Language skills and learning preferences of deaf and hard of hearing students

Summary

LangSkills addresses a significant gap in foreign language education through an innovative, inclusive and research-informed approach, demonstrating how inclusive education can benefit learners and enhance wider educational practice. The project created a European community of practice bringing together deaf and hard of hearing (DHH) learners, teachers, researchers and community organisations, and empowered learners to understand their learning preferences, strengthen their autonomy and engage confidently in multilingual and multicultural environments. 

“We all have some inner barriers that make us a bit too shy or ashamed to say something- and in the case of deaf people, it’s even more true. When you’re already struggling with your own language, going for an extra challenge can feel too tiresome. But if you know more than one language, you have endless opportunities to explore the world.”  

Topic(s) addressed

• Promoted learner autonomy, self-reflection and motivation among DHH learners 
• Developed tools for identifying learning preferences and effective learning strategies
• Fostered communication, multilingualism, collaboration and lifelong learning skills

Target group(s)  

• DHH higher education learners of foreign languages 
• Teachers and trainee teachers of DHH learners 
• Partner institutions and their staff 

In total, 259 participants with limited opportunities. 

Methodologies used

The project introduced innovative teaching and learning approaches to address a gap in foreign language education for DHH learners.  

• It combined expertise from language education, special education and deaf studies.  
• It strengthened key competences such as learner autonomy, self-reflection, multilingualism and intercultural awareness. 
• It linked formal, non-formal and informal learning through international summer schools, teacher seminars, an international conference and peer-learning opportunities beyond the classroom. 
• DHH learners played an active role through peer learning and the sharing of experiences.  
• It also engaged DHH organisations, educators and experts, ensuring strong cooperation between education and the wider DHH community.  

Innovation environment

The project created an innovation-friendly learning environment by bringing together higher education institutions, DHH associations, researchers, teachers and learners in a shared community of practice. A whole-organisation approach ensured that learners, educators, researchers and external stakeholders contributed to project activities and outputs. The project fostered a positive climate based on inclusion and peer learning, in which deaf, hard of hearing and hearing participants could exchange experiences on equal terms. Innovation was supported through cross-sectoral cooperation and the sustainable use of resources, including adapted learning tools, research outputs, professional networks and educational materials that continue to benefit the wider community beyond the project lifetime.  

Teachers’ role

Teachers and trainers were important drivers of innovation in the project. A particular strength was the diversity of professional profiles, bringing together DHH professionals from different educational, research and community backgrounds. They also brought varying levels of sign language competence and experience in international cooperation, creating valuable opportunities for mutual learning and inspiration. Teachers acted as workshop facilitators and conference presenters, sharing effective practices with peers. Through collaboration and peer learning, they exchanged insights, established professional networks and friendships, and gained inspiration for more inclusive and effective foreign language teaching for DHH learners.  

Impact and output

The project enabled DHH learners and teachers to participate in international mobility activities that combined foreign language learning, peer learning and intercultural exchange. Learners and teachers participated together in workshops, meals, excursions and feedback sessions, creating unique learning communities.  

Inclusion was central to the project, including the successful participation of a learner with both hearing and mobility impairments. The project produced lasting resources, such as an inclusive learning preferences tool and a learner bank featuring the experiences of successful DHH language learners.  

The project also created opportunities for participants to contribute beyond language learning. For example, a hard-of-hearing learner was commissioned to illustrate the project materials and was later supported in holding her first international exhibition. Its impact extended beyond the direct participants through collaboration with DHH organisations, an international conference with equal representation of DHH and hearing presenters (20 each) and a Routledge publication inspired by the project. 

Learn more about the project