Approaches for teaching New Zealand Sign Language
New Zealand Sign Language in the New Zealand Curriculum weaves the achievement objectives into three main strands for students at school levels. These strands are:
- language skills
- communication functions
- sociocultural contexts.
Effective language learning through communication
Communication is the pivotal point of a language programme. Teaching and learning programmes should be based on meaningful, stimulating, and varied communicative activities. Through such activities, learners will become more experienced and confident in other areas (for example, cultural understandings) while involved in effective communication.
An NZSL programme with communication as its main goal includes certain features. These features must be carefully planned for, integrated, and maintained.
In effective NZSL programmes:
- NZSL is the main language used in the classroom
- learners have meaningful and purposeful interactions in NZSL
- NZSL grammar is taught explicitly at appropriate stages
- NZSL and Deaf culture are valued by teachers and learners and by others in the learning environment
- communication has some personal importance or meaning for learners
- teachers organise their classrooms to be flexible and allow learners to work in groups or pairs and to move around
- smooth transitions from early childhood to primary and from primary to secondary programmes support progression in learning
- learners are able to access Deaf community members and others who use NZSL
- teachers have an in-depth understanding of the linguistics of NZSL and an understanding of Deaf culture.
Instructional strategies and techniques
New Zealand Sign Language, as a visual-gestural language, has features that are not found in spoken languages. However, the principles of language acquisition are the same for both.
In the early stages of language acquisition, teachers may repeat or rephrase what they have signed or give an example to clarify a point. Learners need to be offered examples and models of good usage. Teachers should use such techniques in realistic contexts that are relevant to the learners’ interests, experiences, and stages of NZSL development.
Teachers and learners should use authentic NZSL materials and contexts wherever possible.
Learners acquire new language in many different ways. A variety of activities will enhance their learning environment and increase their interest, motivation, enjoyment, and achievement.
Teachers will generally introduce simple structures first, but they may introduce more complex structures early if the learners are likely to encounter them often or if the structures allow students to communicate about topics that they are very interested in.
Working together
Working together is a concept that lies behind the ways in which Deaf people relate to each other. When learners work together in pairs or small groups, they can be encouraged to interact with one another and build up their confidence. Teachers can encourage learners to explore the range of the language and its possibilities in a variety of appropriate contexts. As learners gain experience in communicating in NZSL, they acquire the ability to use more complex language structures and become independent, spontaneous communicators.
A learning partnership
In the learning partnership of learner and teacher, the teacher’s role changes as learners develop confidence in using NZSL and take increasing responsibility for their own learning. The teacher helps the learners to gain confidence in using NZSL by modelling good communication skills and by setting up a range of interactive activities that allows the learners to feel comfortable about taking risks and making mistakes.
As the learner’s language competence increases, the responsibility for learning is progressively transferred from teacher to learner. Both teachers and learners contribute to the process of learning how to learn that occurs during language study.
Teachers need to:
- set clear, achievable goals, with the learners, for learning the language
- build the learners’ self-confidence by consistently focusing on their successes as they produce the language
- understand how languages are learned
- create an effective learning environment
- recognise and allow for individual differences and learning requirements
- use NZSL in class routines to the fullest extent possible
- encourage learners to interact and communicate, both among themselves and with the teacher
- learn more about the learners’ perspectives, preferences, and needs by continuously monitoring their progress
- consistently challenge learners to improve the quality of their performance and provide them with helpful feedback
- recognise that learners progress at different rates
- progressively nurture independent, self-motivated language learning.
Learners need to:
- interact and communicate with others and be positive, active, and willing learners of the language and culture
- develop an understanding of how languages are learned while progressively building on and monitoring the language-learning skills they already have
- understand what they are trying to achieve in language learning, focusing on skills that are useful beyond the classroom
- be willing to experiment and take risks with the language as part of their language development, understanding that mistakes are a learning tool
- develop the habit of searching for meaning, asking for clarification, and improving their questioning skills
- learn to use appropriate reference materials.