Practice and challemges of sign language as a medium of instruction

Bahir dar University 2016 By Amanuel Endale

BAHIR DAR UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIOURAL SCIENCE

DEPARTMENT OF SPECIAL NEEDS AND INCLUSIVE EDUCATION

THIS THESIS IS SUBMITTED TO THE DEPARTMENT OF SPECIAL NEEDS AND INCLUSIVE EDUCATION IN PARTICULAR FULFILLMENT OF THE REQUIREMENTS FOR BA DEGREE

Practice and challenges of “using sign language” as a medium instruction of among Yekatit 23 primary school Deaf students.

Prepared by Amanuel Endale

Advisor Bahirdar

Instructor Solomon Adane March , 2016


Acronyms and Initials

• BDU : Bahir Dar university

• LOI : Language of Instruction

• SL : Sign language

• MLE : Multilingual Education

• MT : Mother tongue

• NCES : National Center for Education Statistics

• NGO : Non – Governmental organization

• UNESCO : United nation educational, scientific and Cultural organization

• WDF : World Deaf Federation

• WHO : World Health Organization


List of Table

1. Back ground of Respondents2.Teachers Interest and skill and towards the usage of sign language as a language off Instruction.3. Regarding the material accessibility, class room environment and professional man power.4. This table focus on the challenging area of the teacher and current practice of sign language5. Students perception toward using sign language as a medium of instruction6. This part is deals about open ended question


ACKNOWLEDGMENT

My profound gratitude goes to my Almighty God for providing me with knowledge, wisdom and strength of completing this project successfully.

In particular, I would like to thank the following officials: The special needs professional inYekatit 23 Primary school , Mr. Fikadu W/michael, W/ro Lawayish, Mr. Demelash Ato Abeland all of the school community who went out of their way to ensure that I was able toestablish the necessary contacts, gather a rich variety of data and have working space forprocessing the data collected during the study.

Secondly, I wish to express my sincere gratitude to my advisor Instructor Solomon Adanefor his scholarly positive guidance and I would like to thank all the special needs andinclusive department staff member and my classmate for their constructive criticismsthrough out the process of my investigation.

Finally, I would like to thank the researcher who conduct on this kinds of title and for I usedtheir research to strengthen my study. Without their study I wound not make it.


ABSTRACT

The study was design to assess the practice and challenges of sign language as a medium ofinstruction in case of: Yekatit 23 primary school by employing purposive samplingtechniques method.

To achieve the purpose of the study. The main target group is Deaf student and their teacher15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. theparticipant selected purposively for Yekatit 23 primary school and and the student wereselected from Grade 6-8 because the researcher assume that the have a better understandingand experience .

The two point on practice and challenges rating scale questionnaire consisting of 15 itemsfor teacher and a Two point rating scale questionnaire consisting of 13 items for student andfor both of them the researcher use open ended question and observation check list has beenused to collect the data. Depending upon the data collected both qualitative and quantitativemethods were employed in the analysis of the collected data.

The finding have shown that the majority of Deaf student (53%) has shown there isinadequates of instructional material. The major challenge were related to accessibility ofinstructional material, student teacher ratio and classroom environment. The study has alsoconfirmed that the school and most of school community (67%) have awareness about signlanguage as a medium of instruction.

Generally, the result suggests the effective measures of need to be taken to reducechallenges of the practice of sign language as a medium of instruction by accessinginstructional material and matching student teacher ratio and create an accessible classroomenvironment . Further research also required to fulfill the gap of practicing sign language asa medium of instruction

Some recommendation were made based on findings particularly to improve the practice ofsign language as a medium of instruction and reducing the challenge of student andteachers. The study gives a direction on priory area of intervention such as giving training toteachers and students to develop their skill and providing appropriate material and hiringnew teacher to match student teacher ratio.


CONTENT OUT LINE CONTENTS PAGE

Acronyms And InitialsAcknowledgements Abstract Chapter One

1. Introduction1.1 Background1.2 Statement of the problem1.3 Objective of the study1.4 Significance of the study1.5 Limitation of the study1.6 Delimitation of the study1.7 Operational Definition

Chapter Two

2. Review of related literature2.1 Language in education2.2 Mother tongue in education2.3 Sign language and Deaf culture2.4 Deafness2.5 Medium of instruction2.6 Teaching material2.7 Teaching learning environment2.8 Mother Tongue-based Multilingual Education

Chapter Three

3. Methods3.1 Design of The study3.2 Population, Sample and Sampling Techniques3.3 Instruments3.4 Procedure of data collection 3.4.1 Questionnaire 3.4.2 Observation3.5 Data Analyses


Chapter Four

4. Analysis and discussion of data4.1 Back ground of Respondents4.2 Teachers Interest and skill and towards the usage of sign language as a language off Instruction.4.3 Regarding the material accessibility, class room environment and professional man power.4.4 This table focus on the challenging area of the teacher and current practice of sign language4.5 Students perception toward using sign language as a medium of instruction4.6 This part is deals about open ended question

Chapter Five5. Discussion

Chapter six6. Conclusions and Recommendation6.1 Conclusion 6.2 Recommendation

REFERENCEAppendix AAppendix BAppendix C


Chapter One

1. Introduction

1.1 Background

From earlier recorded history gestures have been used for communication between groupsof different languages and cultures. The use of formalized language of signs however hasbeen gradual until the first attempt to educate deaf children was made. The public educationof the hearing impaired using sign language began in France. In 1755 Abbe Charles de l’Epee founded the first public school for the deaf. He refined and developed the language ofsigns into a full language from which the present sign language are derived (Berker, 2011)

children who are exposed to a sign language for the first time in late childhood oradolescence turn out to be less proficient sign language users then those exposed to signfrom birth moreover deaf individual who acquire scam language (in sign or speech) duringchildhood never catch up in adulthood and do not attain native like proficiency in anylanguage be it America Sign Language. (Goldin- Meadow and Mayberry (2001)

The types of sign language are varies used in each country, therefore, the legislators andgovernments understand the roles of sign languages in different ways. In some countries therights of Deaf people to education and equal participation in the society are secured bylegislation. In others it is forbidden to use sign language even in class rooms. (WDF) A deafperson’s access to sign language and belonging to a Deaf community should not be deniedor ignored by our governments. The first country in the world where sign language wasrecognized and passed into parliament was Uganda in 1995 as stated in World deaffederation. (WDF)

The current education system, especially in the choice of educational medium, follows thelogic of decentralized policy. As result, over twenty nationality languages have been used asthe language of learning in primary schools in different regions of the country (Hailemariamet al ., 2014) this is include sign language.

