Teaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom.
Utilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH.
The findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement.
This study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.