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Eye gaze and eye movement in JSL (=Japanese Sign Language) are linguistic elements, as they are in American Sign Language (Thompson 2006) and German Sign Language (Hosemann 2009). But the linguists have not yet clarified the system and rules of these elements.I conducted eye tracking experiments to examine how 10 native signers and 10 non-native signers produced eye gaze and eye movement while they were signing the same sentences. Firstly, I tracked their eyes by the head mounted eye-tracking technology, Eye-mark Recorder (“EMR-9”, nac IMAGE TECHNOLOGY, inc.), and at the same time, I also developed a way to record positions and movements of pupils in the images on the TV monitor by auto-tracing device of animation software (PV Studio 20, L.A.B.inc). I found the distinctive eye movements of native signers; gazing the recipient, tracking the hand movements and gazing or tracking the trace of the hand signs previously made. Using the descriptions and measurements by the above two devices, I analyzed eyes of JSL on images of ELAN, the software which creates complex annotations on video resources.I found the following eye grammar. Signers gaze at the manual sign and move eyes along classifiers or the trace of the manual sign, when the sentence implies the signer is/was experiencing what the sentence states. Signers gaze at the recipient if the signer is/was not experiencing by himself/herself what the sentence states. There are eyes as free morpheme, eyes as prosodic morpheme, and eyes as bound morpheme.

In this article cognition of children with hearing/visual impairments are applied in foreign language teaching, especially elementary school English. Firstly, the most recent cognitive assessments and experiments are reviewed. Secondly, the English teaching materials provided by the Japanese ministry (MEXT) are examined, which can be improved, by making the best use of the cognitive characteristics of hearing/visual impaired children. Finally, the applicability of neuro-science, including unplugged environment, is discussed. The educators should notice that there are children who listen through eyes, or see through ears, and since every child has his/her own cognitive tendency and characteristics, barrier-free teaching materials/methods made by the staff including hearing/visual impaired educators, are ideal for all children and for any language, which can be called universal design for foreign language teaching.