Sign language marginalisation in early childhood development education in Zimbabwe: towards linguistic inclusivity

Abstract

This study addresses a gap in the literature by examining the marginalisation of sign language in early childhood development education (ECDE) in Zimbabwe and proposing an inclusive approach for Deaf education. Using a qualitative descriptive methodology, researchers focused on two mainstream schools that accommodate Deaf learners and two special schools for the Deaf. Data collection included a literature review, observations, and semi-structured interviews, framed by the Critical Language Policy framework. Findings highlight a shortage of qualified ECDE teachers and the predominance of the direct method and audio-linguicism as key factors marginalising sign language. Additionally, limited parental involvement and a lack of language acquisition support hinder Deaf learners’ development. The study advocates for increasing learning facilities and qualified sign linguists and establishing inclusive teaching and learning policies to improve Deaf education in ECDE settings.