Prospects And Challenges Of Hearing Impaired Pupils In Tanzania: Experiences From English Language Learning In Primary Schools In Dodoma

ABSTRACT

This study investigated the prospects and challenges of hearing impaired pupils in Tanzania: experiences from English language learning in primary schools in Dodoma. Three objectives guided the study included: exploring possible opportunities of learning English language for hearing impaired pupils in schools, assessing the effectiveness of modes of instruction used in teaching and learning English language to pupils with hearing impairment, and identifying challenges faced by teachers and hearing impaired pupils on teaching and learning the English language in primary schools in Tanzania. The study involved two primary schools for the hearing impaired pupils situated in Dodoma municipal and Bahi district Dodoma region in Tanzania. A total of 40 respondents were involved in this study which included; 24 pupils with hearing impairment, 12 teachers teaching English subject in schools for the deaf, 2 head teachers and 2 special needs officers. The study employed phenomenological design embedded in a qualitative research approach. Data was collected through classroom observations; semi structured interviews, document review and focus group discussion (FGD). Findings revealed that opportunities for secondary and higher learning institution are among the intended goals of learning English language for most of the hearing impaired pupils involved in the study. The findings also found that lack of comprehensive language, lack of language inputs, and linguistic challenges are among the challenges that hinder the English language learning among HI pupils. The study further disclosed that, inability of reading English words, difficult in pronunciation, lack of English language signs; communication challenges demoralize the desire to learn English language among hearing impaired (HI) pupils. The study further found that, the most employed modes of instruction during teaching and learning English language for HI pupils were: total communication, sign language, direct translations, writing on chalk board and participatory method. The study concluded that, lack of special needs syllabus for HI pupils, shortage of special needs teachers, and the lack of social workers for assisting HI pupils are among the challenges encountered by pupils with hearing impairment in learning English language effectively. Based on these findings, the study recommends restructuring of the special needs curriculum for pupils with hearing impairment to enhance English language teaching and learning.