ABSTRACT
Methodology of foreign language learning and teaching for deaf and hard of hearing (DHH) users on the one hand is crucially the same and employs the same goals, teaching and learning methods, and strategies. On the other hand, it takes into account the specific characteristics of the students, who, apart from different student qualities – like learning style, motivation, socio-economical, and language background – possesses a specific set of qualities connected with their hearing diversity. This diversity should be known and appreciated in modeling the foreign language education of the DHH learners. Thus, the chapter aims at formulating postulates for future research and practical perspectives that will enable sustainable development of methodology of English as a foreign language (EFL) teaching for the DHH population – rooted in general methodological contemporary trends, but also cherishing the students’ diversity and specific ways of learning.
