Hessameddin Ghanbar; Reza Rezvani
Volume 12, Special issue (Quality in Qualitative Research) , September 2025, , Pages 1-3
Hessameddin Ghanbar; Mohadeseh Asghari
Abstract
In the evolving landscape of integrative higher education in Iran, teaching English to Deaf and Hard-of-Hearing (DHH) students presents unique linguistic, cultural, and pedagogical challenges. This study uses narrative inquiry to explore how university instructors perceive and enact effective English ...
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In the evolving landscape of integrative higher education in Iran, teaching English to Deaf and Hard-of-Hearing (DHH) students presents unique linguistic, cultural, and pedagogical challenges. This study uses narrative inquiry to explore how university instructors perceive and enact effective English language instruction for DHH learners. Drawing on semi-structured interviews and narrative frames from ten experienced instructors—some with direct knowledge of Iranian Sign Language (ISL)—the research highlights the emotional, visual, and ethical complexities of English teaching in bimodal classrooms. Using Interpretative Phenomenological Analysis (IPA), the study identified four interrelated themes: Cultural Resonance, Visual-First Instruction, Formal-Relational Calibration, and Instructor Reflexivity. These themes reveal that effective teaching for DHH students requires more than technical adaptation; it calls for culturally grounded practices, visual-semiotic reengineering of materials, emotional attunement, and ongoing pedagogical renewal. The findings offer important implications for teacher training, curriculum design, and policy development, particularly in contexts where linguistic equity and cultural identity are often marginalized. This study positions instructors not only as educators but also as cultural mediators and agents of change in the pursuit of accessible, just, and empowering English education for DHH university students.
