Sign Language as Medium of Instruction in Botswana Primary Schools: Voices from the Field

Abstract

This descriptive phenomenological study investigates teachers’ experiences of using sign language for learners who are deaf in the primary schools in Botswana. Eight in-service teachers who have had more than ten years of teaching deaf or hard of hearing (DHH) learners were purposively selected for this study. Data were collected using multiple strategies: (i) written open ended questionnaire, (ii) focus group discussions, and followed by (iii) individual interviews. Moustakas’ modified van Kaam method was used for analysis. Four predominant themes emerged: (i) teaching DHH learners; (ii) teachers of DHH learners; (iii) use of sign language as a medium of instruction; and (iv) teachers’ preferences for use of total communication. Based on the findings, recommendations were made.

Keywords:

• sign language
• classroom practices
• deaf and hard of hearing
• Botswana
• qualitative method