Language Acquisition Among Deaf Students In The Digital Age: Strategies And Pedagogical Practices

This study aims to examine the impact of digital technologies on language acquisition among deaf students in specialized schools in Algeria (Algiers, Constantine, and Setif). It seeks to understand how digital tools enhance oral and gestural language skills and identify the pedagogical conditions necessary for their effective use, a descriptive and analytical research method was employed, complemented by a field survey. Data were collected through questionnaires for specialized teachers and observations and interviews with deaf students. The sample included 100 deaf students and 40 specialized teachers, findings indicate that the use of digital technologies tailored to visual and gestural modalities significantly improves vocabulary, syntactic structures, and gestural communication. The study also revealed that teachers' techno-pedagogical competence and the availability of digital resources are critical factors for the successful integration of technology. However, certain challenges were identified, including technical, cognitive, and communication difficulties, highlighting the need for structured support, in conclusion, the study confirms that thoughtful integration of digital tools is an effective pedagogical strategy for promoting language acquisition among deaf students and provides practical recommendations to optimize the use of these technologies in specialized educational settings.