Perceived Fluency in SASL and Access to SASL Classes for Educators

This section has been divided into two sections. The first section is based on the findings from Question eleven which examined the perceived percentage of fluency in South African Sign Language by principals among their staff members. Principals were asked to rate their staff on a scale of 100% fluency to 0% fluent in South African Sign Language. The second section examined whether educators in schools for the Deaf had access to Sign Language classes and whether these classes were compulsory. To conclude, a general discussion providing information

into both sections will be provided and recommendations will be given in order to prevent barriers to learning and development occurring.

The above questions were asked in order to see whether the barrier, as made explicit in the White Paper Six (Department of Education, 2001:7) Inappropriate languages or language of learning and teaching as well as Inappropriate communication are being addressed by educators in schools for the Deaf throughout South Africa.

Not one principal in a school for the Deaf across South Africa stated that his/her educators were 100% fluent in South African Sign Language (SASL). A total of three (12%) principals felt that, overall, their hearing staff were 80% fluent in SASL. Four (16%) of principals felt that, combined, their hearing educators had a fluency in SASL of 60% while six (24%) principals felt that overall, their educators had a fluency in SASL of 40%. Ten (40%) principals felt that generally their educators were 20% fluent in SASL while two principals (8%) did not provide an answer. 0 3 4 6 8 2 0 1 2 3 4 5 6 7 8 9 100% 80% 60% 40% 20% Blank Fluency percentage N u m b er of sc hool s

Figure number 11: Perceived Fluency of Educators in South African Sign Language

Question thirteen examined whether schools for the Deaf offer Sign Language classes, whether these classes are compulsory and who provides the classes. This is in order to examine whether educators in schools for the Deaf had access to South African Sign Language (SASL), which would assist them improve or learn SASL so that the barrier mentioned in section, Inappropriate languages or language of learning and teaching as well as Inappropriate communication would be prevented (Department of Education, 2001: 7 & 18).

Results revealed that educators in 83% of schools for the Deaf have access to Sign Language classes and of these classes 57% are compulsory. It is clear from the above that the majority of educators in schools for the Deaf are themselves not fluent in South African Sign Language, even though legislation states that South African Sign Language should be used for teaching and learning in schools for the Deaf in South Africa. This results in the majority of educators in schools for the Deaf creating the barriers inappropriate languages or language of learning and teaching inappropriate communication (Department of Education, 2001:7 & 18). Educators not being fluent in Deaf learners first language, SASL, create these barriers, thus barriers arise from inappropriate communication, as well as from inappropriate language usage.

Discussion:

If educators use a spoken language when educating Deaf learners this may result in Deaf learners in schools for the Deaf experiencing two barriers, namely Inappropriate languages or language of learning and teaching and Inappropriate communication (Department of Education, 2001:7 & 18). If educators are not fluent in SASL barriers may arise from inappropriate language usage and if these educators use a form of spoken language barriers may arise from Inappropriate communication (Department of Education, 2001:7 & 18) as spoken language is totally inaccessible to a Deaf person. The National Commission on Special Needs in Education and Training (1997) identify language and communication blocks “which can be barriers to learning when the medium of instruction is not the first language of the learners; Sign Language is not provided for Deaf learners” (Department on Education, 1997:18). These barriers, as stated in the Draft Conceptual and Operational Guidelines for the Implementation of Inclusive Education (2002), can be

particularly destructive for Deaf learners whose first language is Sign Language. Misperceptions with regards to the morphological, syntactic, discourse, pragmatic, ‘phonological’ and semantic structures of Sign Language, which are entirely equal in complexity and richness to that which is found in any spoken language, often lead Deaf learners being forced into learning through the so-called ‘oral’ methods, or having to learn through signed spoken languages. Being able to access Sign Language as the medium of teaching and learning enables these learners to develop bi- and multi-lingualism through Sign Language (Department of Education, 2002:139)

DEAFSA’s Memorandum to the National and Provincial Departments of Education provides a possible reason for hearing educators still using inappropriate communication and teaching methods when educating Deaf learners. They state that “some teachers still use the oral method of teaching Deaf learners and have no motivation to learn Sign Language because the Department of Education does not expect educators at schools for the Deaf to have SASL skills” (DEAFSA, 2003:10). In South Africa, the majority of educators in schools for the Deaf cannot sign and

maintain the belief that it is up to them to decide whether SASL should be used in these schools or not. Many are woefully unaware about the properties of SASL,

and believe that Deaf children must learn spoken language in the area. Frequently, the learners are blamed and labelled because they are not able to do so. It is in this sense that they are disabled: by the teachers and by the system that does not recognize the language which is their basic human right, and without which they literally have no access to learning (UNESCO, 1999:10).

