DaZx2 for deaf and hard of hearing pupils

Deaf/hard of hearing (DHH) pupils communicate in spoken and/or signed languages, yet they face significant barriers in accessing both language modalities. These challenges are compounded for newly immigrated DHH pupils, who must learn two new languages within the German school system: German and German Sign Language (DGS). This results in the parallel acquisition of two second languages in two different modalities (DaZx2).
Newly immigrated DHH pupils form a highly heterogeneous group in terms of learning prerequisites, family languages, and learning contexts. As a result, universal recommendations for teaching this group are hardly feasible. For university students completing their practicum semester, teaching this learner group poses a major challenge. Existing university seminars on language education and German as a Second Language (DaZ) offer few approaches tailored to this population, particularly because DaZ methods (e.g., listening comprehension) are not applicable. Instead, individualized approaches are required, including DGS-based learning, an early focus on written language, or pedagogical responses to delayed first-language acquisition. Suitable materials and methods are often lacking, as teaching solutions developed in schools typically remain isolated and do not feed back into teacher education. Consequently, university students in their practicum semester frequently find themselves on their own when adapting or developing appropriate teaching materials.
It is within this context that the DaZx2 project assumes significance. For the first time, it integrates expertise from DaZ, sign language pedagogy, and audio pedagogy to develop an inclusive digital learning environment designed to prepare future teachers of all school types for DaZx2 instruction with DHH students. The digital learning environment is developed through a co-constructive process involving DHH and hearing students, instructors, and school mentors during the practicum semester.