Difficulties of Deaf and Hard of Hearing Pupils in Learning Foreign Languages. The Case of: Boussaid Aicha and Fatima Rahmania middle schools in Ain Temouchent

Abstract

Deaf and hard of hearing (DHH) pupils in Ain Temouchent, Algeria, face difficulties in learning foreign languages. This study aims to identify these difficulties and gather more information that can help or shed light on the importance of improving the educational system for deaf and hard of hearing learners in Algeria. To achieve the research objectives, a mixed-method approach was employed, using both qualitative and quantitative methods which leads to the use of two research tools: a questionnaire addressed to deaf and hard of hearing pupils in integrated classes of middle schools in Ain Temouchent, and interviews conducted with three foreign languages teachers. The objective of the questionnaire and the interview is to gather insights on deaf and hard of hearing pupils’ education, including hearing loss, device use, language acquisition, communication methods, challenges, motivation, and effective teaching techniques. The results, underscore the need for specialized teacher training in sign language and effective communication to support deaf and hard of hearing learners in acquiring languages and accessing quality education.