THE EFFECT OF SIGN LANGUAGE BARRIERS AMONG DEAF LEARNERS: A CASE STUDY OF A SPECIAL SCHOOL IN MOTHEO DISTRICT SOUTH AFRICA

Published ThesisThis study investigated the effects of sign language barriers among deaf learners in the form of a case study which focused on one of the special schools for the deaf and the blind in the Motheo District. It consisted of seven educators (two males and five females), ten learners (six males and four females) and a class of grade eight learners who use sign language as their first language. This study employed a qualitative research method, namely a case study. The simple random sampling method was used in which each member of the population under survey had an equal chance of being selected. Data was collected by means of interviews, classroom observations and a literature review. Semi-structured questions were used when interviewing the educators and learners of the selected school in the Motheo District as they had knowledge of the statistics with regard to the performance related to the use of sign language as medium of instruction, as well as the causes of problems related to the low performance of the learners at their school. A qualified sign language interpreter was used to translate the data. The results of the study indicated that a lack of educator in-service SASL training, as well as learners acquiring language at school rather than from the time that they are still in their mothers’ wombs, and a lack of physical resources are responsible for the problems with regard to the system

The effect of limited sign language as barrier to teaching and learning among Deaf learners in South Africa

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. Keywords: Deaf learner; medium of instruction; performance; sign languag