Bahirdar University

College of Education and Behavioral Sciences

Department of Special Needs AND Inclusive Education

Practices and Challenges of Using Sign Language as a Medium of Instruction: The case of Yekatit 23 Primary School In Bahir Dar Town

By:- Amanuel Endale

June, 2016 Bahirdar

BAHIR DAR UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIOURAL SCIENCESDEPARTMENT OF SPECIAL NEEDS AND INCLUSIVE

EDUCATION

A THESIS SUBMITTED TO THE DEPARTMENT OF SPECIAL NEEDSAND INCLUSIVE EDUCATION IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR BA DEGREE IN SPECIAL NEEDS ANDINCLUSIVEEDUCATION

Practices and Challenges of Using Sign Language as a Medium of Instruction: The case of Yekatit 23 Primary School In Bahir Dar Town

By: Amanuel Endale Advisor: Solomon Adane

June, 2016 Bahir Dar

BOARD OF EXAMINERS

Approved by:

NAME SIGN DATE

Advisor: ___________________________ __________ ____________

Examiner: __________________________ __________ ____________

Head: _____________________________ __________ ____________

CONTENT OUT LINE CONTENTS PAGEList of tablesAcknowledgement Acronyms 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 Analysis

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 medium of Instruction4.3 Regarding the material accessibility, class room Environment and professional man power4.4 This table focuses 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

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 focuses on the challenging area of the teacher and current practice of sign language5. Students perception toward using sign language as a medium of instruction

Acknowledgment

My profound gratitude goes to my Almighty God for providing me with knowledge, wisdom and

strength of completing this senior essay successfully.

In particular, I would like to thank the following officials: The special needs professional in

Yekatit 23 Primary school, Mr. Fikadu W/michael, W/ro Lawayish, Mr. Demelash Ato Abel and

all of the school community who went out of their way to ensure that I was able to establish the

necessary contacts, gather a rich variety of data and have working space for processing the data

collected during the study.

Secondly, I wish to express my sincere gratitude to my advisor instructor Solomon Adane for his

scholarly positive guidance and I would like to thank all the special needs and inclusive

department staff member and my classmate for their constructive criticisms throughout the

process of my investigation.

Finally, I would like to thank the researcher who conduct on this kinds of title and for I used their

research to strengthen my study. Without their study I wound not make it.

Acronyms

BDU: Bahir Dar UniversityLOI: Language of InstructionSL: Sign languageMLE: Multilingual EducationMT: Mother tongueNCES: National Center for Education StatisticsNGO: Non – Governmental organizationUNESCO: United nation educational, scientific and Cultural organizationWDF: World Deaf FederationWHO: World Health Organization

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 sampling techniquesmethod. To achieve the purpose of the study, the main target group is Deaf student and theirteacher 15 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 the student were selected fromGrade 6-8 because the researcher assume that the have a better understanding and experience.The two points on practice and challenges rating scale questionnaire consisting of 15 items forteacher and a Two point rating scale questionnaire consisting of 13 items for student and forboth of them the researcher use open ended question and observation check list has been used tocollect the data. Depending upon the data collected both qualitative and quantitative methodswere employed in the analysis of the collected data. The findings have shown that the majority ofDeaf students (53%) have shown there is inadequate use of instructional material. The majorchallenges were related to accessibility of instructional material, student teacher ratio andclassroom environment. The study has also confirmed that the school and most of schoolcommunity (67%) have awareness about sign language as a medium of instruction. Generally,the result suggests the effective measures of need to be taken to reduce challenges of the practiceof sign language as a medium of instruction by accessing instructional material and matchingstudent teacher ratio and create an accessible classroom environment. Further research alsorequired to fulfill the gap of practicing sign language as a medium of instruction. Somerecommendations were made based on findings particularly to improve the practice of signlanguage as a medium of instruction and reducing the challenge of student and teachers. Thestudy gives a direction on priory area of intervention such as giving training to teachers andstudents to develop their skill and providing appropriate material and hiring new teacher tomatch student teacher ratio.

Chapter One1. Introduction

1.1 Background

From earlier recorded history gestures have been used for communication between groups of

different languages and cultures. The use of formalized language of signs however has been

gradual until the first attempt to educate deaf children was made. The public education of 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 of signs 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 or adolescence

turn out to be less proficient sign language users then those exposed to sign from birth moreover

deaf individual who acquire scam language (in sign or speech) during childhood never catch up

in adulthood and do not attain native like proficiency in any language be it America Sign

Language. (Goldin- Meadow and Mayberry (2001)

The types of sign language are varies used in each country, therefore, the legislators and

governments understand the roles of sign languages in different ways. In some countries the

rights of Deaf people to education and equal participation in the society are secured by

legislation. In others it is forbidden to use sign language even in class rooms. (WDF) A deaf

person’s access to sign language and belonging to a Deaf community should not be denied or

ignored by our governments. The first country in the world where sign language was recognized

and passed into parliament was Uganda in 1995 as stated in World deaf federation. (WDF)

The current education system, especially in the choice of educational medium, follows the logic

of decentralized policy. As result, over twenty nationality languages have been used as the

language of learning in primary schools in different regions of the country (Hailemariam et al .,

2014) this is include sign language.

