Sign language policy implementation in special schools for the deaf in Zimbabwe

The aim of this study was to examine how sign language policies are being implemented in special schools for the Deaf in Zimbabwe. It employed in-depth interviews to solicit data from 29 participants who were four district school inspectors, four educational psychologists, four school heads and 17 grade one to three specialist teachers. Data were analysed using deductive thematic analysis at the semantic level. The study revealed inconsistencies in sign language policy implementation as consequences of ambiguity of policy goals and conflict of the means of achieving the policy goals. The study further revealed that government officers were not proficient in sign language and so could not monitor policy implementation. Several other factors influenced the implementation of sign language policies in the special schools. Policy implementers were not aware of the meaning of sign language policies and how the policies were supposed to be implemented. There were, therefore, misunderstandings regarding how policies were to be implemented. Schools used various forms of sign language as a way of implementing the policies. On the basis of these findings, it was recommended that policymakers ensure that they formulate sign language policies whose goals and means are not ambiguous to avoid conflict in the way the policies are implemented. It was also recommended that the Ministry of Education provides capacity development opportunities to sign language policy implementers starting from those at national, provincial, district and down to school levels where classroom teachers need to be taught how the sign language policies can be implemented.

本研究旨在考察津巴布韦聋人特殊学校手语政策的执行现状。研究采用深度访谈法，从29名受访者处收集数据，受访者涵盖4名学区督学、4名教育心理学家、4名校长以及17名一至三年级专科教师。数据分析采用演绎式主题分析法，在语义层面展开。研究显示，由于政策目标模糊、政策达成路径存在冲突，手语政策的执行存在不一致性。研究同时发现，政府工作人员并不精通手语，因而无法对政策执行情况开展监督。另有多项因素影响了特殊学校手语政策的落地：政策执行者未明确手语政策的内涵与执行规范，由此引发了政策执行层面的认知偏差；各校采取了多种形式的手语作为政策执行的实践方式。基于上述研究发现，本研究提出如下建议：政策制定者应制定目标与实施路径清晰明确的手语政策，以避免政策执行过程中出现冲突；教育部应为各级手语政策执行者提供能力建设机会，覆盖国家、省级、学区乃至学校层面，其中需面向课堂教师开展专项培训，使其掌握手语政策的落地实施方法。