Skip to main content
SpringerLink
Log in

Mobile Media and the Sign Language of Zimbabwe’s Deaf Community

  • Chapter
  • First Online:
Disability and Media - An African Perspective

  • 43 Accesses

Abstract

This chapter discusses prospects for the conservation and development of Zimbabwean Sign Language (ZSL) in light of the advent of mobile media technologies in Zimbabwe. The background to the discussion is that, in this developing country, less than 20 years ago many people who are deaf and hard of hearing (DHH) lived and grew up in large residential institutions, where they used prescribed hearing-aid technology and used ZSL underground as the latter was considered detrimental to the development of spoken language communication. With the advent of inclusive education and philosophies related to community-based rehabilitation, more people who are deaf now live and learn within their mainstream communities, where they make use of the more widely available mobile technology and therefore have greater communication demands and more communication partners outside their immediate spheres. The crux of the chapter’s discussion is that the increased opportunities to communicate with diverse populations may come with latent identity crises in the lives of some deaf people using mobile technologies. The crises potentially arise from the possibility that local norms and particularly culture-based signing conventions may be overshadowed and considered inferior to those originating elsewhere. On the other hand, if organizations of Deaf people are involved in strategizing, these mobile technologies have the potential to document local ZSL varieties. This would preserve ZSL and Deaf culture for posterity and so empower local Deaf people to view themselves as linguistic minority citizens who, like any other linguistic minority, do not require therapy.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    This chapter follows the convention established by Woodward (1972) and followed by other authors (e.g., Ladd, 2003; Parasnis, 1998) whereby the capitalized form “Deaf” is used to refer to those deaf people who share a sign language and cultural values that are distinct from the hearing society. The lowercase “deaf” is therefore used to refer to the audiological condition of deafness as this chapter recognizes this latter term as encompassing children to whom Deaf culture is a birthright but for whom we do not want to foreclose the choice of hearing cultural identity or Deaf identity. Special schools for such learners are therefore also referred to as for the deaf rather than for the Deaf.

  2. 2.

    UNESCO document commonly referred to as the Salamanca Statement.

  3. 3.

    United Nations Development Programme

References

  • Aarons, D., & Reynolds, L. (2003). South African Sign Language: Changing Policies and Practices. In L. Monaghan (Ed.), Many ways to be Deaf (pp. 194–210). Gallaudet University Press.

    Google Scholar 

  • Ackely, S. R., & Decker, T. N. (2006). Audiological Advancement and the Acquisition of Spoken Language in Deaf Children. In P. E. Spencer & M. Marschark (Eds.), Advances in the Spoken Language Development of Deaf and Hard of Hearing Children. Oxford University Press.

    Google Scholar 

  • Akach, P. (2008). The Grammar of Sign Language. Language Matters: Studies in the Languages of Africa, 28(1), 7–35.

    Article  Google Scholar 

  • Barcham, L. (1998). The International Dimension. In S. Gregory, P. Knight, W. McCracken, S. Powers, & L. Watson (Eds.), Issues in Deaf Education (pp. 245–254). David Fulton Publishers.

    Google Scholar 

  • Bat-Chava, Y. (2000). Diversity of Deaf Identities. American Annals of the Deaf, 145(5), 420–442.

    Article  Google Scholar 

  • Baumann, H. D. L., & Murray, J. M. (2009). Reframing: From Hearing Loss to Deaf Gain. Deaf Studies Digital Journal, 1, 1–10.

    Google Scholar 

  • Blamey, P. J., Sarant, J. Z., & Paatsch, L. E. (2006). Relationships Among Speech Perception and Language Measures in Hard-of-Hearing Children. In P. E. Spencer & M. Marschark (Eds.), Advances in the Spoken Language Development of Deaf and Hard-of-Hearing Children. Oxford University Press.

    Google Scholar 

  • Cabanillas-Carbonell, M., Cusi-Ruiz, P., Prudencio-Galvez, D., & Herrera Salazar, J. L. (2022). Mobile Application with Augmented Reality to Improve the Process of Learning Sign Language.

