Exploring Pedagogical Challenges in English Language Classrooms for Deaf Pupils: A Case Study in the Tlemcen Region primary schools and associations

Abstract

This study investigates some of the challenges and issues in teaching English to deaf pupils in Tlemcen Region’s Primary Schools and Associations, with a specific focus on pedagogical, institutional, and learner-related factors. In a system where inclusive practices are still developing, it becomes essential to recognize the specific linguistic and cognitive needs of learners with hearing impairments. Helping deaf pupils goes beyond classroom instruction it reflects a broader commitment to educational equity, social integration, and the human right to access knowledge. By identifying the obstacles that hinder English language acquisition for this group, the present study seeks not only to highlight gaps but also to contribute meaningful insights toward building more inclusive and responsive pedagogical environments. Therfore, this research emphasizes the importance of supporting deaf pupils within the Algerian educational context. Using a qualitative descriptive approach, data were gathered through semi-structured interviews with 15 English language teachers and 10 classroom observations conducted in the Tlemcen region. The analysis, guided by thematic coding, revealed several recurrent issues including inadequate teacher training, lack of institutional support, insufficient visual teaching resources, and communication barriers stemming from inconsistent use of sign language and pupils' weak first language foundations. Despite these challenges, teachers demonstrated strong adaptability, often relying on multimodal strategies and self-developed materials to engage learners. This research contributes to the limited body of literature on deaf education in Algeria and offers actionable recommendations for curriculum reform, teacher training, and policy improvement to enhance English language learning outcomes for deaf pupils. This dissertation aims to investigate some of the challenges faced by English language teachers working with deaf pupils in Algerian inclusive schools. The study uses a triangulated methodology that combines semi structured interviews with teachers and classroom observations. Interviews provide insight into teachers’ experiences, beliefs, and instructional approaches, while observations offer an authentic view of how English is actually taught and received in real-time learning environments. Together, these tools offer a comprehensive picture of the gaps, difficulties, and promising practices in deaf education within EFL classrooms