Linguistics and Language Practice

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Browsing Linguistics and Language Practice by Author "Bruwer, Beausetha Juhetha"

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    The implementation of a bilingual-bicultural literacy intervention programme for deaf learners in Namibia
    (University of the Free State, 2021-11) Bruwer, Beausetha Juhetha; Van Staden, A.; Du Plessis, L. T.
    The Bilingual-Bicultural approach is considered the best approach to teach deaf learners. This approach also provides the best opportunity for deaf learners to become biliterate. Namibia too has adopted the Bilingual-Bicultural approach to teaching deaf learners and are a signatory to national and international policies and laws to ensure deaf learners are provided with the best opportunity for an education. Contrary to the adoption of the Bilingual-Bicultural approach, policies and laws, no impact has been seen on an improvement in the deaf learners’ academic performance. Deaf learners still leave school with low literacy levels and unsure of their future. The main purpose of this study was to find the best instructional practices to teach deaf learners through the Bilingual-Bicultural approach. This was done through the implementation of an intervention programme that can narrow the delay and gap in language learning and literacy. The study adopted a programme evaluation within a multi-method research design. The research objectives accommodated the implementation of a Bilingual-Bicultural literacy intervention programme for deaf learners. The data for the study consisted of quantitative data in the form of measurements based on diagnostic tests and qualitative data in the form of document analysis, participant and non-participant observations as well as unstructured interviews. The variety of data directed the study to a multi-data analysis. The themes that were established for feedback of the research findings originated from the research objectives and the programme evaluation questions that were drawn up to guide the evaluation of the Bilingual-Bicultural literacy programme. The emphasis of the intervention programme was to draw up new and adopted Integrated Planning Manuals that are based on the NSL and Written English syllabuses and prescribed language skills of both language subjects. From the new IPMs, lessons were designed for both language subjects. Teaching and learning materials were also designed to support the lessons. The programme envisaged a systematic method of learning the deaf learners the two languages at the same time. The aim was to teach Written English based on NSL. The programme had a dual integrated approach in that it integrated into specific themes and topics for a week and the language skills for each language subject. It also integrates into the other subjects that are taught to the learners. The programme was systematic in teaching learners in small portions, every time building on these small portions. Teachers were provided with deliberate training on the instructional practices that were intended for the programme. The implementation of the Bilingual-Bicultural literacy programme resulted in a positive impact and improvement on the biliteracy of the deaf learners. Statistical analyses underscored the value of the intervention program. T-tests yielded statistical significant results for both NSL and Written English skills with regard to the total scores as well as the sub-tests included in this study (p<0.05). The teachers who participated in the study showed significant teacher attributes in the form of self-efficacy, the ability to communicate in NSL, experience and skills to teach deaf learners and good teacher-learner relationships. Even though, through the programme, the teachers gained pedagogical knowledge and understanding to applicable instructional practices that can be implemented in their teaching, they lacked support systems to sustain their instruction. Continuous interaction and support are thus recommended at all levels to sustain the further development of the Bilingual-Bicultural literacy programme.
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    A sociolinguistic and socio-educational evaluation of the effectiveness of Bilingual and Biliterate Education for lower primary deaf learners in the Khomas region of Namibia
    (University of the Free State, 2013-06) Bruwer, Beausetha Juhetha; du Plessis, Theodorus; Van Staden, Annalene
    English: Sign Language-based Bilingual Education is a known Bilingual-Bicultural model that offers the best chance for a deaf learner to achieve academic success. Even though the Ministry of Education in Namibia also claims to have adopted this approach to teaching deaf learners, the education system still remains unable to produce deaf learners who can exit school with a valid grade twelve certificate. The study constitutes a programme evaluation design in which a sociolinguistic and socio-educational evaluation of the effectiveness of Bilingual and Biliterate Education was done. A logic model tool for evaluation was used systematically to formulate a design for this evaluation. By drawing up a logic model, the main objectives of the Bilingual-Bicultural programme, together with the overall impact the success of the programme can have, was highlighted. The main intention of the study was to assist schools for deaf learners to enhance the literacy levels of learners in both Namibian Sign Language and English. Literacy in Namibian Sign Language and English can then serve as basis to achieve academic success. The study was aimed at lower primary deaf learners in the Khomas region of Namibia. The principal of NISE School for Hearing Impaired learners, the head of department, lower primary teachers and learners formed part of the research population. The education officer and school inspector responsible for the school were also included in the research population. Qualitative research was done, and data were collected from documents, different interviews and class observations. An inductive data analysis approach was used to make sense of the information that was collected. Based on the logic model tool that was created to do the evaluation, it was found that the ground work for the Bilingual-Biliterate programme had been done, as the necessary documents to support the programme were in place. What the programme lacks most seems to be support provided to parents of deaf learners and the involvement of the parents in the educational programmes of the school. There is also a great need for assessment criteria and tools to be created in order to justly assess the deaf learners. Other grey areas that may hinder the success, or the full impact, that the programme can have, are that staff members still need to develop their Namibian Sign Language skills and knowledge of Deaf Education. A fully trained staff in Namibian Sign Language and Deaf Education will determine the existence of a Sign Bilingual environment at the school; the exisistence of a Sign Bilingual environonment was another grey area of the programme. Adequate teaching materials also need to be developed, to be readily available for instruction within the programme. According to the logic model, planned work for teacher training, creating a Sign Bilingual environment and creating teaching materials were already done. Remaining now only is that the goals of these objectives have to be reached. If the full impact of the programme is reached, it is envisaged that deaf learners could more easily obtain a Grade 12 certificate.