AN EVALUATION OF SIGN LANGUAGE AS A MEDIUM OF INSTRUCTION FOR LEARNERS WITH HEARING IMPAIRMENTS IN SELECTED PRIMARY SCHOOLS OF LUSAKA, ZAMBIA

Sarah Bwalya, Georgina Ndopu Nambula, Humphrey Chinyemba Kandimba, Veronica Namasiku Kalima, Carol Mubiana Mubisi, Maureen Mwalungali

Abstract


This qualitative study evaluated the implementation of Sign Language as a medium of instruction for learners with hearing impairments in four selected primary schools in Lusaka, Zambia. Drawing on Vygotsky's Sociocultural Theory and Bruner's Cognitive Development Theory, the study explored how policy frameworks are understood and enacted, how Sign Language is actually used in classroom instruction, what challenges teachers and administrators face, and what interventions they propose. Data were collected through semi-structured interviews with 24 participants (deputy headteachers, senior teachers, INSET coordinators, and classroom teachers) and classroom observations across four special education units. Thematic analysis revealed four overarching themes corresponding to the research objectives: (1) universal policy awareness but no operational guidance or monitoring; (2) predominant use of Signed English and gesture rather than natural Sign Language, leading to fragmented learner comprehension and disengagement; (3) systemic resource deprivation including absence of syllabi, teaching materials, and specialist teachers; and (4) teacher-proposed interventions including intensive ongoing training, structured materials, deaf mentors, and accountability systems. The study concludes that Zambia's progressive legal framework for Sign Language instruction exists in name only, with no discernible implementation strategy, monitoring mechanisms, or resource allocation. Four summarised recommendations are proposed: (1) mandate competency-based teacher training with exit examinations; (2) develop and distribute a standardized resource package; (3) deploy deaf mentors into every deaf education unit; and (4) establish a monitoring and support system with recognition incentives.

Keywords


sign language, hearing impairments, language of instruction, qualitative study, Lusaka, special education, policy implementation gap

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DOI: http://dx.doi.org/10.46827/ejse.v12i4.6683

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