Thus, the present study will aim at assessing the practice and challenges of sign language asa medium of instruction in Bahir dar town in the case of Yekatit 23 primary school.


1.2 Statement of the problem

The statement of the problem of this study is to find out the practice and challenges of signlanguage as a medium of instruction in its various forms have any influence on academicperformance among Yekatit 23 Primary school students; because many students, howeverrefused to be convinced that their success in academic achievement depends on theirmedium of instruction according to many scholars.

The research confirms that linguistic isolation, the lack of deaf‐appropriate teachingstrategies, and an over‐dependence on teacher aides who have limited experience are themain barriers to success amongst children who are deaf (McKee, 2003)

The process of curriculum implementation has been described as a “black box” (O’Sullivan,2002) in which challenges to implementation can arise. The complexities of and incongruentrelationship between curriculum policy and its practice are indicators of the implementationproblems (Elmore & Sykes, 1992).

Based on the above rational of the present study, the following basic research question areformulated

1. How is sign language offered as a medium of instruction? 2. What are the major challenges while implementing sign language as a language of instruction? 3. What are the current practice of sign language as a medium of instruction? 4.What possible action should be taken to improve the current practice of sign language as a medium of instruction.

1.3 Objective of the studyThis are the general and specific objective of the research

1.3.1 General objective• The general objective of this study is to know the practice and challenges of sign

language as a medium of instruction and the major problem student with hearingimpairment face while practicing sign language as a medium of instruction at Yekatit23 primary school in Bahir dar town.

1.3.2 Specific objective

The researcher has prepared the following specific objectives to be accomplished in theactual work. Fulfillment of this senior essay will be enabling the researcher

• To find out the challenge of student and teacher face while practicing sign language as amedium of instruction.

• To know the present practice of sign language as a medium of instruction


• To investigate the ability and experience of teachers and sign language interpreter.

• To raise the necessary solution

1.3 Significance of the study

The study will contribute to understand practice and the state of Deaf learners using signlanguage as a medium of instruction and it would provide data regarding to their challengesof sign language practice as a medium of instruction.

Learning a first language such as sign language with consistent exposure to proficientprimary language models has been identified as one of the best practices in supportingliteracy development among children who are deaf and hard of hearing (Easter brooks &Stephenson, 2006)

This study is expected to come up with same findings and recommendations regarding usingsign language as a medium of instruction at Yekatit 23 primary school. The researcherhoped that the result of the study will be helpful in the following major

• It will decrease the challenges of students and teachers in their communication usingsign language as a medium of instruction.

• Giving direction to those who want to conduct further research regarding to this topics

and other related area.

1.5 Delimitation of the study

The researcher was conducted to assess the practice and challenges of sign language as amedium of instruction. Hence, participant of the study will be all deaf students and primaryschool student in Yekatit 23. The main reason to study in this area is there is no school inBahir dar town that give sign language as a medium of instruction and the main reason torestrict the study on Bahir dar town is because of the time and financial constraints.

1.6 Limitation of the study

The study has the following limitation

Due to limited number of research site ( which is taken from only Yekatit 23 primary

school ) and the sample size also focused on limited Deaf students and teacher. So it may be

generalize the finding of the study. The other challenge this study face is shortage of

literature to review their findings and conclusion.


1.7 operational definition

Sign language : A language that uses a system of manual, facial and other body movement as the means of communication, especially among Deaf people.

Deaf : A person who is not able to hear as well as someone with normal hearing – hearing thresholds of 25 dB or better in both ears.

Challenge : The situation of difficulties in practicing sign language as a medium of instruction.

Medium of instruction : is the language used by the teacher and student to teaching and learning process.

Perception : The process by which people translate sensory impression into a coherent and undefined view of the world around them. Primary language : is the language or are the languages a person has learned from birth or within the language, or that a person speaks the best.

Hearing impairment : A hearing impairment is a hearing loss that prevents a person from totally receiving sounds through the ear.

Skill : is an ability to do something acquired through practice and learning.

Disability : is a limitation to perform an activity in the manner or within the range considered “normal” for the same age, culture, and education.


Chapter Two

2. Review of related literature 2.1 Language in educationFirstly, language is the instrument we use to communicate with others. But above all,language is also the instrument we use to think, analyses and relate to other people and ourenvironment. Language is therefore the basis for self-awareness, for a sense of meaning andfor intellectual development.(Collier & Thomas, 1997:39)

According to Professor Marc Van Language is the one criteria that differ human being fromAnimal. If someone asked you what separates humans from other animals, one of the firstthings that would probably come to mind is language. Language is so fundamental to humanlife that it's hard to imagine what life would be like without it. In fact, the original term forlanguage referred to it as part of the body—language is derived from the Latin word lingua,meaning tongue. Barnett highlights the inseparability of language from man when he says,“Verbal communication is a condition of the existence of human society.”