    Google Scholar 

  • Chimedza, R. (2001). The Context of Deaf Education. In R. Chimedza & S. Peters (Eds.), Disability and Special Needs Education in an African Context. College Press.

    Google Scholar 

  • Chimedza, R. (2008). Disability and Inclusive Education in Zimbabwe. In L. Barton & F. Armstrong (Eds.), Policy, Experience and Change: Cross Cultural Reflections on Inclusive Education (Vol. 4, pp. 123–132). Springer.

    Chapter  Google Scholar 

  • Chiswanda, M. V. (1997). Hearing Mothers and Their Deaf Children in Zimbabwe: Mediated Learning Experiences. PhD University of Oslo.

    Google Scholar 

  • Chitiyo, M., & Wheeler, J. (2004). The Development of Special Education Services in Zimbabwe. International Journal of Special Education, 19, 46–52.

    Google Scholar 

  • Devlieger, P. J. (1998). Vocational Rehabilitation in Zimbabwe. Journal of Vocational Rehabilitation, 11, 21–31.

    Google Scholar 

  • Efrina, E., & Zulmiyetri, G. K. (2020). Mobile Learning as Teaching Aid and Learning Media for Special Teacher of Deaf Students. International Journal of Management and Humanities, 4(11), 28–30.

    Article  Google Scholar 

  • Fornara, F., & Lomicka, L. (2019). Using Visual Social Media in Language Learning to Investigate the Role of Social Presence. Calico Journal, 36(3), 184–203.

    Google Scholar 

  • Fusellier-Souza, I. (2004). Emegence and Development of Sign Languages: From a Semiogenetic Point of View. Sign Language Studies, 7(1), 30–56.

    Article  Google Scholar 

  • Glaser, M., & Van Pletzen, E. (2012). Inclusive Education for Deaf Students: Literacy Practices and South African Sign Language. Southern African Linguistics and Applied Language Studies, 30(1), 25–37.

    Google Scholar 

  • Glickman, N. S. (1993). Deaf Identity Development: Construction and Validation of a Theoretical Model. Ph.D. University of Massachusetts.

    Google Scholar 

  • Goldblat, E., & Most, T. (2018). Cultural Identity of Young Deaf Adults with Cochlear Implants in Comparison to Deaf without Cochlear Implants and Hard-of-Hearing Young Adults. The Journal of Deaf Studies and Deaf Education, 23(3), 228–239.

    Article  Google Scholar 

  • Green, L., & Engelbrecht, P. (2007). An Introduction to Inclusive Education. In P. Engelbrecht & L. Green (Eds.), Responding to the Challenges of Inclusive Education in Southern Africa (pp. 2–9). Van Schaik.

    Google Scholar 

  • Harris, M., & Terlektsi, E. (2011). Reading and Spelling Abilities of Deaf Adolescents with Cochlear Implants and Hearing Aids. The Journal of Deaf Studies and Deaf Education, 16(1), 24–34.

    Article  Google Scholar 

  • Hauser, P. C., & Marschark, M. (2008). What We Know and What We Dont Know About Cognition and Deaf Learners. In M. Marschark & P. C. Hauser (Eds.), Deaf Cognition: Foundations and Outcomes. Oxford University Press.

    Google Scholar 

  • Hintermair, M. (2008). Self-Esteem and Satisfaction with Life of Deaf and Hard of Hearing People—A Resource-Oriented Approach to Identity Work. Journal of Deaf Studies and Deaf Education, 13, 283–300.

    Article  Google Scholar 

  • Hlatywayo, L. (2017). An Analysis of Reverse Inclusion as an Alternative Education Model in Deaf Education. PhD Thesis, College of Education, University of South Africa.

    Google Scholar 

  • Hodkinson, A. (2005). Conceptions and Misconceptions of Inclusive Education: A Critical Examination of Final Year Teacher Trainees’ Knowldedge and Understanding of Inclusion. Research In Education, 73, 15–32.

    Google Scholar 

  • Hymes, D. (1972). On Communicative Competence. In J. Pride, & J. Holmes (Eds.), Sociolinguistics (pp. 269–285). Harmondsworth: Penguin Books.

