English writing skills are essential for school success and job opportunities for Deaf and hard-of-hearing learners (DHHLs) in Lesotho. However, many struggle to express their ideas through writing in school, social activities, and working environments. Engaging teachers in research about their instructional strategies and challenges is essential to improving writing instruction from early grades. Five teachers in grades 4 to 7 in two schools for DHHLs participated in semi-structured individual face-to-face interviews. The interviews were audio recorded, transcribed, and analyzed using Saldaña’s (2012) thematic data analysis approach. Teachers reported using strategies such as the fill-in strategy and a bubble map. They also reported challenges relating to the following themes: 1) language and communication difficulties, 2) vocabulary writing difficulties, 3) limited writing opportunities, and 4) limited teacher preparation and resources. Recommendations for future directions are discussed.
Morai et al. (Sat,) studied this question.