Abstract

Language determines the performance of learners in all subjects in the curriculum as all learning areas require the use of language. As such, it is imperative that teachers use the language that learners with HI would understand. This study explored the use of SL as a medium of instruction for learners with HI (deaf or HH) in one special school and one inclusive primary school in Malawi. The study investigated how teachers in both schools use SL to effectively communicate with their learners during the teaching and learning process. Based on an interpretative paradigm, the study adopted qualitative research methodology to explore the issues at hand. The semi-structured interviews and classroom observations were used to generate data. Data were analyzed using thematic analysis. Generally, the findings revealed that some teachers in special schools had problems to effectively communicate with learners with HI because they lacked training in using SL as a medium of instruction, whilst in inclusive schools, mainstream teachers lacked knowledge and skills in SL. The thesis concludes that although the learners with HI were included, practically they were excluded in the teaching and learning process. It is therefore recommended that all teachers must undergo training in SL so that they can effectively teach and communicate with learners with HI in both school settings. This implies that the knowledge and skills that the teachers will acquire will enable the learners with HI reach their full potential in education

More details

School	: School of Education
Issued Date	: 2017

Download full document