Lived experiences of language use and (in)accessibility among multilingual deaf and hard-of-hearing adolescents and young people in technology-enhanced learning in Finland

This article explores the experiences of 23 multilingual young deaf and hard-of-hearing people (YDHHP) aged 13–28 living in Finland about technology-enhanced learning (TEL) environments. The aim is to focus on their language use and accessibility in TEL, examining which TEL factors function as resources or barriers to interaction and learning, and how YDHHP’s literacies and abilities are reflected in their experiences. The data comprises semi-structured thematic video interviews with YDHHP and the results of the initial assessment form. The method of analysis used was data-driven content analysis. Findings show that TEL environments are often to some extent inaccessible due to several reasons such as the absence of signed language or speech-to-text interpreting, teachers with Finnish Sign Language (FinSL) skills and other barriers in their TEL environments. Technological mediation in TEL and distance education often further complicates comprehension and interaction. Some experienced TEL as pleasant, often due to the use of interpreting services and translanguaging. However, social media has emerged as an alternative space for language use and linguistic-cultural identity development among YDHHP. Various means of communication, interpreting services and translanguaging are supporting factors for YDHHP. Limitations of TEL highlight also broader challenges in access to signed languages such as FinSL in education. Although Finland’s national curricula promote inclusive education and linguistic awareness, these policies are not fully implemented as the diversity of learners seems to be unrecognised. The results indicate that discriminatory practices continue to be a problem in TEL and at the same time in Finnish education.