The complexity in deaf and hard-of-hearing multilingual learner education

Area of Science:

• Deaf Education
• Linguistic Diversity
• Multicultural Education

Background:

• Deaf and hard-of-hearing Multilingual Learners (DMLs) represent a growing demographic in Deaf education.
• This population increases linguistic and cultural diversity within educational settings.
• Understanding the unique needs of DMLs is essential for equitable education.

Purpose of the Study:

• To systematically review empirical studies on the education of Deaf and hard-of-hearing Multilingual Learners.
• To identify key factors influencing DML education across different levels.
• To highlight challenges and opportunities in supporting DMLs.

Main Methods:

• Systematic review of 17 peer-reviewed empirical studies.
• Analysis of findings across four educational levels: context, organization, educators, and student.
• Synthesis of educator and parent perspectives.

Main Results:

• DML education shares similarities with other Deaf students but faces unique challenges.
• Educators report a lack of adapted assessments, strategies, and materials for DMLs.
• Effective home-school collaboration is difficult but vital; parents are an underutilized resource.

Conclusions:

• There is a critical need for research on effective DML teaching strategies and materials.
• Improved home-school and school-external collaboration strategies are necessary.
• Further understanding of the DML experience is required to inform educational practices.