The Effect of Limited Sign Language as Barrier to Teaching and Learning among Deaf Learners in South Africa

Autor/inn/en	Ngobeni, Winnie Poelane; Maimane, Joseph Ramathibela; Rankhumise, Mmushetji Petrus
Titel	The Effect of Limited Sign Language as Barrier to Teaching and Learning among Deaf Learners in South Africa
Quelle	In: South African Journal of Education, 40 (2020) 2, Artikel 1735 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ngobeni, Winnie Poelane) ORCID (Maimane, Joseph Ramathibela) ORCID (Rankhumise, Mmushetji Petrus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Sign Language; Deafness; Teaching Methods; Foreign Countries; Teacher Attitudes; Student Attitudes; Grade 8; Observation; Deaf Interpreting; Native Language; Inservice Teacher Education; Second Language Learning; Family Environment; Educational Environment; Universities; Language of Instruction; South Africa + Suchen Sie Ihr Suchwort? Gebärdensprache; Gehörlosigkeit; Taubstummheit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerverhalten; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Beobachtung; Lehrerfortbildung; Zweitsprachenerwerb; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; University; Universität; Teaching language; Unterrichtssprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the study reported on here we investigated the effects of sign language barriers among Deaf learners in special schools for the Deaf and Blind in the Motheo District in the Free State province of South Africa. Semi-structured focus group interviews were held with 7 teachers (2 males and 5 females) and 10 Grade 8 learners (6 males and 4 females) who used sign language as their first language. We employed a qualitative research approach and data were collected, themes identified, and learners were observed in their natural classroom environment. Open-ended questions were used when interviewing the teachers and learners of the selected school. South African Sign Language (SASL) is used as language of learning and teaching in schools for the Deaf. A qualified sign language interpreter translated the data. The results of the study show a lack of in-service training in SASL for teachers. It was found that learners acquired language at school rather than in the home environment, and a lack of physical resources were responsible for the learners' poor performance. We recommend that universities offer SASL as common subject -- especially for education students. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01