A Comparative Policy Analysis on Foreign Language Education for K-12 Deaf Students: A Case Study of Türkiye and the United States

Year 2024, , 204 - 217, 24.09.2024

Cigdem Fidan

https://doi.org/10.47806/ijesacademic.1454440

Abstract

Foreign languages are linguistic tools that allow access to various resources in the global world. However, access to foreign language education for K-12 deaf students is restricted because deaf students are often disqualified from foreign language courses based on presumed disability status. This study identifies ideologies underpinning education policies that limit foreign language education for K-12 deaf students and compares Türkiye and the United States. The study employs a qualitative approach and analyzes both countries' constitutions, education laws, and education regulations through critical discourse analysis based on the theories of linguistic human rights and Bourdieu’s forms of capital. Findings reveal ideological contradictions concerning deafness and language education for deaf learners, restricting access to foreign language education for K-12 deaf students in both countries.

Keywords

Comparative policy analysis, Deaf students, Foreign language education, Türkiye, United States

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