Culturally linguistically responsive teaching strategies: learning from teachers of deaf and hard of hearing multilingual students in Germany and North America

Experts in Deaf Education and Multilingual Education emphasise the importance of culturally and linguistically responsive teaching (CLRT) for Deaf, deaf, and hard of hearing multilingual learners (DMLs; students from homes where a language other than the dominant societal language is used). An international research team conducted virtual focus groups with eight teachers of DMLs across three countries to examine how CLRT is conceptualised and enacted in practice. The focus groups were designed to elicit crosscultural perspectives, shared challenges, and context-specific CLRT practices. Specifically, the researchers explored (a) which strategies teachers reported using; (b) teachers’ professional development needs related to CLRT strategies; and (c) teachers’ reflections and response to Cannon et al.’s (2026, “An International Perspective: Teachers’ Understanding of Cultural Competence and use of Culturally and Linguistically Responsive Teaching Strategies with Deaf and Hard of Hearing Multilingual Learners.” Deafness & Education International 28 (3): 248–271. https://doi.org/10.1080/14643154.2025.2531603) list of CLRT strategies. Data were analysed using Braun and Clarke’s (2006, “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. https://doi.org/10.1191/1478088706qp063oa; 2012, “Thematic Analysis.” In APA Handbook of Research Methods in Psychology, Vol. 2: Research Designs: Quantitative, Qualitative, Neuropsychological, and Biological, edited by H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, and K. J. Sher, 57–71. American Psychological Association; 2023, “Thematic Analysis.” In APA Handbook of Research Methods in Psychology: Research Designs: Quantitative, Qualitative, Neuropsychological, and Biological, edited by H. Cooper, M. N. Coutanche, L. M. McMullen, A. T. Panter, D. Rindskopf, and K. J. Sher, 65–81. 2nd ed. American Psychological Association. https://doi.org/10.1037/0000319-004) collaborative thematic analysis process, by engaging in an interpretive discussion and reaching consensus among the four authors. Findings revealed cross-national themes including identity, teacher positionality, translanguaging, family and community engagement, interdisciplinary collaboration, and the need for ongoing CLRT-DML focused professional development. Implications and recommendations for supporting DMLs and their families through culturally and linguistically responsive practices are discussed.