“You can teach a student a lesson for a day; but if you can teach him to learn by creatingcuriosity, he will continue the learning process as long as he lives.” Clay P. Bedford The aimof education should be to teach us how to think, rather than what to think—rather toimprove our minds, so as to enable us to think for ourselves, than to load the memory withthoughts of other men. Educational policy-makers are confronted with the challenge of having to ensure languageeducation standards for the whole population of a country, while at the same time protectingthe rights of those who belong to specific linguistic and ethnic populations. UNESCO statedthat encourages countries to adopt mother tongue-based bilingual or multilingualapproaches in education where relevant - an important factor for inclusion and quality ineducation. For UNESCO, ‘multilingual education’ refers to the use of at least threelanguages in education: the mother tongue, a regional or national language and aninternational language.2.2 Mother tongue in EducationThe mother tongue is therefore an essential instrument during identity development. Thechild will develop his relationship with his parents, family members, extended family,friends, but also with his own past, future and own culture through the mother tongue. Themother tongue is even more important to children growing up abroad; it will give themcultural stability and will teach them to react to changes more effectively. The mothertongue will also provide a foundation for managing other languages, as the learning of otherlanguages will happen through the mother tongue.(Collier & Thomas, 1997)

Some educators argue that only those countries where the student’s first language is thelanguage of instruction are likely to achieve the goals of Education for All. Research alsosuggests that engaging marginalized children in school through mother-tongue based,multilingual education (MTB-MLE) is a successful model (Benson & Kosonen, 2013;Yiakoumetti, 2012)


2.3 Sign language and Deaf cultureA sign language (also signed language) is a language which chiefly uses manualcommunication to convey meaning, as opposed to acoustically conveyed sound patterns.This can involve simultaneously combining hand shapes, orientation and movement of thehands, arms or body, and Facial expression to fluidly express a speaker's thoughts.

2.3.1 Deaf culturesDeaf Culture is the heart of the Deaf community everywhere in the world. Language andculture are inseparable. They are intertwined and passed down through generations of Deafpeople. The Deaf community is not based on geographic. The Deaf community is comprisedof culturally Deaf people in the core of the community who use a sign language. (JoanneCripps, 2015 )

Culture consists of language, values, traditions, norms and identity (Padden, 1980). Deafculture meets all five sociological criteria for defining a culture. Language refers to thenative visual cultural language of Deaf people, with its own syntax (grammar or form),semantics (vocabulary or content) and pragmatics (social rules of use). It is highly valued bythe Deaf community because it's visually accessible. Value in the Deaf community includethe importance of clear communication for all both in terms of expression andcomprehension.

2.4 Medium of instructionThe medium of instruction is the language used by the teacher to teach. Teaching thelanguage, or educational content, through the target language increases the amount ofexposure the learner gets to it, and the opportunities they have to communicate in it, andtherefore to develop their control of it.

The mother tongue could be used to explain the methodology and issues behind problemsbefore switching to the medium. It is important to allow students to grow accustomed to theconcept of learning in the chosen medium. This is because the more exposed a student is tothe new language, the more he or she will learn. If the student keeps referring back to themother tongue, he or she will likely not have the motivation to learn the new language. Animmigrant to a new country may not understand the message conveyed through a mediumof instruction because he or she cannot understand the language; but over time, withpractice, he or she will start to grasp the fundamentals of the new language. (Esther Ejim,2016)

2.5 DeafnessAs WHO stated Hearing impairment is the inability to hear as well as someone with normalhearing. Hearing impaired people can be hard of hearing (HOH) or deaf. If a person cannothear at all, then they have deafness. Hearing impairment may be inherited, caused bymaternal rubella or complications at birth, certain infectious diseases such as meningitis, useof ototoxic drugs, exposure to excessive noise and aging.

https://en.wikipedia.org/wiki/Facial_expressions

https://en.wikipedia.org/wiki/Manual_communication


2.6 Teaching materialThe power of the learning environment to influence and promote learning is significant andthe learning spaces and learning resources provide important opportunities for students to

explore ideas and knowledge, collaborate, solve problems and develop knowledge andskills. the use of a variety of resources that enable the student to learn through a rich andvaried selection of instructional materials. Such materials may include books, independentand guided readers, writing programs, e Learning and other technological resources,“hands-on” manipulative and other practical or specialized resources that support the subjectmatter and student learning outcomes. (ADEC)

The process of teaching and learning largely depends of the available teaching learningmaterial Today there are a wide range of teaching aids which can be audio, video, books etcTeaching aid are those material that help the teacher explain better knowledge and help thestudent understand. Its like the picture of the lesson.

2.7 Teaching and learning environmentThe environment of a given school plays a significant role in the teaching and learning processes. This environment refers to the internal and external condition. The internal conditions include the classes and all other structures that assist in the learning. In areas where there is insecurity learners cannot concentrate in class.(mbito john kamau, 2013)

The environment does play a role in the teaching and the learning process of any subject. Home environment has an impact on what goes on schools. Hammer (2003) says parents can largely affect performance of children when they provide them with favorable study environment at home.

2.8 Mother Tongue-based Multilingual Education

Discussions relating to MT-Based MLE in Asia tend to use the term in one of two ways. Insome contexts, MT-based MLE refers to the use of students’ mother tongue and two ormore additional languages as Languages of Instruction (LoI) in school. In other contexts, theterm is used to describe bilingual education across multiple language communities—eachcommunity using their own mother tongue plus the official school language for instruction.(Susan Malone, 2007)


Chapter Three 3. Methods3.1 Design of the studyThe research is a mixed research design aimed at assessing practice and challenges of signlanguage as a medium of instruction in Yekatit 23 primary school.

3.2 Population, Sample, and Sampling TechniqueThis study was conducted on Bahir dar town which is located in the west Gojjam , AmharaRegion in Yekatit 23 primary school and the focus was given to grade 6-8 students. Because, the researcher believes that they would be better in maturity and understanding than those in the lower grade levels. there are 36 deaf students and 15 sample respondentand 7 special needs teacher were selected by using purposive sampling (Total populationsampling) is a technique used in research which involves all the respondents in the studyprovided the respondents’ number is too small (Cohen & Manion, 1994)

3.3 Data collection Instruments In this study questionnaire and observation used as a data gathering method to assess thepractice and challenges of sign language as a medium of instruction. the instruments helpthe researcher to combine their strengths and amend some of the in adequacies of any of thesources of data. That the researcher develop the data collection instrument based on theavailable literature. Thus qualitative and quantitative were used in the study.

