Affectivity and the teaching of the english language of blind students

Abstract

This study has been conducted within the Applied Linguistics area and aims at studying the role of affection between students with visual impairment and the teachers for learning the English language, and to pursue the motivations of students in the acquisition of this new language. The theoretical ground for this investigation was based on Vygotsky, Piaget and Wallon. For data collection we observed classes and used an online questionnaire with blind students. Earlier in the year, the students were shy and did not talk much with the teacher and in-service students When these students were enrolled on Facebook and the group English for Us, interactions improved a lot. Students began sending messages thanking for the explanations or apologizing for their absences in class. Interactions in and out of the classroom increased as technology started being used to communicate. They began to interact with each other and with in service students and the professor. . It could be observed that the affection developed by the teachers, in service and blind students contributed to the learning process of the English language. The results show that affectivity was not present in the beginning of the course, but it was built up and improved until the end of the year.