Sign of the Times The Quality Assurance of the Teaching and Assessment of South African Sign Language SIGN OF THE TIMES The Quality Assurance of the Teaching and Assessment of South African Sign Language COPYRIGHT 2018 UMALUSI COUNCIL FOR QUALITY ASSURANCE IN GENERAL AND FURTHER EDUCATION AND TRAINING ALL RIGHTS RESERVED. While all reasonable steps are taken to ensure the accuracy and integrity of the information contained herein, Umalusi accepts no liability or responsibility whatsoever if the information is, for whatsoever reason, incorrect, and Umalusi reserves its right to amend any incorrect information. ii TABLE OF CONTENTS Foreword ..................................................................................................................................... 1 Acknowledgments .................................................................................................................... 2 Acronyms and Abbreviations .................................................................................................. 3 Definitions of Terms/Concepts ................................................................................................ 5 List of Tables ................................................................................................................................ 7 South African Sign Language Fingerspelling ........................................................................ 8 Executive summary ................................................................................................................... 9 Introduction ............................................................................................................................ 9 Data and Research Methodology ................................................................................... 10 Findings and Discussion ...................................................................................................... 11 CHAPTER ONE: Background .................................................................................................. 16 1.1 Historical Background .......................................................................................... 16 1.2 Motivation .............................................................................................................. 18 1.3 Purpose ................................................................................................................... 18 1.4 Research Questions .............................................................................................. 19 CHAPTER TWO: Literature Survey – Approaches to Deaf Education in South Africa .. 20 2.1 Introduction ........................................................................................................... 20 2.2 What is a Language? ........................................................................................... 20 2.3 What is Sign Language? ...................................................................................... 21 2.4 What is SASL? ......................................................................................................... 21 2.5 Specific Aims of Learning SASL HL ..................................................................... 22 2.6 Notes on Terminology .......................................................................................... 23 2.7 SASL HL Skills ........................................................................................................... 24 2.8 An Integrated Approach – FP ............................................................................ 25 2.9 SASL Approaches to Teaching and Learning .................................................. 25 2.10 Sign Bilingualism as Described by the SASL HL CAPS ...................................... 26 2.11 The Relationship between the LOLT and the LOL ........................................... 27 2.12 SASL HL Teaching Model ..................................................................................... 29 2.13 Formal Assessment and its Purpose ................................................................... 30 2.14 SASL HL Skills and Assessment in the FP ............................................................. 30 2.15 SASL HL Skills and Assessment in the IP .............................................................. 32 iii 2.16 SASL HL Skills and Assessment in the SP ............................................................. 33 2.17 SASL HL Skills and Assessment in the FET Phase ................................................ 35 2.18 Essential Issues in Sign Language Assessment ................................................. 36 2.19 Moderation of the Sign Language Assessment Tasks .................................... 38 2.20 Standardisation ..................................................................................................... 40 2.21 Minimum Resources Required for SASL Home Language ............................. 41 2.22 SASL Laboratory Descriptions ............................................................................. 42 2.23 Recording and Reporting for Grades 4-12 ....................................................... 44 CHAPTER THREE: Literature Survey – International Approaches to Deaf Education ... 45 3.1 Introduction ........................................................................................................... 45 3.2 Deaf Education ..................................................................................................... 45 3.3 Bilingualism in Deaf Education ........................................................................... 45 3.4 Natural Sign Languages and Manual Codes for Spoken Languages ........ 48 3.5 Approaches to Deaf Education in Singapore ................................................. 49 3.6 Instructional Support to Deaf Education in Singapore .................................. 54 3.7 International Approaches to Assessment in Sign Language ........................ 55 CHAPTER FOUR: Methods ....................................................................................................... 62 4.1 Introduction ........................................................................................................... 62 4.2 Research Design ................................................................................................... 62 4.3 Research Instruments and Data Collection ..................................................... 62 4.4 Targeted and Accessible Population ............................................................... 63 4.5 Research Sample .................................................................................................. 63 CHAPTER FIVE: Research Results and Discussion ................................................................ 64 5.1 Introduction ........................................................................................................... 64 5.2 Results and Discussion of Findings ...................................................................... 64 5.3 Accommodations or Concessions .................................................................... 75 5.4 Challenges ............................................................................................................. 76 CHAPTER SIX: Recommendations ......................................................................................... 77 6.1 Introduction ........................................................................................................... 77 6.2 Areas of Good Practice ...................................................................................... 77 6.3 Areas of Concern ................................................................................................. 78 6.4 Recommendations ............................................................................................... 78 6.5 Conclusion ............................................................................................................. 80 References ................................................................................................................................ 82 iv FOREWORD In publishing this report, Umalusi wishes to signal its commitment to the ideal of a more responsible and inclusive national system of education. Through its quality assurance role, Umalusi aims to support the Deaf community in strengthening South African Sign Language. Together, we will learn from international best practices, especially from the innovative work that South Africans are doing in our own country, and use the lessons and knowledge learnt to strengthen the teaching and assessment of South African Sign Language as a Home Language. This report represents not the end, but the beginning of a journey in understanding and enhancing the South African Sign Language Curriculum. This curriculum has been constructed not only as the bedrock for learning and teaching in the Deaf community, but it also provides access to Deaf learners to truly learn and be taught in their mother tongue. Umalusi’s work in quality assuring the curriculum and assessments of this new subject is an important role, and the organisation approaches the task with great seriousness. As this report reveals, Deaf education has not always been given the respect and prominence it deserves, and indeed Deaf voices have not always been heard in the planning of the system of learning and teaching. It is with great pleasure that Umalusi can report that with the launch of the South African