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Sign language challenges encountered by deaf learners born to hearing parents
Dissertation (MEd)--University of Pretoria, 2021.
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| Other Authors: | |
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613652906934272 |
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| access_status_str | Open Access |
| author2 | Finestone, Michelle |
| author_browse | Finestone, Michelle |
| author_facet | Finestone, Michelle |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/86149 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:33.692Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/86149 Sign language challenges encountered by deaf learners born to hearing parents Finestone, Michelle noncie22@gmail.com Dlamini, Sinenhlanhla, Ms UCTD Deaf learners SASL Hearing parents Sign language challenges Dissertation (MEd)--University of Pretoria, 2021. Sign language challenges encountered by Deaf learners born to hearing parents. In 1994, South Africa dedicated itself to a democracy for all in line with the constitutional principles of equality and equity as stated in White Paper 6. An attempt was made and is still being made to change the South African education system from one of “total inadequacy” that was governed on the basis of, for example disability, culture, language and race, to an inclusive policy or structure that aims to meet the diverse needs of all South African learners (Department of Education, 2001, p. 12). This study sought to identify the challenges encountered by deaf learners born to hearing parents when using sign language. Sign language is a method of teaching and learning for deaf learners and also provides a communication method at home and at school from early childhood. Stander, Plaatje, and Mcllroy (2017) indicate that deaf children born to hearing families encounter challenges in learning and communicating using sign language at home. This study adopted a qualitative method using a descriptive case study as the research design. The data collection methods included interviews, lesson observations and reviewing of official documents, as well as the use of audio, video and field notes as recording instruments. A purposeful sampling of six deaf learners, their hearing parents and experienced teachers were included in the study. The theoretical framework used for this study was Vygotsky’s sociocultural perspective of development, which includes theories about language, culture and cognitive development. The study was furthermore approached from an interpretivist paradigm. The findings indicate that sign language challenges encountered by deaf learners were enhanced by being born into a hearing family that does not have a background in sign language. In addition, language acquisition delays are exacerbated by parental denial of deafness, late discovery of deafness, and the deaf child growing up in a predominantly hearing community. In addition, the findings obtained from the study indicate that teachers’ training in SASL and the use of visual material have a vii significant impact on the deaf learners’ acquisition and learning of sign language. These findings, which focused on South African data, could be utilised to further address issues of SASL acquisition by deaf children. Educational Psychology MEd Unrestricted 2022-07-13T13:54:44Z 2022-07-13T13:54:44Z 2022-09 2021 Dissertation * S2022 https://repository.up.ac.za/handle/2263/86149 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Deaf learners SASL Hearing parents Sign language challenges Sign language challenges encountered by deaf learners born to hearing parents |
| title | Sign language challenges encountered by deaf learners born to hearing parents |
| title_full | Sign language challenges encountered by deaf learners born to hearing parents |
| title_fullStr | Sign language challenges encountered by deaf learners born to hearing parents |
| title_full_unstemmed | Sign language challenges encountered by deaf learners born to hearing parents |
| title_short | Sign language challenges encountered by deaf learners born to hearing parents |
| title_sort | sign language challenges encountered by deaf learners born to hearing parents |
| topic | UCTD Deaf learners SASL Hearing parents Sign language challenges |
| url | https://repository.up.ac.za/handle/2263/86149 |