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dc.contributor.authorChimedza, Robert
dc.coverage.spatialZimbabween_GB
dc.date.accessioned2014-10-31T15:24:18Z
dc.date.available2014-10-31T15:24:18Z
dc.date.issued1994-03
dc.identifier.citationChimedza, Robert (1994) Bilingualism in the Education of the Hearing Impaired in Zimbabwe: Is this the Answer? ZBTE Vol. 4, No.1. Harare, Mt. Pleasant: DTE.en_GB
dc.identifier.issn1022-3800
dc.identifier.urihttp://opendocs.ids.ac.uk/opendocs/handle/123456789/4953
dc.descriptionA ZBTE journal article.en_GB
dc.description.abstractEducation for the hearing impaired worldwide is fraught with communication philosophy controverises. Whereas the oralphilosophy has dominated die education of the hearing impaired in Zimbabwe for decades* debate on use of alternative methods of communication opened up recently. This article highlights die merits and demerits of the key communication philosophies in the education of die hearing impaired in the Zimbabwean context. It observes Sign Language as particularly important for grasping new information and for concept formation and oralism as. critical for integration. It is against this background that a new philosophy of bilingualism is proposed for the education of hearing-impaired children in Zimbabwe.en_GB
dc.language.isoenen_GB
dc.publisherDepartment of Teacher Education (DTE), University of Zimbabwe.en_GB
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en_GB
dc.subjectEducationen_GB
dc.titleBilingualism in the Education of the Hearing Impaired in Zimbabwe: Is this the Answer?en_GB
dc.typeArticleen_GB
dc.rights.holderUniversity of Zimbabwe.en_GB


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