Language and Literacy Learning Experiences of Deaf Students in Multilingual Primary Teacher Education Classrooms in Zambia: A Case Study of Kitwe College of Education

Abstract

This study explored the language learning experiences and challenges faced by deaf students in multilingual classrooms at Kitwe College of Education, specifically within the Primary Teachers Diploma program. It examines how the language barriers in a curriculum designed primarily for hearing students impact deaf learners' literacy development. Using a case study approach, data were collected from focus group discussions, classroom observations, and document review, focusing on first, second, and third-year students. Stratified purposive sampling was employed to select 15 students from across the academic levels. Thematic analysis was used to identify key themes in language and literacy learning. The study highlights significant challenges related to auditory-based instruction, such as phonics and phonemic awareness, which are inaccessible to deaf students. The lack of consistent sign language interpreters and difficulties understanding English-based literacy instruction were recurring issues. Deaf students also struggled with reading fluency, grammar, and syntax. Peer teaching proved valuable, but adapting the Primary Literacy Program (PLP) for deaf students was challenging. Despite communication barriers, Zambian Sign Language (ZSL) and visual aids were helpful. The study calls for an inclusive educational environment by integrating ZSL into the curriculum, revising literacy strategies, and developing more inclusive assessment methods. Educational policy should be revised to better address the linguistic needs of deaf students, ensuring equitable access to learning opportunities.