Introduction

We live in a big world and we are all a small part of it. We do not have to recognize everybody but we should be humanistic, and feel respect to everybody and be helpful. People are able to do a lot of things because they have their brains to think, arms and legs to do, and a soul to feel.

Unfortunately, this is not the case in most of the specialized schools in Kazakhstan, where most of children have never been diagnosed and where many stay at home without being enrolled in any educational framework whatsoever.  Most of those Kazakh children who have been identified and diagnosed with disabilities learn in frameworks that are inappropriate for their particular needs.  Autistic children learn together with deaf children, children with emotional disabilities learn together with children with severe developmental disabilities, etc.

This study is based on the development of the language learning among Deaf or Hard of hearing learners. Communication is the only way for them to open their eyes and think about their future. The more they communicate with many people, the more useful information they get for them in order to improve themselves.

Nowadays Deaf and Partly Deaf learners in Kazakhstan have got two languages to learn, which are Kazakh and Russian. In most schools Russian is taught as a native language and Kazakh is taught as a second language. These two languages are very useful for Deaf Community in our country, so that their opportunities in their education are limited because they can use these languages only in the Post Soviet Union countries. There are many ways of developing their future education, and one of them is the Education through foreign languages. In this case I mean the English language teaching to Deaf or Partly Deaf learners in Kazakhstan. Thus, this study examines the education of Deaf and Partly Deaf learners in general and underlines the ways of teaching English language to them in all the possible ways.

Significance of the study. As for the theoretical and practical significances of this research, we would like to say that this study helped us to understand our purposes in teaching English language and inspired to go further in improving the work experience. This study can take place in developing the education of Deaf and Hard of hearing children around Kazakhstan, because their education needs to be renewed and developed more in our country. Most important priorities are Deaf and Hard of hearing people in Kazakhstan; the right to sign language; and equal opportunities in all spheres of life, including access to education and information. Deaf children have the right to become bi- or multilingual citizens through quality education using bi- or multilingual and multicultural approaches. Being a multilingual citizen, Deaf or Hard of hearing graduates will be able to share the teaching experience with their teachers and take an active part in educational process. As a result of their language learning they will be able to communicate with foreign students and exchange their educational experiences in order to do what they like and reach new horizons of the life.

Statement of the problem. The education of deaf people in Kazakhstan is not so popular among educators and their future achievements depends on their own trying. The education is the same for everybody in our world and almost all of us should be concerned about the education of deaf and hard of hearing people.

We shouldn’t forget that the communication is the most important thing in their world of deaf.

Aim: Studying problems of teaching English to students with hearing impairments in Kazakhstan.

The objectives of this study:

-discover who are deaf people in general;

-to examine the background information about deaf culture;

-investigate the ways of learning a foreign language by deaf and hard of hearing learners in Kazakhstan;

-refine our current understanding of deaf and hard of hearing people;

- understand what makes learning English successful for these people.

Object of the study is the learning how to teach deaf and hard of hearing learners.

Methodology and procedures of the research. First of all there was a search for the research location among specialized schools in Karagandy in order to collect any information about deaf and hard of hearing learners in Kazakhstan. The data for the research was collected from lesson observations and survey conducted among teachers of deaf and hard of hearing learners.

The research questions the researcher explored were:

-The ways Deaf and Partly Deaf learners learn a language

-How English language is important for them in their educational development. According to the surveys and interviews which were conducted in one of the specialized schools for Hard of hearing children in Petropavlovsk, it became clear that their will to learn a new language is very strong and most of them believe to achieve more than they can think about.

In this study we used two types of research which are qualitative and quantitative researches. We thought of both of them because we gathered general information about Deaf or Partly Deaf people in Kazakhstan and abroad and analyzed it in order to make generalizations about target people thus it is known as quantitative research, and in some cases according to the learning about them through experiences and observations we can name it as a qualitative research too. By understanding more about the background lives of Deaf or Hard of hearing people, we can enrich our understanding of ways of learning foreign languages among the target learners.

Organization of the study.This study has two chapters. The first chapter lays out the significance of the study, statement of the problem, purpose of the study, object of the research, process of the research and hypothesis of the study. Chapter two is about the review of related literature, deals with the date source and research location, and talks about the summary, conclusions and recommendations of the study.