Analysis of sign language proficiency among teachers of the deaf in primary schools in Bulawayo (Zimbabwe): Implications

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Analysis of sign language proficiency among teachers of the deaf in primary schools in Bulawayo (Zimbabwe): Implications

Journal Title: Scientific Journal of Pure and Applied Sciences - Year 2015, Vol 4, Issue 9

Abstract

Sign Language proficiency among teachers of the deaf form the basis for effective learning by deaf children. It is also the bedrock of successful inclusion. Previous studies and literature have equivocally confirmed that young children who are deaf learn more effectively when taught using Sign Language. The current study sought to establish the level of Sign language competency among teachers of children who are deaf in 10 of the primary schools in Bulawayo that enroll children who are deaf. A descriptive survey and ex-post facto research designs were employed in soliciting data from a sample of 15 teachers of the deaf and 5 college lecturers. Data were collected using a structured questionnaire and a Modified Sign Language Proficiency Interview (MSLPI) on a 6-Point rating scale. Document analysis and observation were used to authenticate responses from college lecturers and teachers of the deaf respectively. The Statistical Package for Social Sciences (SPSS) and descriptive summaries were used to analyse data. The data indicated that teachers of the deaf in Bulawayo lacked Sign Language proficiency. They could only afford the lowest two scores on the (MSLPI) scale that is the Novice and the No Functional Skills levels. What teachers at times mistook for Sign language was mere finger spelling and some distorted signed systems. From these findings the study concluded that the learning of the deaf children in primary schools in Bulawayo was heavily compromised due to lack of effective communication between teachers and the learners. The study also concluded that the inclusion of deaf children in the schools would remain a pipe dream as long as the teachers were not proficient in Sign language which is the first language of the deaf. The study recommended regular Sign Language staff development programmes, intensification of the practical component of Sign Language in the college programme for trainee teachers of the deaf, external scholarship and exchange programmes for both teachers and college lecturers who train teachers for the deaf.

Authors and Affiliations

P. Sibanda*| Senior lecturer, open university, faculty of applied social sciences, Zimbabwe.

Keywords

EP ID EP440
DOI 10.14196/sjpas.v4i9.1904
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