Exploring ableism in English language education in DHH university students’ lived experiences: A critical disability studies perspective

Abstract

This study, grounded in critical disability studies, explores ableism in language education and its impact on Deaf and hard of hearing (DHH) students learning English as a foreign or third language (L3). Using interpretative phenomenological analysis, the lived experiences of 14 Iranian DHH undergraduate students, proficient in Esharani (sign language used by the Iranian Deaf community) and Persian, were analyzed. Participants recounted their experiences with ableism in English education through interviews. Analyzing interviews resulted in the emergence of three key themes: a) lack of awareness of (dis)ability and ableism throughout their English education, b) the prevalence of overt and covert ableism viewing deafness as a marker of “otherness,” and c) the need for advocacy and more inclusive practices and environments for DHH learners acquiring L3. This study highlights the challenges DHH learners face in L3 acquisition and calls for more inclusive language education policies to better support disabled students.