The role of sign language instructions in improving literacy skills among deaf learners in Tanzania: Insights from Patandi secondary school in Arusha Region

Abstract

This study examined the role of sign language instruction in improving literacy skills among deaf learners in Tanzania, focusing on Patandi Secondary School in Arusha Region. The study was guided by the recognition that deaf learners often experience communication barriers that affect their acquisition of essential literacy competencies, including reading, writing, vocabulary development, and comprehension. Therefore, the study sought to explore how sign language instruction contributes to literacy development among deaf learners and identify its implications for inclusive education practices in Tanzania. Bilingual–Bicultural (Bi-Bi) Model of Deaf Education to complement the study. The study employed a qualitative research approach guided by a phenomenological research design to obtain an in-depth understanding of participants’ lived experiences regarding the use of sign language in teaching and learning. The study was conducted at Patandi Secondary School, which was purposively selected due to its provision of education services to learners with hearing impairment and its extensive use of sign language as a medium of instruction. Participants were selected through purposive sampling, involving teachers, head of schools, and deaf learners with direct experience of sign language-based instruction. Data were collected through semi-structured interviews, allowing participants to provide detailed accounts of their experiences, perceptions, and views regarding the contribution of sign language to literacy development. The collected data were analyzed using thematic analysis following Braun and Clarke’s six steps framework. The findings revealed that sign language instruction plays a significant role in enhancing literacy skills among deaf learners through five major areas: language development, reading comprehension, writing skills, vocabulary acquisition, and learner engagement. The study found that sign language improves learners’ ability to understand concepts, develop communication competence, interpret written texts, organize ideas, and express themselves confidently through writing. Also, findings revealed that sign language-based instruction increased classroom participation, learner confidence, and academic engagement by creating an inclusive and supportive learning environment.  The study concludes that sign language instruction is an essential pedagogical strategy for improving literacy outcomes among deaf learners and promoting meaningful inclusion in education. The study recommends strengthening teacher training programmes in sign language, integrating sign language approaches into inclusive education policies, and providing adequate instructional resources to support effective literacy instruction for learners with hearing impairment in Tanzania.