Immigrant deaf students in the United States: Linguistic injustices brought to light

In the United States, racialized discourses about immigrants intersect with ableist discourses about deaf people, making deaf immigrants a multiply vulnerable population. For students at the intersection of these identities, experiences of linguistic injustice often occur at the very place where equitable language access should be ensured: school. Drawing from ethnographic fieldwork in the northeast United States with immigrant high school students at a school for the deaf as well as adult deaf immigrants navigating U.S. citizenship, this research explores how the right to education in a child's most accessible language becomes complicated for immigrant deaf students.