3.4 Procedure of data collectionFor this study I was use purposive sampling specifically Total population samplingtechnique and I was use questionnaire and Observation and also I prepared a check list tomy observation.

3.4.1 Questionnaire One of the data collecting methods used in this study was questionnaire. Thus, two different questionnaire were prepared for both teachers and students scale questionare and open ended question were prepared first in English subsequently; they were translated in Amharic and then in sign language (for Deaf students). 3.4.2 Observation The other data collection method that was considered during the study in classroom and outside classroom observation. It was used because the researcher can get the chanceto see the challenges in reality. Hence, observation was under taken while respondents were teaching learning activities and to examine how they can their teacher or sign classroom interaction situation and students language competence (see appendix C).‟ language interpreter. Therefore, three points observation check list was used to rate


3.5 Data analysesData gathered through questionnaire and observation were edited, categorized, tabulated,transformed in to frequency and percentages and transcribed. Analysis and discussion ofdata obtained in both quantitative and qualitative methods were carried out and integrated.The analysis and discussion were focused on data of major issues.


Chapter Four 4. Analysis and discussion of dataThis chapter deals with analysis, interpretation and discussion of the data findings related to practices and challenges of using sign language for instructional purpose.

In addition to that this chapter is grouped into 5 parts. So the first part of this chapter dealswith analysis of respondents background. The next one is deals with analysis and discussionof data relation Teachers Interest and skill and towards the usage of sign language as alanguage of Instruction and the other is Regarding the material accessibility, class roomenvironment and Professional man power the remaining part is focus on student andclassroom observation

4.1 Back ground of RespondentsTable 1: Analysis of variable related to sex, age, grade, service year, Deafness onset andMother tongue of the respondents

Categories Respondents

Teachers Students

F % F %

1 Sex M 3 43% 6 40%

F 4 57% 9 60%

Total 7 100% 15 100%

2 Age >20 - - - - - - - - - - 15 100%

21-30 4 57% - - - - - - - -

31-40 - - - - - - - - - - - - - - - - - -

41< 3 43% - - - - - - - -

Total 7 100% 15 100%

3 Grade Grade 6 - - - - - - - - - - 7 44

Grade 7 - - - - - - - - - - 3 19

Grade 8 - - - - - - - - - - 6 37

Total - - - - - - - - - - 15 100%

4 Service year <10 4 57% - - - - - - - -

>10 3 43% - - - - - - - -

Total 7 100% - - - - - - - -

5 On set of HI Per-lingual - - - - - - - - - 12 80%

Post-Lingual - - - - - - - - - 3 20%

Total - - - - - - - - - 15 100%

6 Mother tongue Amharic 5 72% - - - - - - - -

Sign language 2 28% - - - - - - - -

Others - - - - - - - - - - - - - - - - -

Total 7 100% - - - - - - - -


The figure show that 80% of the student are per-lingual Deaf and this indicate that they havegood ability because they acquire sign language at early time than post lingual Deaf student.When we see the special needs teachers Mother tongue ( primary language) 78% ofrespondent was Amharic and 28% of respondent mother tongue was sign language. Thetable show that More female participated in this research. 57% from teacher and 60% fromstudent are there.

4.2 Teachers Interest and skill and towards the usage of sign language as a language off Instruction.

This part again deals with analysis of teaches responses given to the Positively stated ‟questions that were speculated as practice in instructional language.

NOTE:SA= strongly agree A= agree M= medium D= disagree SD= strongly disagree F= frequency

Table 2: Teachers Interest and skill and towards the usage of sign language as a language off Instruction.

NO

Categories N=7 Teacher's respondent S.A A M D S.D TotalF % F % F % F % F % F %

1 I am interested in Teaching sign language as a medium of instruction.

5 71% 2 29% - - - - - - - - - - - - - - - 7 100%

2 Teaching sign language as a medium of instruction is easy.

2 29% 3 42% - - - - - 2 29% - - - - - 7 100%

3 When I teach in sign language as a medium of instruction the student, accept easily.

1 14% 2 29% - - - - - 4 58% - - - - - 7 100%

4 I am capable of answering students question

3 42% 4 58% - - - - - - - - - - - - - - 7 100%

5 I update my sign language ability every time

4 58% 3 42% - - - - - - - - - - - - - 7 100%

6 I participate trainings on sign language

2 29% 3 43% - - - - - 1 14% 1 14% 7 100%

7 I want teach only in sign language 1 14% 1 14% 1 14% 4 58% - - - - - 7 100%

8 Both Teacher and student use sign language Actively Inside the class room.

4 58% 1 14% 1 14% 1 14% - - - - - 7 100%


Table 2: Deals with Teachers Interest and skill and towards the usage of sign language as alanguage of Instruction. It help the researcher to know the practice and challenges of thestudent and teachers through teaching and learning process because the interest and skill ofteacher play a vital role for instructional language.

It is commonly true that different people have different level of skill and interest and thescale was developed based on the review literature and the concepts on which the previousstudies have been conducted with regard to the point .

It was compromised of 8 items which are used to check out the teacher interest to teach signlanguage as a language or medium of instruction and skill of the teacher to fully expresstheir feelings and educational words.

This question was raised in order to know the teachers interest. It is commonly true thatdifferent people have different level of interest and that is important to the practice of signlanguage as a medium of instruction. This question was supported by 5 (71.42%) and 2(28.57%) in sum 7(99.99%) of teacher respondents by rating “Strongly agree” and “Agree”respectively. Therefore, it shows that teacher have high interest to teach sign language as amedium of instruction. In this research the teacher interest was high and promising.

