The Experiences of and Teaching Strategies for Deaf and Hard of Hearing Foreign Language Learners A Systematic Review of the Literature

• Published in: American annals of the deaf (Washington, D.C. 1886) Vol. 165; no. 5; pp. 527 - 547
• Main Authors: Kang, Ki Young, Scott, Jessica A.
• Format: Journal Article
• Language: English
• Published: United States Gallaudet University Press 2021
• Subjects: Attention deficit hyperactivity disorder; Classroom communication; Communication; Deafness; Disability; Dyslexia; Educational Strategies; Foreign language instruction; Foreign language learning; Handicapped accessibility; Hearing; Hearing disorders; Individualized Instruction; Language; Language instruction; Language policy; Learning; Learning disabilities; Literature reviews; Motivation; Second language instruction; Sign language; Special education; Students; Students with disabilities; Systematic review; Teaching; Teaching methods
• ISSN: 0002-726X; 1543-0375; 1543-0375
• DOI: 10.1353/aad.2021.0005

Although foreign language (FL) educational experiences for students with disabilities including deaf and hard of hearing (DHH) students, are becoming more common, there is little research available on this topic. The purpose of the present review was to identify research examining DHH students’ FL learning experiences and teaching strategies used in the FL class to facilitate language learning. The search showed that few studies have explored this area, and even fewer have met quality standards. Among the existing studies, the results revealed that communication methods in FL class instruction that do not meet the communicative needs of DHH students can hinder learning and lead to demotivation. Conversely, the presence of individualized learning goals and an emphasis on reading and writing, over speaking and listening, appear to support FL learning. Finally, the use of technology is a promising tool for FL instruction.