Language policy and literacy among deaf people in Lesotho

Abstract

The acquisition and development of literacy has been widely studied. However, little attention has been given to deaf people. This has resulted in the high levels of illiteracy and low academic achievements that are persisting among this group of people in most parts of the world. The present article reviews the current language-in-education policy in Lesotho in relation to literacy acquisition and development. It posits that despite the fact that the policy supports mother-tongue education as a positive means towards improving the learners’ school achievements, it has, as yet, failed to change the trend whereby deaf learners remain the most discriminated against. The article further argues that denying deaf learners an opportunity to acquire literacy through the Lesotho Sign Language, which is their primary language, contributes to the unsatisfactory state of deaf education in Lesotho.

S.Afr.J.Afr.Lang., 2010, 1