    Google Scholar 

  • Kadenge, M., & Musengi, M. (2018). Zimbabwean Sign Language. The Social and Political History of Southern Africa’s Languages, 339–346.

    Google Scholar 

  • Knoors, H., & Marschark, M. (2012). Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children. Journal of Deaf Studies and Deaf Education, 17(3), 291–305.

    Article  Google Scholar 

  • Koster, M., Nakken, H., Pijl, S. P., & Houten, E. V. (2009). Being Part of the Peer Group: A Literature Study Focusing on the Social Dimension of Inclusion in Education. International Journal of Inclusive Education, 13(2), 117–140.

    Article  Google Scholar 

  • Kyle, F. E., & Harris, M. (2010). Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children. Journal of Deaf Studies and Deaf Education, 11, 273–288.

    Article  Google Scholar 

  • Ladd, P. (2003). Understanding Deaf Culture: In Search of Deafhood. Clevedon: Multilingual Matters.

    Google Scholar 

  • Ladd, P. (2008). Colonialism and Resistance: A Brief History of Deafhood. In H. D. L. Baumann (Ed.), Open Your Eyes: Deaf Studies Talking. University of Minnesota Press.

    Google Scholar 

  • Lane, H. (1999). The Mask of Benevolence: Disabling the Deaf Community. Knopf.

    Google Scholar 

  • Lane, H. (2008). Do Deaf People Have A Disability? In H. D. L. Baumann (Ed.), Open Your Eyes: Deaf Studies Talking. University of Minnesota Press.

    Google Scholar 

  • Leykin, D., Aharoson-Daniel, L., & Lahad, M. (2016). Leveraging Social Computing for Personalized Crisis Communication Using Social Media. PloS Currents, 8(Disasters). https://doi.org/101.1371/currents.dis.b2c5870addf1b7a77af82e7d555aabe7

  • Light, J., & McNaughton, D. (2014). Communicative Competence for Individuals Who Require Augmentative and Alternative Communication: A New Definition for a New Era of Communication? Augmentative and Alternative Communication., 30(1), 1–18.

    Article  Google Scholar 

  • Lyall, F. C., Clamp, P. J., & Hajioff, D. (2016). Smartphone Speech-to-Text Applications for Communication with Profoundly Deaf Patient. The Journal of Laryngology & Otology, 130(01), 104–106. https://doi.org/10.1017/S0022215115003151

    Article  Google Scholar 

  • Lyon, G. R., & Moats, L. C. (1993). An examination of research in learning disabilities: Past practices and future directions. In G. R. Lyon, D. Gray, J. Kavanagh, & N. Krasnegor (Eds.), Better understanding learning disabilities: New views from research and their implications for education and public policies (pp. 1–13). Baltimore: Brookes.

    Google Scholar 

  • Mairora-Basas, M., & Pagliaro, C. (2014). Technology Use Among Adults Who Are Deaf and Hard of Hearing: A National Survey. Journal of Deaf Studies and Deaf Education, 19(3), 400–410. https://doi.org/10.1093/deafed/enu005

    Article  Google Scholar 

  • Manhique, J., & Giannoumis, A. G. (2019). Experiences of Disabled People in Using Information and Communication Technology in Mozambique. In T. Chataika (Ed.), The Routledge Handbook of Disability in Southern Africa (pp. 69–82). Routledge.

    Google Scholar 

  • Marschark, M., Schick, B., & Spencer, P. E. (2006). Understanding Sign Language Development of Deaf Children. In B. Schick, M. Marschark, & P. E. Spencer (Eds.), Advances in the Sign Language Development of Deaf Children. Oxford University Press.

    Google Scholar 

  • Marschark, M., & Spencer, P. (2010). Promises (?) of Deaf Education: From Research to Practice and Back Again. In M. Marschark & P. Spencer (Eds.), The Oxford Handbook of Deaf Studies, Language and Education (Vol. 2). Oxford University Press.

    Google Scholar 

  • Maxwell-McCaw, D. L. (2001). Acculturation and Psychological Well-Being in Deaf and Hard—Of-Hearing People. 9995473 Ph.D., The George Washington University.