Thus, the present study aimed at assessing the practice and challenges of sign language as a

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 sign

language as a medium of instruction in its various forms have any influence on academic

performance among Yekatit 23 Primary school students; because many students, however

refused to be convinced that their success in academic achievement depends on their medium of

instruction according to many scholars.

The research confirms that linguistic isolation, the lack of deaf‐appropriate teaching strategies,

and an over dependence on teacher aides who have limited experience are the main 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 incongruent

relationship between curriculum policy and its practice are indicators of the implementation

problems (Elmore & Sykes, 1992).

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

formulated

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 practices 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 study

These 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 hearing impairment face while

practicing sign language as a medium of instruction at Yekatit 23 primary school in Bahir dar

town.

1.3.2 Specific objective

The researcher has prepared the following specific objectives to be accomplished in the actual

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 a medium

of instruction.

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

To investigate the Perception and experience of teachers and sign language interpreter.

To raise the necessary solution

1.3 Significance of the study

The study contributed to understand practice and the state of Deaf learners using sign language

as a medium of instruction and it would provide data regarding to their challenges of sign

language practice as a medium of instruction.

Learning a first language such as sign language with consistent exposure to proficient primary

language models has been identified as one of the best practices in supporting literacy

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 using sign

language as a medium of instruction at Yekatit 23 primary school. The researcher hoped that the

result of the study is helpful in the following major areas:

It helps to decrease the challenges of students and teachers in their communication using

sign language as a medium of instruction. The study helps in providing information for planner and policy maker, making society

aware, making improvement in educational setting in student with hearing impairment face.

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 a

medium of instruction. Hence, participant of the study will be all deaf students and primary

school student in Yekatit 23. The main reason to study in this area is there is no school in Bahir

dar town that give sign language as a medium of instruction and the main reason to restrict 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 education

Firstly, 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 our environment.

Language is therefore the basis for self-awareness, for a sense of meaning and for intellectual

development.(Collier & Thomas, 1997:39)

According to Professor Marc Van Language is the one criterion that differ human being from

Animal. If someone asked you what separates humans from other animals, one of the first things

that would probably come to mind is language. Language is so fundamental to human life that

it's hard to imagine what life would be like without it. In fact, the original term for language

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 creating

curiosity, he will continue the learning process as long as he lives.” Clay P. Bedford The aim of

education should be to teach us how to think, rather than what to think—rather to improve our

minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other

men.

Educational policy-makers are confronted with the challenge of having to ensure language

education standards for the whole population of a country, while at the same time protecting the

rights of those who belong to specific linguistic and ethnic populations. UNESCO stated that

encourages countries to adopt mother tongue-based bilingual or multilingual approaches in

education where relevant - an important factor for inclusion and quality in education. For

UNESCO, ‘multilingual education’ refers to the use of at least three languages in education: the

mother tongue, a regional or national language and an international language.

2.2 Mother tongue in Education

The mother tongue is therefore an essential instrument during identity development. The child

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. The mother tongue is even

more important to children growing up abroad; it will give them cultural stability and will teach

them to react to changes more effectively. The mother tongue will also provide a foundation for

managing other languages, as the learning of other languages will happen through the mother

tongue.(Collier & Thomas, 1997)

Some educators argue that only those countries where the student’s first language is the language

of instruction are likely to achieve the goals of Education for All. Research also suggests 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 culture

A sign language (also signed language) is a language which chiefly uses manual communication

to convey meaning, as opposed to acoustically conveyed sound patterns. This can involve

simultaneously combining hand shapes, orientation and movement of the hands, arms or body,

and Facial expression to fluidly express a speaker's thoughts.

2.3.1 Deaf cultures

Deaf Culture is the heart of the Deaf community everywhere in the world. Language and culture

are inseparable. They are intertwined and passed down through generations of Deaf people. The

Deaf community is not based on geographic. The Deaf community is comprised of culturally

Deaf people in the core of the community who use a sign language. (Joanne Cripps, 2015 )

Culture consists of language, values, traditions, norms and identity (Padden, 1980). Deaf culture

meets all five sociological criteria for defining a culture. Language refers to the native 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 by the Deaf community

because it's visually accessible. Value in the Deaf community includes the importance of clear

communication for all both in terms of expression and comprehension.

2.4 Medium of instruction

The medium of instruction is the language used by the teacher to teach. Teaching the language,

or educational content, through the target language increases the amount of exposure the learner

gets to it, and the opportunities they have to communicate in it, and therefore to develop their

control of it.