Not only are Deaf learners at a disadvantage but if educators in schools for the Deaf use spoken language when communicating and teaching, they are creating barriers as well as denying Deaf learners of their rights. The South African The Bill of Rights makes special reference to language and culture of all South Africans, including the Deaf, which can be seen in the following quotes: Learners have “the right to receive education in the official language or languages of their choice”(29 (1) & (2)), “Everyone has the right to use the language and to participate in the cultural life of their choice” (30), “persons belonging to a cultural, religious or linguistic community may not be denied the right, with other members of that community to enjoy their culture, practice their religion and use their language; and to form, join and maintain cultural, religious and linguistic associations and other organs of civil society” (31 (1 a & b). The UNESCO’s Consultation Report, ‘Inclusive Education and the Deaf Child in South Africa’ states that,

for Deaf people, the barrier to learning and development is a language barrier, rather than any physical, mental or emotional barrier. If Deaf learners are placed in classrooms with hearing peers they may experience barriers to learning and development because of the spoken language medium used. If Sign Language is used as medium of instruction and for communication, Deaf learners will not experience barriers to learning and development in the above-mentioned areas (UNESCO 1999:6).

The Salamanca Statement clearly states, “Education policies should take into account of individual differences and situations. The importance of sign language as the medium of communication among the Deaf, for example, should be recognized and provision made to ensure that all Deaf persons have access to education in their national signed language” (UNESCO 1994:18).

In order for effective teaching and learning to occur, effective communication is paramount. “For deaf learners, for example, Sign Language instruction and the training of parents, educators and support staff in Sign Language, are essential to enhance communication, relationships and education” (Department of Education, 2002:227). If educators in schools for the Deaf continue to educate their Deaf learners using Signed English/Spoken language, Total Communication and Oralism, they are, “creating severe barriers for Deaf learners because their specific language needs are not addresses. Consequently Deaf learners do not have equal access, equal opportunities and equal rights in their education and training system” (DEAFSA, 2004:2). In addition there is currently no Sign Language competency/fluency assessment requirements for educators wishing

to educate Deaf learners in schools for the Deaf (Storbeck, 2004; DEAFSA, 2003, UNESCO, 1999). This may be one of the reasons for the low level of Sign Language competency among educators of the Deaf.

To conclude it is clear that Deaf learners have the right to be educated in their language of choice (Sign Language) as well as belong to their linguistic minority group (Deaf Community) where they may enjoy their culture namely Deaf Culture with other members of the Deaf Community. Educators need to acknowledge that, “Sign language and spoken language are not the same and must be kept separate in both use and in the curriculum” (Johnson, Liddell & Erting, 1989:16) and that, “The learning of a spoken language (English) for a deaf person is a process of learning a second language through literacy (reading and writing)” (1989:17). In addition, educators need to follow the Bilingual Bicultural approach to literacy and “the hearing teacher must use SASL and what she knows about Deaf culture as a basis for introducing the Deaf child to literacy” (UNESCO, 1999:29).

Recommendations:

In order for schools for the Deaf to transform into inclusive schools and prevent barriers of Inappropriate languages or language of learning and teaching and inappropriate communication (Department of Education, 2001:7 & 18) occurring, the following recommendations have been suggested:

• All education managers and educators should be fluent in South African Sign Language.

• There should be unified Sign Language assessment criteria, which could be developed and used in interviewing processes for all schools for the Deaf.

• Educators of the Deaf need to acknowledge that the “first language of deaf children should be natural sign language” (Johnson, Liddell & Erting, 1989:15).

• Those educators who are not fluent need to attend compulsory Sign Language classes provided by fluent Deaf adults

• In addition to being fluent in Sign Language educators of the Deaf need to be “fully acquainted with Deaf culture” (UNESCO, 1999:29).

If the above-mentioned barriers are prevented then schools for the Deaf “will no longer be, as in the past, places where teachers who do not wish to learn to sign, can function. They will no longer have the option of using “total communication” (a misnomer), “simultaneous communication”

(which is neither simultaneous, nor communication), speech, manually coded spoken language, or any combinations of the above” (UNESCO, 1999:28).