Imperatives of Bilingual Sign Language in Language Development of Learners with Hearing Impairment in Nigeria

Abstract

Bilingual sign language has emerged as a critical tool for the linguistic, cognitive, and educational development of learners with hearing impairment, offering a pathway to equity and inclusion in diverse societies. This paper examines the imperatives of bilingual sign language in Nigeria, emphasizing its role in promoting language development, literacy outcomes, social integration, and communication competence among deaf learners. Anchored on Cummins’ Linguistic Interdependence Hypothesis, the paper highlights how a strong foundation in Nigerian Sign Language (NSL) can transfer to mastery of written English, thereby enabling academic progression and lifelong learning. While significant challenges persist including the lack of formal recognition of NSL, inadequate teacher training, insufficient learning resources, negative societal attitudes, and limited funding emerging opportunities and policy windows provide grounds for optimism. These include global disability rights frameworks, rising advocacy movements, the growth of digital learning tools, reforms in teacher education, and momentum toward inclusive education policies. The paper argues that the institutionalization of bilingual sign language in Nigerian schools is both a linguistic right and a developmental necessity. It concludes that by fostering cognitive growth, literacy advancement, social inclusion, and communicative competence; bilingual sign language can bridge the gap between deaf learners and their hearing peers, positioning them for meaningful participation in national development. The paper recommended amongst others that Non-Governmental Organizations should strengthen partnerships with organizations like the Nigerian National Association of the Deaf (NNAD) to combat stigma and promote societal acceptance of bilingual sign language as a tool for inclusion.