The perceptions of Iranian deaf and hard-of-hearing university students towards Persian as a spoken majority language: A narrative inquiry

Abstract

ABSTRACT This narrative inquiry study provides insight into one component of Deaf bilingualism, that is, a spoken majority language, through shedding light on the perceptions of Iranian Deaf and hard-of-hearing (DHH) university students regarding Persian, the predominant spoken language in Iran. Through thematic analysis of the collected narrative interviews with ten DHH university students, key related themes such as home literacy practices, speech therapy, economic factors, extensive reading, and the challenging nature of learning Persian emerged, revealing a nuanced understanding of a wide range of language-related issues among DHH individuals. The findings highlight the complex interplay of familial support, professional interventions, socioeconomic factors, literacy promotion, and linguistic proficiency within the DHH community. Implications of the study extend to parents, educators, experts in Deaf studies, and policymakers in Deaf education. Specifically, apart from tackling the financial barriers, the importance of prioritising literacy development at home for Deaf children is emphasised, along with the role of speech therapy in long-term linguistic development. Additionally, the study emphasises the significance of formal and systematic teaching of the spoken majority language, along with special instructional materials, in facilitating effective communication and social integration.