Sign Language Culture and Literacy Development for Deaf Students in Grade 7 Inclusive Junior High School
DOI:
https://doi.org/10.20961/imscs.v3i2.1176Keywords:
sign language culture, deaf students, literacy development, inclusive education, bilingual-bicultural approachAbstract
This study explores the relationship between sign language culture and literacy development among Grade 7 deaf students in an inclusive junior high school. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with teachers and students, and analysis of students’ literacy work. The findings indicate that sign language functions not only as a means of communication but also as a cultural foundation that enhances students’ engagement, identity formation, and comprehension in literacy learning. Strengthening sign language culture within literacy instruction supports deeper understanding, affirms students’ identities, and contributes to the creation of more inclusive learning environments.
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