Challenges and Opportunities of Teaching in Multilingual Deaf Communities in Sub-Saharan Africa

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Author(s): Mary Edward (Save the Deaf and Endangered Languages Initiative (S-DELI), Canada)
Copyright: 2022
Pages: 20
Source title: Handbook of Research on Teaching in Multicultural and Multilingual Contexts
Source Author(s)/Editor(s): Erasmos Charamba (University of the Witwatersrand, South Africa)
DOI: 10.4018/978-1-6684-5034-5.ch013

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

In Africa, the discussion on the language for deaf education has always centred on the official recognition of sign languages in Africa. Interestingly, just as many African countries have been bequeathed with foreign languages as official languages, foreign-based sign languages are used in many African countries for deaf education. The average educated deaf signer in most African communities has knowledge of at least two sign languages and one or more spoken languages. Ultimately, signing communities have become quite complex multilingual communities. This chapter explores the challenges and opportunities of teaching in multilingual deaf communities in sub-Saharan Africa. With analysis drawn from a synthesised primary and secondary data, the chapter argues that the best approach to deaf education is utilising bimodal multilingualism so that the deaf and hard of hearing students can access deaf and hearing worlds. The chapter also suggests ways of appropriating multilingualism without making indigenous African sign languages inferior.

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Challenges and Opportunities of Teaching in Multilingual Deaf Communities in Sub-Saharan Africa

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