Concept Formation and Creative Expression in English Language Learning: A Study of Visually Impaired Learners in Inclusive Classrooms

Abstract

The language learning process is multidimensional and encompasses the development of cognition, involvement of emotions, and creativity. In the case of visually impaired learners, this process needs to be taught according to the non-traditional approaches and choices to apply the multisensory, concept-centered approach to relating the language to the lived experience and imagination. The research paper explores the use of concept-based English language instructions to improve reading, understanding and creative communication skills in visually impaired students in regular classrooms. The study was based on constructivist and social learning theories and used an action research design in a primary-level English classroom. Ten visually impaired learners (10-12 years old) were put through diagnostic testing, remedial instruction, and post-assessment to assess conceptual development in 3 linguistic domains, namely: spatial, emotional and idiomatic/figurative concepts. It was found that the improvement in all areas was significant: in the domains of space understanding improved by 37 to 88 percent, emotional vocabulary by 44 to 90 percent, and idiomatic understanding by 25 to 80 percent. These results substantiate that multisensory and experiential instruction is a major contributor in improving linguistic understanding, conceptual elucidation and expressiveness in visually impaired students. The research is based on the theoretical contributions of Piaget, Vygotsky, Bruner, and Krashen and is in tandem with the inclusive and competency-based model of the National Education Policy (NEP) 2020 in India. It concludes that concept-based learning turns language as a mechanical subject to a medium of thought, feeling, and creativity. The pedagogical implications include the significance of the inclusive, experiential and creative pedagogies which allow every learner to participate and express himself or herself safely in language.