Deaf People in Arusha (Tanzania): Experiences with a Multilingual Education System, Mainstream Society's Expectations, Deaf Spaces, and Identity

Autor/in	Rothe, Andreas R.
Titel	Deaf People in Arusha (Tanzania): Experiences with a Multilingual Education System, Mainstream Society's Expectations, Deaf Spaces, and Identity
Quelle	In: Sign Language Studies, 22 (2022) 4, S.590-620 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0302-1475
Schlagwörter	Deafness; Elementary Secondary Education; Self Concept; Foreign Countries; Adults; African Languages; Language Attitudes; Hearing (Physiology); School Personnel; Public Officials; Organizations (Groups); Educational Experience; Sign Language; Interviews; Multilingualism; English (Second Language); Second Language Learning; Barriers; Coping; Attitudes toward Disabilities; Tanzania + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Selbstkonzept; Ausland; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sprachverhalten; Gehör; Hören; Schulpersonal; Bildungserfahrung; Gebärdensprache; Interviewing; Interviewtechnik; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bewältigung; Tansania
Abstract	This article follows the often difficult educational path of deaf children in Tanzania, from homes with very little communication to cherished times at deaf (units of) primary schools, through secondary school, which had to be "endured" only, up to work life. It describes challenges and coping strategies, many of which are connected to languages (Tanzanian Sign Language [TSL], also known as "Lugha ya Alama ya Tanzania" [LAT], Swahili, and English) and deals with hearing mainstream society's perception of deaf people, identifies places and "spaces" for the deaf, and finds indications for deaf identity. Having found that earlier research, with some exceptions, did often not allow deaf people to voice their own concerns in their preferred language, the author gathered data mainly through questionnaire-based interviews (mostly in TSL) with sixty adult schooled deaf people in Arusha Region. This was complemented by street polling of 240 hearing inhabitants (in Swahili) at twelve locations in the region, as well as participatory observations, interviews with professionals from schools, local government offices, and deaf associations, as well as a literature review. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/SLS.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01