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Ethiopian Sign Language and Educational Accessibility for the Deaf Community: a Case Study on Jimma, Nekemte, Addis Ababa and Hawasa Towns

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Ethiopian Sign Language and Educational Accessibility for the Deaf Community: a Case Study on Jimma, Nekemte, Addis Ababa and Hawasa Towns Vol. 6(2), pp. 9-17, March, 2015 DOI: 10.5897/JLC2014.0298 Article Number: D94B29E51419 Journal of Languages and Culture ISSN 2141-6540 Copyright © 2015 Author(s) retain the copyright of this article http://www.academicjournals.org/JLC Full Length Research Paper Ethiopian sign language and educational accessibility for the deaf community: A case study on Jimma, Nekemte, Addis Ababa and Hawasa towns Chimdi Wakuma Jimma University, Collage of Social Sciences and Humanities, Department of Afan Oromo and Literature, Ethiopia. Received 8 November, 2014; Accepted 3 March, 2015 In comparison with the large number of population they have, the deaf community have not been given due attention in terms of education in Ethiopia. This was the main problem that initiated the researcher to conduct research on this area. The general objective of this study is to assess the educational accessibility of Ethiopian Sign Language for the deaf community. The research is a qualitative one and it was based on interviews and discussions made through interpreters’ assistance. Deaf students, deaf students’ teachers and Zone Educational Bureaus Officers were study participants. The study is important in indicating the relevancy needed for educating people who are deaf and with hard hearing. The findings of the study indicate that deaf education in Ethiopia is characterized by absence of enough schools for the deaf and with information gap on the access of deaf education. Key words: Sign language, Ethiopian sign language, sign language education, sign dialects, mutual intelligibility. INTRODUCTION The United Nations Convention on the human right has report on World Disability (2011: 22), about 15% of the defined disability as follows. “Persons with disabilities world’s population is living with some form of disability. include those who have long-term physical, mental, Deafness and hard hearing are among the many types intellectual or sensory impairments which in interaction of disabilities that a number of world populations might be with various barriers may hinder their full and effective a victim of it at any age. It is one of the disabilities of our participation in society on an equal basis with others” hearing sense organ that could occur when one or both (The United Nations Human Rights Treaty System; 2012: ears are affected, either totally or partially. It may occur at 15). birth or later, suddenly or gradually. Deafness can also Disability is a grave concern among all the physically be classified with the degree of hearing loss in decibels impaired communities of the world. Thus, it calls for (dB), ranging from mild to profound hearing loss. A loss global attention of mankind towards improving the life of of 35 to 70 dB is generally considered as hard of hearing, the deaf. According to World Health Organization (WHO) while a loss of 90 dB or greater is considered profoundly E-mail: [email protected] Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License 10 J. Lang. Cult. to be complete deaf. Some deaf are mute by nature; they needs, as a mixture of simple pantomime and primitive cannot make any voice. But others do have the ability of gesturing incapable of conveying abstract concepts and making voices even if they not hear. This is because they complex ideas, as a form more closely related to sub- have a problem of controlling their pitch and volume and human forms of communication. they do not hear what others and even they themselves Since the mid-nineteenth century, the education of deaf are saying, which would have been a great experience children has been characterized by a deep division for them (Melanie and Linda, 2002: 13). between educators favoring an oral approach, in which In most parts of the world especially developing signing is generally forbidden, and those supporting a countries, a number of deaf people have never been to manual approach in which signing of some sort is allowed school and are thus more or less illiterate. For educating in conjunction with speech. Although oralism remains a the deaf people of these countries, the existence of sign powerful force in deaf education, manualism is the language has been either ignored or repressed in many dominant philosophical approach to deaf education ways. The consequence is that deaf people are not today. Since the 1960s, however, there has been a aware of the rights they have in society; they live as a growing debate among manualists about what type of highly marginalized group in most developing countries. signing should be employed in the education of deaf They do not have access to information, which means children (Armstrong, et al., 2002: 14). they do not even know what is happening in their According to Armstrong et al. (2002: 14), the immediate society and the world at large. Moreover, materialization