37.1382, Diss: African Deaf Sign Languages; South African Sign Language; Applied Linguistics, Sociolinguistics: Beausetha Juhetha Bruwer: "The Implementation of a Bilingual-Bicultural Literacy Intervention Programme for Deaf Learners in Namibia"

Thu Apr 9 16:05:02 UTC 2026

LINGUIST List: Vol-37-1382. Thu Apr 09 2026. ISSN: 1069 - 4875.

Subject: 37.1382, Diss: African Deaf Sign Languages; South African Sign Language; Applied Linguistics, Sociolinguistics: Beausetha Juhetha Bruwer: "The Implementation of a Bilingual-Bicultural Literacy Intervention Programme for Deaf Learners in Namibia"

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Date: 09-Apr-2026
From: Chrismi-Rinda Loth [LothC at ufs.ac.za]
Subject: The Implementation of a Bilingual-Bicultural Literacy Intervention Programme for Deaf Learners in Namibia

Institution: University of the Free State | Doctoral Degree
(Linguistics and Language Practice)
Degree Date: 2021

Dissertation Title: The Implementation of a Bilingual-Bicultural
Literacy Intervention Programme for Deaf Learners in Namibia

Dissertation URL: http://hdl.handle.net/11660/11939

Linguistic Field(s): Applied Linguistics
                     Sociolinguistics

Subject Language(s): South African Sign Language (sfs)

Language Family(ies): African Deaf Sign Languages

Dissertation Director(s): Annalene van Staden and Theodorus du Plessis

Dissertation Abstract:

AUTHOR: BEAUSETHA JUHETHA BRUWER
ABSTRACT
The Bilingual-Bicultural approach is considered the best approach to
teach deaf learners. This approach also provides the best opportunity
for deaf learners to become biliterate. Namibia too has adopted the
Bilingual-Bicultural approach to teaching deaf learners and are a
signatory to national and international policies and laws to ensure
deaf learners are provided with the best opportunity for an education.
Contrary to the adoption of the Bilingual-Bicultural approach,
policies and laws, no impact has been seen on an improvement in the
deaf learners’ academic performance. Deaf learners still leave school
with low literacy levels and unsure of their future. The main purpose
of this study was to find the best instructional practices to teach
deaf learners through the Bilingual-Bicultural approach. This was done
through the implementation of an intervention programme that can
narrow the delay and gap in language learning and literacy. The study
adopted a programme evaluation within a multi-method research design.
The research objectives accommodated the implementation of a
Bilingual-Bicultural literacy intervention programme for deaf
learners. The data for the study consisted of quantitative data in the
form of measurements based on diagnostic tests and qualitative data in
the form of document analysis, participant and non-participant
observations as well as unstructured interviews. The variety of data
directed the study to a multi-data analysis. The themes that were
established for feedback of the research findings originated from the
research objectives and the programme evaluation questions that were
drawn up to guide the evaluation of the Bilingual-Bicultural literacy
programme. The emphasis of the intervention programme was to draw up
new and adopted Integrated Planning Manuals that are based on the NSL
and Written English syllabuses and prescribed language skills of both
language subjects. From the new IPMs, lessons were designed for both
language subjects. Teaching and learning materials were also designed
to support the lessons. The programme envisaged a systematic method of
learning the deaf learners the two languages at the same time. The aim
was to teach Written English based on NSL. The programme had a dual
integrated approach in that it integrated into specific themes and
topics for a week and the language skills for each language subject.
It also integrates into the other subjects that are taught to the
learners. The programme was systematic in teaching learners in small
portions, every time building on these small portions. Teachers were
provided with deliberate training on the instructional practices that
were intended for the programme. The implementation of the
Bilingual-Bicultural literacy programme resulted in a positive impact
and improvement on the biliteracy of the deaf learners. Statistical
analyses underscored the value of the intervention program. T-tests
yielded statistical significant results for both NSL and Written
English skills with regard to the total scores as well as the
sub-tests included in this study (p<0.05). The teachers who
participated in the study showed significant teacher attributes in the
form of self-efficacy, the ability to communicate in NSL, experience
and skills to teach deaf learners and good teacher-learner
relationships. Even though, through the programme, the teachers gained
pedagogical knowledge and understanding to applicable instructional
practices that can be implemented in their teaching, they lacked
support systems to sustain their instruction. Continuous interaction
and support are thus recommended at all levels to sustain the further
development of the Bilingual-Bicultural literacy programme.
KEYWORDS
Bilingual-Bicultural, Biliteracy, Bilingual Education, Bimodal,
Translanguaging, Deaf Education, Junior primary, Namibian Sign
Language (NSL), Written English, Deaf learner, Deaf adults, Deaf
Culture, School for deaf learners

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