Predicaments in employing Ethiopian sign language as mother tongue of deaf children

Abstract

This study aimed to investigate the use of Ethiopian Sign Language (EthSL) as a mother tongue in the education of deaf children while also revealing some of the challenges encountered in this field. The study utilized qualitative methods, such as observations, document analysis, and interviews with school staff and government officials. The findings highlighted that EthSL is not yet acknowledged and accepted as a full language of education like other Ethiopian languages. Lack of curriculum, textbooks, trained teachers, allotted periods, and other necessary inputs are some of the manifestations of its exclusion. The study also revealed that the dominant inclusive education approach was not tailored to the specific sociolinguistic needs of deaf students. Consequently, the Linguistic Human Rights (LHR) for Mother Tongue (MT) education of deaf children in schools is neither promoted nor protected. These results suggest a critical need to reevaluate current policies and practices.