Another question that teacher respondent were asked is taking of training to develop theirsign language skill. It was assumed that such training contribute to develop sign languageskill. This question was supported by 2 (28.57%) and 3 (43.85%) in sum ,5 (72.42%) of therespondent rated “Strongly agree” and “agree” respectively. While remaining 1 (14.28%)and 1 (14.28%) in sum 2 (28.56%) rejected by “disagree” and “Strongly disagree”.Therefore the above research implies that most of the teacher take sign language training todevelop there sign language skill.

Teachers were also questioned that about actively use of class room environment of teachingsign language as a medium of instruction. This question is supported by 4 (57.14%) and 1(14.28%) in sum 5 (71.42%) of respondent rated by “strongly agree” and “disagree”respectively. While remaining of 1 (14.28%) and 1 (14.28%) in sum 2 (28.56%) say“medium” and “disagree”. There for relatively the class room is active.

In connection with this question, the researcher also has tried to observe the situation inside and outside the classroom.

Classroom observation was done in 3 class room, in grade six ,seven and eight. Duringobservation usage of sign language in the class room was good the teacher tries to controlthe class room activity but the teacher and student ratio is hard to control and that is thechallenge both for student and teacher.


The other challenge that observed by the researcher is there is low adaptive accessiblematerial to teach sign language as a language of instruction for deaf learner. The researcher perceived that some scientific terms thats hard to explain in sign language because of theshortage of signs and the teacher tries to explain by finger spelling like in science subjectthere are many words that have no equivalent sign and thats one of the challenge.

The researcher also see opportunities for student with hearing impairment (deaf) some of thecommunity is trained in sign language and its advantage for Deaf teacher and students andalso for school community.

4.3. Regarding the material accessibility, class room environment and professional man power.

The part deals with the material accessibility, the class room environment and awareness raising on the school about the sign language giving as a medium of instruction.

Table 3: Analysis of teachers responses to the questions related to teaching material andAwareness creation in using sign language for instruction in the school

No

Categories N=7 Responses corresponding to the scaleS.A A M D SD TotalF % F % F % F % F % F %

1 There is adequate sign language material to teaching learning process.

1 14% 2 28% - - - - - 2 28% 2 28% 7 100%

2 There is adequate man power to give sign language as a medium of instruction.

1 14% -- -- 1 14% 3 43% 2 28% 7 100%

3 The Story, News, Dictionary, prepared in sign language is very low.

2 28% 2 28% -- - - - 2 28% 1 14% 7 100%

4 There is no suitable classroom environment to use sign language as a language of instruction.

- - - - - 1 14% 1 14% 2 28% 3 43% 7 100%

5 Giving sign language as a medium of instruction is hard.

- - - - - - - - - - 1 14% 4 57% 2 28% 7 100%

6 The current sign language practice is good.

2 28% 4 57% - - - - - - - - - - 1 14% 7 100%


Table 3: This table focus on the challenging area of the teacher and current practice ofsign language

As we can see in the table teacher respondents were questioned that “There is adequate signlanguage material to teaching learning process.” and this question is supported by 1 (14.28%) and2 (28.57%) in sum , 3 (42.85%) of the respondent rated “Strongly agree” and “agree”respectively. While other remaining respondent rated 2 (28.57%) and 2 (28.57%) in sum(54.14%) rejected by “disagree” and “Strongly disagree”. Therefore the above researchimplies there is a shortage of material to teach sign language as a language of instruction inthe school.

Another question the teacher were asked is about the man power in the school to give sign language as a medium of instruction and teacher students ratio and this question is supported by 1 (14.28%) and 1 (14.28%) in sum , 2 (28.56%) of the respondent rated “Strongly agree”and “Medium” respectively. The rest of the respondent is rejected the question by rating 3 (43.85%) and 2 (28.57%) in sum (72.42%) rejected by “disagree” and “Strongly disagree”.Therefore the above research result implies that there is not enough man power to teach the students sign language as a language of instruction in the school.

Teachers responses in using sign language as a medium of instruction , in connection with these question, the researcher also involved classroom observation for further understanding while lesson were running on three subjects for all three class (Amharic,English and ) Grade six – Grade eight for 25 – 30 minute. That is 2 periods in each schoolwere observed. During this time, researcher has observed different points by usingobservation cheek list that was produced for this purpose.

The researcher focus was the teacher and students ration because its the basic thing toquality education. The student number, the class size and teacher ratio is not well match. Allstudent number in grade 6 there are 7 deaf student and there is around 40 hearing student inthe class so its hard to control the class room for the teacher.

Another question that the teacher respondents were asked was “Giving sign language as amedium of instruction is hard.”and this question is rated by 1 (14.28%) and in sum ,1 (14.28%) of the respondent rated “Medium” respectively. While other remaining respondent rated 4(57.14%) and 2 (28.57%) in sum (85.71) rejected by “disagree” and “Strongly disagree”.Therefor the teacher use sign language as a medium of instruction easily.


4.4. Students perception toward using sign language as a medium of instruction

SA= strongly agree A= agree M= medium D= disagree SD= strongly disagree F= frequency

NO


1 I can express my own feelings and understand others feeling in sign language

9 60% 6 40% -- ---- -- ---- --- -- 15 100%

2 Because of sign language as a medium of instruction I focused on my education

6 40% 8 53% -- ---- 1 7% 1 7% 15 100%

3 I choose other method to learn rather learning in sign language as a medium of instruction.

6 40% 6 40% -- ---- 2 13% --- -- 15 100%

4 I understand easily when the teacher teach in sign language.

4 27% 6 40% 2 13% 3 20% --- -- 15 100%

5 I don't understand other teaching method with out sign language.

8 53% 4 27% -- ---- 3 20% --- -- 15 100%

6 I can get material to develop my sign language ability.

4 27% 3 20% -- ---- 8 53% --- -- 15 100%

7 I start sign language at early age and that help me to develop sign language.

1 7% 11 80% 3 20% -- ---- --- -- 15 100%

Table 4: Students response to the current sign language practice and challenges

For the second question “Because of sign language as a medium of instruction I focused onmy education” the above figure shows that 6 (40%) students said that “Strongly agree” and8 (53%) student said that “Agree”. And the rest of respondent rejected by rated 1 (7%)“Disagree” and 1 (7%) strongly disagree. Therefor most of the student can focus on theireducation because of sign language has a medium of instruction.