    Google Scholar 

  • Mayer, C. (2007). What Really Matters in the Early Literacy Development of Deaf Children. Journal of Deaf Studies and Deaf Education, 12, 411–431.

    Article  Google Scholar 

  • McIlroy, G., & Storbeck, C. (2011). Development of Deaf Identity: An Ethnographic Study. Journal of Deaf Studies and Deaf Education, 16(4), 494–511.

    Article  Google Scholar 

  • McNaughton, D., & Light, J. (2013). The iPad and Mobile Technology Revolution: Benefits and Challenges for Individuals who require Augmentative and Alternative Communication. Augmentative and Alternative Communication., 29(2), 107–116.

    Article  Google Scholar 

  • Mielke, M., & Brueck, R. (2015, November). Design and Evaluation of a Smartphone Application for Non-Speech Sound Awareness for People with Hearing Loss. In proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society (pp. 5008–5011). EMBS. https://doi.org/10.1109/EMBC.2015.7319516

  • Mitchell, R. E., & Karchmer, M. A. (2011). Demographic and Achievement Characteristics of Deaf and Hard of Hearing Students. In M. Marschark & P. Spencer (Eds.), The Oxford Handbook of Deaf Studies, Language and Education (Vol. 1). Oxford University Press.

    Google Scholar 

  • Moores, D. F. (2009). Residential Schools for the Deaf and Academic Placement Past, Present and Future. American Annals of the Deaf, 154(1), 3–4.

    Article  Google Scholar 

  • Morgans, H. G. (1999). Where Did South African Sign Language Originate? Language Matters: Studies in the Languages of Africa, 30(1), 53–58.

    Article  Google Scholar 

  • Mpofu, E., Kasayira, J. M., Mhaka, M. M., Chireshe, R., & Maunganidze, L. (2007). Inclusive Education in Zimbabwe. In P. Engelbrecht & L. Green (Eds.), Responding to Challenges of Inclusive Education in Southern Africa (pp. 66–79). Van Schaik.

    Google Scholar 

  • Musengi, M. (1999). The Impact of Hearing Aid Fitting Practices on Ways of Teaching Hearing Impaired Pupils in Zimbabwe's Special Schools. B. Ed, University of Zimbabwe.

    Google Scholar 

  • Musengi, M. (2014). The Experience of Teaching in Residential Schools for the Deaf. PhD Thesis, Wits School of Education, University of the Witwatersrand.

    Google Scholar 

  • Musengi, M. (2016). Teachers’ Sign Language Beliefs and the Influence of Such Beliefs on Zimbabwean-Curriculum-in-Practice for Deaf Learners. Dzimbahwe Journal of Multidisciplinary Research, 1(1), 14–26.

    Google Scholar 

  • Musengi, M. (2018). Deaf Education Policies in Zimbabwe. In M. Marschark, H. Knoors, & M. Brons (Eds.), Deaf Education Beyond the Western World. Oxford University Press.

    Google Scholar 

  • Nziramasanga, C. T. (1999). Report on the Presidential Enquiry Into Education and Training. Government of Zimbabwe.

    Google Scholar 

  • Padden, C. (1998). From the Cultural to the Bicultural. In I. Parasnis (Ed.), Cultural and Language Diversity and the Deaf Experience. Cambridge University Press.

    Google Scholar 

  • Padden, C. A., & Humphries, T. L. (1988). Deaf in America: Voices from a Culture. Harvard University Press.

    Google Scholar 

  • Padden, C., & Humphries, T. (2005). Inside Deaf Culture. Harvard University Press.

    Book  Google Scholar 

  • Parasnis, I. (1998). Cognitive Diversity in Deaf People: Implications for Communication and Education. Scandinavian Audiology, 27(4), 109–115.

    Google Scholar 

  • Peresuh, M., & Barcham, L. (1998). Special Education Provision in Zimbabwe. British Journal of Special Education, 25(2), 75–80. https://doi.org/10.1111/1467_8527.00061

    Article  Google Scholar 

  • Powers, S. (1996). Inclusion is an Attitude Not a Place Part 2. British Association of Teachers of the Deaf, 20(3), 65–69.