and educational implementation of manual prejudices and attitudes towards educating the deaf sign codes has taken place primarily in the USA, where community and the value the deaf community retain for the strongest commitment to their use remains. In the themselves have deeply influenced their living conditions USA context, several distinct approaches to the creation and chances of personal development. This is due to the of artificial manual sign codes currently exist, although fact that deaf people have not been educated in sign the major systems are closely related, sharing both com- language. Improving the status of sign language has mon historical roots and underlying social and linguistic consequences for all areas of life for deaf people; it assumptions. Further, artificially constructed systems of opens up possibilities for participation, information and signing all have as their principal target population deaf influence, and reduction of poverty. children at school, and all of the systems rely on teachers of the deaf and, to a lesser extent, parents of deaf children, for their successful implementation. There has Sign language been also a dramatic change in how sign language has been perceived. Scientific investigations of a number of Sign language is among many language types in which national sign languages over the past 30 years have people with hearing difficulty can communicate with peo- produced sufficient evidence that sign languages are full ple of the same linguistic behavior and with other hearing and complex language systems equivalent to spoken community. languages in functional and structural respects. These In sign language, there are different signs that studies have demonstrated that sign languages possess represent letters, numbers and frequently used words. sophisticated grammars and large vocabularies. Linguists Sign language is not spoken or heard but it is a visual have described the basic linguistic structures, rules, and language seen by the eye and expressed by the functions of these languages. Moreover, Sign language is movements of hands, face and the body. Sign language more than just abstract linguistic systems. Psychological, is considered as mother tongue for people who are pre- psycholinguistic and sociolinguistic studies have also lingual deaf (become deaf before learning other shown that the use of sign language promotes emotional, language). These people can use oral communication as social, and mental development in deaf children. Early their second language. On the other hand, people who use of sign language facilitates concept formation, are post lingual deaf can use sign language second to developmentally appropriate acquisition of knowledge, of oral one [Daniel, 2006:2]. social values and norms of behavior, and a high degree of overall communicative competence. There is evidence that even acquisition of the spoken and written language Sign language education may be strengthened by the early acquisition of sign language. In general, early and consistent use of sign According to Baynton (2006: 9) and Ceil (2004: 176), language by deaf children results in more effective before mid-nineteenth century, the hearing participants of learning both in and out of school. the International Congress of Educators of the Deaf approved a resolution in which sign language was officially banned and almost eliminated from deaf Statement of the problem education. Sign language was no longer recognized as the language of deaf people, but was seen, at best, as Historically, Ethiopian sign language education has got its suitable only for the most elementary communication origin in the American Sign Language as the first Wakuma 11 missionaries that opened schools in Addis Ababa were REVIEW OF RELATED LITERATURE from the USA. Currently, Ethiopian sign language education is being studied at BA level in Addis Ababa Historical overview of education in Ethiopia University and at lower level in very few schools of Addis Ababa city. Among available schools for the deaf in According to Nagash (1990: 143), the establishment of Ethiopia, most of them are at elementary, junior and unit modern schools was speeded up beginning with the turn level which are concentrated in Addis Ababa for many of the 20th century with the remarkable efforts of years and the deaf in the regions of the country were Ethiopian intellectuals who had returned from abroad. virtually forgotten and no one cared or knew whether they Proclamation encouraging the people to give greater can be educated at all. There are also prejudices and emphasis for modern education had also been issued in negative attitudes among the hearing community toward the same season which laid down the foundation for the educating the deaf community and undervaluing percep- spread of modern education in the country. tions that the deaf community retains for themselves Since the 1940s, according to Nagash (1990:9), which deeply influenced the living conditions of deaf Ethiopia has experienced three systems of political people and their chances of personal development in the governance, each distinguished by its education policy.
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