Students also questioned that about their understanding of the teachers sign in teachinglearning process and 4 (27%) and 6 (40%) say “Strongly agree” and “Agree” and theremaining of respondent say 2 (13%) and 3 (20%) say “medium” and “disagree”. Thereformost of the student understand what the teacher sign (sign language).

Another question the student asked was “I can get material to develop my sign languageability.” to this question student respond that by saying 4 (27%) and 3 (20%) by rated“Strongly agree” and “Agree” and the remaining rejected that bay rated 8 (53%) say“Disagree”. Therefor most of the respondent don't get enough material to learn signlanguage as a language of instruction.


4.5. This part deal about the school awareness raising and student enrollment

Table 5: SA= strongly agree A= agree M= medium D= disagree SD= strongly disagree F= frequency

NO


1 Sign language must give as a mediumof instruction.

5 33% 9 60% 1 7% -- -- -- -- 15 100%

2 My social communication is increase after I learn sign language

6 40% 6 40% 3 20% -- -- -- -- 15 100%

3 I cant understand when I learn in sign language

6 40% 2 13% 2 13% 1 7% 1 7% 15 100%

4 I participate in training to develop mysign language ability.

2 13% 6 40% 1 7% 5 33% 1 7% 15 100%

5 There is awareness raising In our school to develop sign language as a language of instruction.

6 40% 4 27% 2 13% 3 20% -- -- 15 100%

6 After sign language used as a mediumof instruction the enrollment of student is increased.

6 40% 8 53% 1 7% -- -- -- -- 15 100%

As one can see in table 5 there is a question that connect with Deaf student and the schoolcommunity the researcher focus on the school to know the school influence on signlanguage as a medium of instruction so that the respondent by rated 6 (40%) and 4 (27%) bysaying “Strongly agree” and “disagree” and the remaining respondent rated 2 ( 13%) saying“medium” rejected by 3 (20%) say “Disagree”. Therefore the school raise awareness aboutproceed sign language as a medium of instruction.

Student were questioned that “After sign language used as a medium of instruction theenrollment of student is increased.” this question is supported by 6 (40%) and 8 (53%) insum, 9 (93%) of the respondent rated “Strongly agree” and “agree” respectively. Whileother remaining respondent rated 1 (7%) in sum (7%) say by “Medium” . Therefore theabove research implies the student enrollment increased after giving sign language as alanguage of instruction in the school.


4.6 This part is deals about open ended question

To combine the strength of the data the researcher use open ended question there are 3 question for both teacher and students and they gave their insites about the current practice of sign language as a medium of instruction. They express their views as follows:-

• This are gives by teacher

◦ In some extent the practice of sign language is good

◦ Everyone can communicate using sign language but there are limitation on the language because of shortage of signs

◦ There is not enough teacher to teach sign language as a medium of instruction. It develop through time by hiring new teachers

• This are gives by students

◦ Develop good communication skill each other and with school community.

◦ Its good but not enough because of lack of skilled man power.

◦ It help us to focus on our learning.

Some of the challenges of teacher and students using sign language as a medium of instruction was mentioned above. The major challenges mentioned using sign language as a medium of instruction was the mismatched of the teacher student ratio and second one was the seating arrangement of student and position of teacher. The other challenge mentioned inmost respondent is the lack of material to teach sign language as a medium of instruction.

There is a question for both teacher and student about the possible action that should be taken to improve the current practice and challenge of sign language as a medium of instruction and both students and teachers indicate their view:-

• Giving sign language training for long term and short term to teacher and students to develop their sign language ability.

• Hiring skilled sign language interpreter.

• Fulfill student demand in materials.

• Create an accessible classroom environment to teach sign language as a language of instruction.

• Develop the sign language by itself and create other equivalent sign for science subjects education.

• Raising awareness about sign language to school community.


Chapter Five

5. Discussion

The study utilized both qualitative and quantitative data collection method were carried outwith the aim of assessing the practice and challenges of sign language as a medium ofinstruction in Yekatit 23 primary school to answer the researcher questions in relation tofindings. The current practice, challenges and future directions to teachers, parents, andother stake holders.

The discussion section for data analysis is the heart of the paper and the researcher try toexplain carefully. One of the purpose of the discussion is to explain the meaning of thefindings and why they are important for different stakeholders like teacher student schooldirector parents and government to assure quality education and education for all.

One of the major finding of this study was student say because of sign language gave as amedium of instruction the student can focus on their learning and the enrollment of studentsin the school is increased from time to time. As world bank strongly stated that Childrenwhose first language is not used at school experience lower levels of learning and are muchless likely to be able to contribute to a country’s economic and intellectual development andthe main goal of education is to contribute skilled man power and Its hard to get that kindsof man If they learn in their second language. (World Bank,2006, page 4).

In relation to this, “The choice of the language is a recurrent challenge in the developmentof quality education Speakers of mother tongues, which are not the same as the nationallanguage, are often at a considerable disadvantage in the educational system” (UNESCO,2003). The researcher suggested that policy makers and official must give priority for child'sprimary language.

This study also confirmed that students and teachers face challenges like mismatchedteacher student ratio in the classroom and the shortage of material to teach sign language asa medium of instruction and also the classroom environment is other challenge. As Finnexplain that classroom size is important in the earlier years of schooling because its thefoundation for their future education. (Finn, 1998). However, all other things being equal,smaller classes will generally be beneficial.