    Google Scholar 

  • Raeve, L. D., Baerts, J., & Colleye, E. (2012). Changing Schools for the Deaf: Updating the Educational Setting for Our Deaf Children in the 21st Century, a Big Challenge. Deafness & Education International, 14(1), 48–59.

    Article  Google Scholar 

  • Reilly, C., & Reilly, N. (2005). The rising of the lotus flower: Self-education by Deaf Children in Thai Boarding Schools. Gallaudet University Press.

    Google Scholar 

  • Samant, D., Matter, R., & Harniss, M. (2013). Realizing the Potential of Accessible ICTs in Developing Countries. Disability, Rehabilitation Assistive Technology., 8(1), 11–20.

    Article  Google Scholar 

  • Setyawan, A., Naphan, G. X., Dynata, K., Friry, J. E., & Warnars, H. L. H. S. (2022, February). Deaf Helper Mobile Application for Interaction of Hearing Disorders Communities. In 2022 Second International Conference on Artificial Intelligence and Smart Energy (ICAIS) (pp. 958–963). IEEE.

    Google Scholar 

  • Stokoe, W. C. (2005). Sign Language Structure: An Outline of the Visual Communication System of the American Deaf. Journal of Deaf Studies and Deaf Education, 10, 3–37.

    Article  Google Scholar 

  • Tannenbaum-Baruchi, C., & Feder-Bubis, P. (2017). New Sign Language New(S): The Globalization of Sign Language in the Smartphone Era. Disability & Society. https://doi.org/10.1080/09687599.2017.1383034

  • UNCRPD. (2006). Convention on the Rights of Persons with Disabilities and Optional Protocol: United Nations.

    Google Scholar 

  • UNDP. ( 2010). Human Development Report 2010.

    Google Scholar 

  • UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. UNESCO.

    Google Scholar 

  • WHO. (2012). Mortality and Burden of Diseases and Prevention of Blindness and Deafness: WHO Global Estimates on Prevalence of Hearing Loss. WHO.

    Google Scholar 

  • WHO. (2014). ICD-10-CM Official Guidelines for Coding and Reporting (10th ed.). World Health Organisation.

    Google Scholar 

  • Woodward, J. C. (1972). Implications for Sociolinguistic Research Among the Deaf. Sign Language Studies, (1), 1–7.

    Google Scholar 

  • Yiu, K. C., Tang, G., & Ho, C. C. (2019). Essential Ingredients for Sign Bilingualism and Co-Enrolment Education in the Hong Kong Context. In M. Marschark, S. Antia, & H. Knoors (Eds.), Co-Enrollment in Deaf Education. Oxford.

    Google Scholar 

  • Zaien, S. (2020). Evaluating the Social Media Usage Pattern Among the Hearing Impaired and Visually Impaired Students at University of Tabuk.: Social Media Usage Pattern among the Hearing Impaired and Visually Impaired Students. International Journal of Social Sciences and Humanities Invention, 7(03), 5840–5851.

    Article  Google Scholar 

  • Zdrodowska, M. (2016). Social Media and Empowerment: The Polish Deaf Communities Online Fight for Representation. In K. Ellis & M. Kent (Eds.), Disability and Social Media: Global Perspectives. Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Great Zimbabwe University, Masvingo, Zimbabwe

    Martin Musengi & Chenjerai Muwaniki

  2. Zimbabwe Open University, Harare, Zimbabwe

    Esther Musengi

Authors
  1. Martin Musengi
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Chenjerai Muwaniki
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Esther Musengi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Chenjerai Muwaniki .

Editor information

Editors and Affiliations

  1. Vrije Universiteit Amsterdam Athena Institute, Amsterdam, The Netherlands

    Tafadzwa Rugoho

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Musengi, M., Muwaniki, C., Musengi, E. (2024). Mobile Media and the Sign Language of Zimbabwe’s Deaf Community. In: Rugoho, T. (eds) Disability and Media - An African Perspective. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-40885-4_2

Download citation

Publish with us

Policies and ethics

Search

Navigation