The Teaching and Learning of Sign Language at the University of Zimbabwe

Abstract

This study examined the teaching and learning of Zimbabwean Sign Language at the University of Zimbabwe (UZ) in order to ascertain the extent to which the University guarantees the educational linguistic human rights of deaf and hearing impaired students. To this end, the study employed document analysis, non-participant observations and semi-structured interviews with purposively sampled officials at the UZ and deaf and hearing impaired students. The study established that the University does not have explicitly written, collated and consolidated language policies. The covert language policies do not guarantee deaf and hearing impaired students’ access to education in Sign Language or other forms of communication suitable for them. The University’s Disability Support Services does not have resource persons to assist deaf and hearing impaired students. In subtle ways which include proscription, avoidance, neglect and non-recognition of Sign Language, deaf and hearing impaired students are linguistically excluded at the UZ. The study therefore recommends that the University should adopt inclusive language policies which guarantee educational linguistic human rights for deaf and hearing impaired students. This will ensure that the University implements the provisions of Sections 6 (3) (b) – (4), 22 (3) (c) and 63 of the Constitution of Zimbabwe which uphold the respect for linguistic human rights.