Critical language awareness in the education of students who are deaf in Zimbabwe

Abstract

Grounded in critical applied linguistics and specifically in the domain of critical language awareness, this article investigates the challenges and limitations faced by students who are deaf in progressing to higher and tertiary education in Zimbabwe. An insight into these challenges is drawn from views and opinions obtained from observations of the teaching and learning processes of deaf students in secondary schools in Harare. Owing to the diversity of our research objectives, data collection was triangulated through documentary analysis of selected policies, observations and interviews to obtain information on challenges affecting students who are deaf. Data is presented and analysed using a descriptive approach. The analysis of data shows that deaf students face myriads of challenges that include a lack of bilingual education for the deaf, and a proper framework for inclusive education which consequently results in students failing their Ordinary Level examinations in key subjects like Mathematics and English. The researchers, therefore, recommend that the Ministry of Primary and Secondary Education improve the teaching and learning facilities in consideration of students who are deaf as well as effective implementation of an inclusive education policy in a bid to develop the quality of education for these students.