"The effect of limited sign language as barrier to teaching and learning among Deaf learners in South Africa"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | The effect of limited sign language as barrier to teaching and learning among Deaf learners in South Africa |
| 2. | Creator | Author's name, affiliation, country | Winnie Poelane Ngobeni; Department of Professional Studies, Faculty of Humanities, Central University of Technology, Bloemfontein, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Joseph Ramathibela Maimane; Department of Professional Studies, Faculty of Humanities, Central University of Technology, Bloemfontein, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Mmushetji Petrus Rankhumise; Department of Mathematics, Science and Business Education, Faculty of Humanities, Tshwane University of Technology, Soshanguve, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | Deaf learner; medium of instruction; performance; sign language |
| 4. | Description | 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. https://doi.org/10.15700/saje.v40n2a1735 ORCiD iDs of authors: Winnie Poelane Ngobeni - https://orcid.org/0000-0001-8654-1091 Joseph Ramathibela Maimane - https://orcid.org/0000-0002-9533-3304 Mmushetji Petrus Rankhumise - https://orcid.org/0000-0002-1832-9758 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2020-06-06 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/1735 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Vol 40, No 2 (2020) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |