Grammatical structures in the language programme
The overarching goal of these curriculum guidelines is to enable teachers to help learners achieve linguistic and cultural competence, using a communicative approach. Teachers who use this approach encourage learners to use the language in meaningful contexts, and so the focus is on communication rather than on the language learning itself.
However, grammar needs to be taught explicitly at all levels of the curriculum. Learners need to focus both on meaning and on structure. Including both kinds of focus is particularly important when teaching NZSL because the number of fluent signers is a small minority, and so learners of NZSL may have fewer incidental opportunities to learn the language outside the classroom than learners of other community languages.
See Grammatical terms and conventions of New Zealand Sign Language for further information.
Acquiring grammatical competence
Grammatical structures are the “building blocks”
Grammatical structures are like the building blocks of effective communication. Learners need to know and understand the grammatical structures of NZSL in order to develop and maintain their proficiency in the language.
Learning is progressive
Learning grammatical structures is a cumulative process, as are all aspects of language learning. Some structures are simple, and others are more complex. Learners generally learn the simpler structures first and the more complex ones later.
Learners learn best in context
Learners will learn grammatical structures best when the structures are taught and used in realistic and meaningful contexts. Learners are likely to reach higher levels of competence when they are actively engaged in the language, taking part in activities that are authentic, genuinely interesting, and relevant.
Practice is important
Learners become competent in grammar by frequently interacting with other language users in meaningful ways. Learners need plenty of opportunities to practise what they are learning so that they can eventually use their NZSL to communicate confidently and spontaneously. They need to revisit language structures over time to ensure that they have many opportunities to reinforce their prior learning. By revisiting and consolidating their knowledge of familiar grammatical structures, learners can enhance their ability to learn new structures when they are ready.
Helping learners to achieve accuracy and fluency
Teachers need to remember that learners acquire the system of a language progressively. In the initial stages, learners may produce approximations of a given grammatical structure. These approximations are often stepping stones to acquiring the correct forms. Even when learners know the structure of a language only partially, they can communicate effectively to some degree by using approximations.
Although it is natural for learners to make errors while they are learning the language, they should receive feedback on how close their approximations are to the correct form, with advice on how to improve. Teachers need to find a productive balance between encouraging learners to communicate spontaneously and correcting their errors. When learners are conversing spontaneously, teachers may choose to let some mistakes go uncorrected. This allows the conversation to flow and helps the learners to gain confidence and use the language willingly. As they progress through the levels, they learn to communicate more accurately. They become aware that accuracy of expression and increasing levels of complexity, as well as fluency, are needed for really effective communication.