Teaching English literacy skills to deaf learners in primary schools in eastern and central Kenya.

Kalla, Jillo (2024). Teaching English literacy skills to deaf learners in primary schools in eastern and central Kenya. University of Birmingham. Ph.D.

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Abstract

This thesis explores the experiences and literacy teaching practices of primary school teachers for deaf learners in Kenya. While several studies have investigated the development of literacy skills among deaf learners in developed countries, focus has primarily been on those who utilise speech thanks to access to newborn hearing screening and hearing devices. For this reason, this study specifically focusses on teaching of literacy skills to deaf learners who primarily employ sign language and often lack access to spoken language.

For this thesis, I utilised a qualitative research design and used semi-structured interviews, lesson observations, and document analysis as data-collection tools in seven primary schools for the deaf in Kenya. I conducted 24 semi-structured interviews with English literacy teachers and eight lesson observations. Furthermore, I collected documents such as lesson plans, textbooks, and curriculum design. I analysed data using reflexive thematic analysis in order to gain an in-depth understanding of teachers’ practices and experiences. I discussed the findings by considering the sociocultural approach to language teaching as well as previous literature on literacy skills development and deaf learners.
The main findings reveal how teachers’ practices support the development of deaf learners’ literacy skills. Specifically, the findings indicated that teachers focussed on specific language components and differentiated their methods of instruction in order to aid learners in reading and writing.

The other key finding is that teachers organised their classrooms space to increase opportunities for both human and material mediation. Additionally, regarding the use of resources in literacy lessons, this study revealed that teachers used visual resources to mediate learners’ understanding of written English, and they used print to mediate learners’ contact and engagement with written language. However, some instructional practices like where teachers dominated the literacy lessons limited the support deaf learners received in literacy lessons. Such findings revealed few opportunities for interaction, mediation, and scaffolding, which contribute to limited acquisition of literacy skills in English by deaf learners.

Continuing, even though teachers appreciated the support they received, their experiences revealed limited instructional knowledge as well as unsuitable curriculum and resources. Additionally, teachers viewed Kenyan Sign Language (KSL), limited language proficiency, and deaf learners’ challenges in reading and writing tasks as limitations to learners’ proficiency in literacy skills. Overall, the teachers’ experiences indicate a lack in deaf learners’ acquisition of appropriate tools, such as language and vocabulary knowledge, as well as limited human mediation of their literacy learning.

The findings suggest that teachers must create opportunities for interaction and scaffolding in literacy lessons by effectively mediating learning. Furthermore, findings also reveal a need for teachers to enrol in teacher professional development programmes in order to gain effective instructional skills. In addition, it is important to consider teachers’ pedagogical needs and contexts when developing programmes for practising teachers. Since deaf learners use KSL, teachers should be provided with information regarding KSL and literacy skills development, as well as how they can effectively utilise KSL in teaching literacy skills in Kenya.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):