material. This makes the methodology suitable for people with different degrees of vision loss and does not make Braille a necessary condition for learning.

Author’s Approach to Grammar, Structure, and Logic

I have also developed my own way of explaining and learning grammatical constructions, as well as the overall structure and logic of the English language. Grammar is not presented simply as a collection of separate rules and exceptions. Grammatical constructions are treated as parts of one system in which different elements are connected and follow certain patterns. I use verbal and logical explanations, as well as imagery-based and, when possible, tactile methods, to help the learner understand the logic of a construction, word order, relationships between words, and the function of different elements. The learner does not need to constantly see the written form of a sentence in order to understand how it is constructed.

The goal is to develop a general understanding of the structure and internal logic of English. This allows the learner not only to reproduce learned examples but also to create new phrases independently.

Overall Purpose of the Methodology

My methodology brings several approaches and principles together into one system. It is not created completely from scratch. Instead, it is based on existing language-teaching methods that I select, adapt, and combine according to the needs of my learners. I also supplement these approaches with my own teaching techniques and developments.

Its purpose is to help learners use English in real communication through listening, speaking, understanding language patterns, and developing practical language skills. Rather than simply memorizing a certain number of English words or grammatical rules, learners should understand how English works, quickly recall the words and speech patterns they need, build sentences independently, and apply what they have learned in different everyday situations. The learning experience itself is also very important. I want learners to develop the feeling that English is truly accessible to them and, as a result, gain greater confidence in their own abilities and possibilities.

Ultimately, knowledge of English should give learners more opportunities to communicate, receive new information, study, work, travel, meet new people, and achieve their personal and professional goals.

For this reason, English in my methodology is not simply a school subject. It is a tool that can help learners become more independent, communicate more freely with the world around them, broaden their opportunities, and feel more confident in different areas of life.