The complexity in deaf and hard-of-hearing multilingual learner education

Abstract Deaf and hard-of-hearing Multilingual Learners (DMLs) are Deaf and hard-of-hearing students who are either born outside of the country they currently receive schooling in or have both parents born outside of that country, using a language other than the national spoken language at home. This group is growing in numbers and contributes significantly to the increasing linguistic and cultural diversity in Deaf education. This systematic review synthesizes findings from 17 peer-reviewed empirical studies, identifying four educational levels relevant to DMLs: context, organization, educators, and student. Parents are key agents across all levels. While DML education generally aligns with that of other deaf and hard-of-hearing students, educators attest to difficulties teaching DMLs due to a lack of adequate assessments, strategies, and materials, adapted to DMLs’ specific needs. Educators and parents highlight difficulties in establishing effective home–school collaboration, despite its recognized importance for academic success. DMLs value all their languages equally but especially emphasize the national sign language for learning. Parents are an underused resource. This review underlines the pressing need for empirical research on effective teaching strategies and materials for DMLs, improved internal and external school collaboration strategies, and a deeper understanding of DMLs’ experience.