NCES for US stated that The student/teacher ratio measures the number of students perteacher. It reflects teacher workload and the availability of teachers' services to theirstudents. The lower the student/teacher ratio, the higher the availability of teacher servicesto students. The student/teacher ratio has implications not only for the cost of education, butalso for the quality.


The study confirmed that there was a limitation on sign language to get some equivalentsigns in some subject. Douglas stated that imagine trying to learn biology without ever usingthe word “organism.” Or studying to become a botanist when the only way of referring tophotosynthesis is to spell the word out and Douglas said that deaf students and their teachersand interpreters must improvise, making it that much harder for the students to excel inscience and pursue careers in it. “Often times, it would involve a lot of finger-spelling and alot of improvisation,” said Matthew Schwerin.

Now a day thanks to researcher and their study. They suggest some improvements on theproblem of this study. There is a hope to translate scientific terms. The signs were developedby a team of researchers at the center, a division of the University of Edinburgh in Scotlandthat develops learning tools for students with and auditory impairments. (nytimes, 2012)

This study indicates possible directions for future studies to strengthen the practice andchallenges of sign language as a medium of instruction and overcome the problems statedabove and Also there are some limitations in the study some of them are its conducted inmost of the student are homogeneous and Its hard to generalize the study.


Chapter six6. Conclusion and Recommendation

6.1 Conclusion

In order to foster and overcome the practice and challenges of sign language asa medium of instruction and the participation of stakeholders play a great role.These stakeholders are students, parents, school director, school community,teachers , NGO's and also policy makers should play a vital role.

There are some opportunities in the school for the students, teachers and forsign language as a medium of instruction because the school community havean awareness about this but thats not good enough. Therefore the school raiseawareness about proceed sign language as a medium of instruction and 67% ofrespondents was agree with this idea.

The research result also confirmed that some problem which happened likelack of skillful man power and lack of accessible teaching material was mostlymentioned by the respondents.

In conclusion, the overall picture of the results in this study indicated that themajority of deaf student an able to focus on their learning because of givingsign language as a medium of instruction beside its challenge and also theteachers are interested to teach sign language as a language of instruction.

6.2 Recommendation

Based on the results obtained and the conclusion drawn from this study the following recommendation are suggested.

• Student who are deaf or hard of hearing often use vision as a primary means of receiving information. Captioned videos, overheads, diagrams, and other visual aids with their age are useful instructional tools for students with hearing impairments.

• Arrange the classroom so that the deaf student can see everyone by putting chairs in acircle or horseshoe shape. Make sure no one is silhouetted against the light. The student may like to sit next to the Teacher as comments tend be addressed that way, or next to a note taker so that he or she can pick up on missed discussion and follow changes in subject.


This is for Teacher and interpreter

• The student needs an unobstructed view of the sign language interpreter and the instructor. Speak directly to the student and the sign language interpreter will interpret your words directly. Do not expect the sign language interpreter to answer for the student. However, the interpreter is available to voice the student's signed comments.

• Teachers must take trainings and update their sign language skill every time and they must work to improve the sign language and create equivalent signs for science subject and other areas is there responsibility.

This recommendation is for policy maker school community and other stakeholders

• Awareness raising for the school community and parents and other stakeholder isimportant because teaching sign language as a medium of instruction is a newconcept and the school community is not that much.

• Collaboration of the school with other interested groups and government support inmaking suitable curriculum for sign language as a medium of instruction and trainingand hiring new teacher have a key role to achieve a desired objective.


Appendix A Bahir Dar University College of Education and behavioral science Questionnaire for teacher General Direction The purpose of this questionnaire is to collect data in order to investigate practices and challenges encountered in the course of using sign language as a medium of instruction in Yekatit 23 school. It would assist teachers, education officials and other professional working in line with education in taking corrective measure for discovered problems and strengthening strong sides. Therefore, you are required to provide genuine and honest responses. There is no correct or wrong response. The confidentiality of your responses will be hold at most strictly. Therefore, you are kindly requested to complete all kinds of questions in this questionnaire.

Specific direction Please read the following questions and respond all of them. You should not write your name on the questionnaires. To the question which have boxes provided in front of them, please put “ “ mark inside the box and for the questions which have choices, please encircle the letter of your chose.

I. Respondents Background: please respond to the following questions by filling in the space provide against each question.

1. Age_____________

2. Sex________________

3. Service year in teaching

Below 5 year 5 years – 10 years Above 10 year

4. Subject you teach________________________

5. First Language ( Mother tongue)_________________________


II. Teachers Interest and skill and towards the usage of sign language as a language of Instruction

No

Categories SD D M A SA

1 I am interested in Teaching sign language as a medium of instruction.

2 Teaching sign language as a medium of instruction gives me satisfaction.

3 Teaching sign language as a medium of instruction is easy.4 When I teach in sign language as a medium of instruction

the student, accept easily.5 I am capable of answering students question6 I update my sign language ability every time 7 I participate trainings on sign language8 Both Teacher and student use sign language actually Inside

the class room.

III. Regarding the material accessibility and class room environment

No

Categories SD

D M A SA

1 There is adequate sign language material to teaching learning process

2 There is Updated material in the school3 The story, News, Dictionary, prepared in sign language is

very low.4 The student get better knowledge which teaching by sign

language as a medium of instruction5 There is no suitable classroom environment to use sign

language as a language of instruction.6 Teaching materials prepared were not relevant to the age and

psychological level of the child 7 Teaching materials were prepared and made ready for use on

time 8 The seating arrangement in the class room is not well


• Open ended Question

1. What are the challenges while you are teach sign language as a Medium of instruction?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .

2. What are the benefit of teaching sign language as a language of instruction?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .

3. what measures can be done for the future?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .


Appendix B Bahir Dar University College of Education and Behavioral Science Department of Special Needs and inclusive Education Observation Check list Introduction: this observation checklist is prepared to record data pertinent to investigating correct classroom practice in using sign language as a medium of instruction in the primary schools of deaf students classes in Bahir dar town Yekatit 23 primary school. 1.1 Back ground of the teacher to be observe a) Name of school __________________________________________________

b) Grade and section observed_______________________

c) Data of observation _____________________________________________

d) Time observation begin at ________________to ___________________

e) Unit of teaching __________________________________________________

f) Lesson topic _____________________________________________________

g) Round of observation __________________________________________

NO

Categories of class room observation High Average Low

1 The teacher use easy/simple method to express his/her ideain instructional language.

2 The class room environment to use sign language 3 Teaching aid material is available4 The student participation 5 The teacher ability to fulfill total communication 6 Pupils participation in the classroom activity 7 Reading and signing skill of Teacher and pupil 8 Learners use text books prepared instructional language 9 Teachers ability to use modern method of teaching through

the instructional language10 Teacher student ratio


Appendix C ባህርዳር ዩኒቨርሲቲ

ትምህርትና ስነ- ባህሪ ሳይንስ ኮሌጅ

የዚህን መጠየቅ ዋና አላማ፡- የምልክት ቋንቋን እንደ ትምህርት ቋንቋ ስንጠቀም የሚታዩ ትግበራዎችና

ተግዳሮቶች መረጃ ለመሰብሰብ ነው፡፡ የሚሰበሰበው መረጃ ሚስጥራዊና ለዚሁ ጥናታዊ አገልግሎት ብቻ

የሚውል ነው፡፡ በመሆኑም የምትሰጠው/ ጭው እውነኛ መረጃ ለጥነቱ መሳካት አስተዋፆኦ አንደሚኖረው

ለመግለፅ እወዳለሁ፡፡

ለትብብርህ/ ሺ ከልብ አመስግናለሁ!!!

ይህ መጠይቅ ዋና ዋና ሁለት አብይ ከፍሎች ሲኖሩት፡-

መጀመሪያው ክፍል ግላዊ መረጃን ይመለከታል፡፡ ሁለተኛው ክፍል ምልክት ቋንቋን እንደ ትምህርት ቋንቋ

ስንጠቀም ያሉት ትግበራዎችና ተጋዳሮቶች ለመለካት የተዘጋጁ ጥያቄዎችን የያዘ ነው፡፡ ስለዚህ በመመሪያው

መሰረት ትክክለኛውን መልስ በመስጠት ትብብርህን/ ሽን እንድታደረግ/ ጊ በትህትና እጠይቃለሁ፡፡

ክፍል አንድ፡- ከታች በተሰጡት ከፍት ቦታዎች ወይም ሳጥኖች () ምልክት በማድረግ መግለጫህን/ ሽን

መረጃ ሙላ/ ይ፡፡ ስም መፃፍ አያሰፈልግም፡፡

1. ግላዊ መረጃ

1.1 ––––––––– የክፍል ደረጃ

1.2 ፆታ ወንድ ሴት

1.3 –– እድሜ

1.4 የመጀመሪያ ቋንቋ ( የአፍ መፍቻ ቋንቋ)–––––––––––


ክፍል ሁለት፡- ከታች በተሰጡት ከፍት ቦታዎች ወይ በሣጥኖች ውስጥ () ምልክት በማድረግመግለጫህን/ ሽን መረጃ ሙላ/ይ፡፡

ተ. ቁ

ጥያቄዎች በጣም እስማማለሁ

እስማማለሁ አልወሰንኩም አልስማማም

በጣም አልስማማም

1 በምልክት ቋንቋ የሰዎችን ሀሳብ መረዳት ሆነ ሀሳቤን በደንብ መግለፅ እችላላሁ

2 በምልት ቋንቋ መማሬ ትምህርቴ ላይ ትኩረት እንዳደረግ አግዦኛል

3 ከምልክት ቋንቋ ይልቅ ሌላ የመማሪያ መንገድ ቢኖር እመረጣለሁ

4 መምህሮች በምልክት ቋንቋ በሚያስተምሩበት ጊዜ በቀላሉ እረዳለሁ

5 ከምልክት ቋንቋ ውጪ በሆኑ ነገሮች ስማር ለመረዳት ያስቸግረኛል

6 የምልክት ቋንቋ ችሎታየን ለማዳበር በቂ አጋዥመሳሪያዎችን አገኛለሁ

7 የምልት ቋንቋን በልጅነቴ በመጀመሪያ ቋንቋነት ስለጀመርሁኝውጤታማ እንድሆን አድረጎኛል

8 የምልክት ቋንቋ በትምህርት ማስኬጃነት መሰጠት አለበት

9 በምልክት ቋንቋ በመማሬ ከሰዎች ጋር ያለኝ ግንኙነት እንዲዳብር አድርጓል

10 በምልክት ቋንቋ በምማረበት ጊዜ ለመረዳት ያስቸግረኛል

11 የምልክት ቋንቋ ችሎታየን እንዳዳብር በየጊዜው ስልጠና እወስዳለሁ

12 በትምህርት ቤታችን የምልክት ቋንቋ የመማሪያ ቋንቋ ሆኖ አንዲቀጥል

የግንዛቤ ማስጨበጫ ይሰጣል13 የምልክት ቋንቋ እነደማስተማሪያነት

ከተሰጠ በኋላ የተማሮዎች ቁጥር ጨምራል


ዝግ ያልሆን ጥያቄዎች

1. የምልክት ቋንቋ በምትማሩበት ጊዜ የሚያጋጥሙህን/ ሽን ተግዳሮቾች ጥቀስ /ሽ

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––

2. የምልክት ቋንቋ ትግበራ እንዴት ታየዋለህ/ ሽ

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––

3. ይህ የምልክት ቋንቋ አሰጣጥ እንዲዳብር ለወደፊት ምን መደረግ አለበት

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––


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Practice and challemges of sign language as a medium of instruction

Education

Transcript of Practice and challemges of sign language as a medium of instruction