Although foreign language (FL) educational experiences for students with disabilities including deaf and hard of hearing (DHH) students, are becoming more common, there is little research available on this topic. The purpose of the present review was to identify research examining DHH students' FL learning experiences and teaching strategies used in the FL class to facilitate language learning. The search showed that few studies have explored this area, and even fewer have met quality standards. Among the existing studies, the results revealed that communication methods in FL class instruction that do not meet the communicative needs of DHH students can hinder learning and lead to demotivation. Conversely, the presence of individualized learning goals and an emphasis on reading and writing, over speaking and listening, appear to support FL learning. Finally, the use of technology is a promising tool for FL instruction.

中文翻译：

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聋哑和重听外语学习者的经验和教学策略：文献的系统回顾。

尽管针对包括聋哑和听力障碍 (DHH) 学生在内的残疾学生的外语 (FL) 教育经历变得越来越普遍，但关于该主题的研究很少。本综述的目的是确定研究 DHH 学生的外语学习经验和外语课程中使用的教学策略，以促进语言学习。搜索表明，很少有研究探索这一领域，达到质量标准的研究更少。在现有的研究中，结果表明，不满足 DHH 学生交际需求的 FL 课堂​​教学中的交际方法会阻碍学习并导致士气低落。相反，个性化学习目标的存在和强调阅读和写作，而不是说和听，似乎支持 FL 学习。最后，技术的使用是 FL 教学的一个有前途的工具。