The mother tongue could be used to explain the methodology and issues behind problems before

switching to the medium. It is important to allow students to grow accustomed to the concept of

learning in the chosen medium. This is because the more exposed a student is to the new

language, the more he or she will learn. If the student keeps referring back to the mother tongue,

he or she will likely not have the motivation to learn the new language. An immigrant to a new

country may not understand the message conveyed through a medium of instruction because he

or she cannot understand the language; but over time, with practice, he or she will start to grasp

the fundamentals of the new language. (Esther Ejim, 2016)

2.5 Deafness

As WHO stated Hearing impairment is the inability to hear as well as someone with normal

hearing. Hearing impaired people can be hard of hearing (HOH) or deaf. If a person cannot hear

at all, then they have deafness. Hearing impairment may be inherited, caused by maternal rubella

or complications at birth, certain infectious diseases such as meningitis, use of toxic drugs,

exposure to excessive noise and aging.

2.6 Teaching material

The power of the learning environment to influence and promote learning is significant and the

learning spaces and learning resources provide important opportunities for students to explore

ideas and knowledge, collaborate, solve problems and develop knowledge and skills. the use of a

variety of resources that enable the student to learn through a rich and varied selection of

instructional materials. Such materials may include books, independent and guided readers,

writing programs, e Learning and other technological resources, “hands-on” manipulative and

other practical or specialized resources that support the subject matter and student learning

outcomes. (ADEC)

The process of teaching and learning largely depends of the available teaching learning material

Today there are a wide range of teaching aids which can be audio, video, books etc Teaching aid

are those material that help the teacher explain better knowledge and help the student understand.

Its like the picture of the lesson.

2.7 Teaching and learning environment

The 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. In some

contexts, MT-based MLE refers to the use of students’ mother tongue and two or more additional

languages as Languages of Instruction (LoI) in school. In other contexts, the term is used to

describe bilingual education across multiple language communities—each community 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 sign

language as a medium of instruction in Yekatit 23 primary school.

3.2 Population, Sample, and Sampling Technique

This study was conducted on Bahir dar town which is located in the west Gojjam, Amhara

Region 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 respondent and 7

special needs teacher were selected by using purposive sampling (Total population sampling) is

a technique used in research which involves all the respondents in the study provided 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 the practice

and challenges of sign language as a medium of instruction. The instruments help the researcher

to combine their strengths and amend some of the in adequacies of any of the sources of data.

That the researcher develops the data collection instrument based on the available literature.

Thus qualitative and quantitative were used in the study.

3.4 Procedure of data collection

For this study I was use purposive sampling specifically Total population sampling technique

and I was use questionnaire and Observation and also I prepared a check list to my 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 questionnaire 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 chance to 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 analyses

Data gathered through questionnaire and observation were edited, categorized, tabulated,

transformed in to frequency and percentages and transcribed. Analysis and discussion of data

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 deals with

analysis of respondent’s background. The next one is deals with analysis and discussion of data

relation Teachers Interest and skill and towards the usage of sign language as a language of

Instruction and the other is regarding the material accessibility, class room environment and

Professional man power the remaining part is focus on student and classroom observation

4.1 Background of Respondents

Table 1: Analysis of variable related to sex, age, grade, service year, Deafness onset andMother tongue of the respondents

Categories RespondentsTeachers StudentsF % 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 44Grade 7 - - - - - - - - - - 3 19Grade 8 - - - - - - - - - - 6 37Total - - - - - - - - - - 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 table shows that 80% of the students are per-lingual Deaf and this indicates that they have

good 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% of respondent

was Amharic and 28% of respondent mother tongue was sign language. The table show that

more female participated in this research. 57% from teacher and 60% from student 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.

N

O

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 a

language of Instruction. It helps the researcher to know the practice and challenges of the student

and teachers through teaching and learning process because the interest and skill of teacher play

a vital role for instructional language.

It is commonly true that different people have different level of skill and interest and the scale

was developed based on the review literature and the concepts on which the previous studies

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 sign

language as a language or medium of instruction and skill of the teacher to fully express their

feelings and educational words.

This question was raised in order to know the teachers interest. It is commonly true that different

people have different level of interest and that is important to the practice of sign language 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 a medium 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 their sign

language skill. It was assumed that such training contribute to develop sign language skill. This

question was supported by 2 (28.57%) and 3 (43.85%) in sum ,5 (72.42%) of the respondent

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 to develop there sign language skill.

Teachers were also questioned that about actively use of class room environment of teaching sign

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. During

observation usage of sign language in the class room was good the teacher tries to control the

class room activity but the teacher and student ratio is hard to control and that is the challenge

both for student and teacher.

The other challenge that observed by the researcher is there is low adaptive accessible material to

teach sign language as a language of instruction for deaf learner. The researcher

Perceived that some scientific terms that’s hard to explain in sign language because of the

shortage of signs and the teacher tries to explain by finger spelling like in science subject there

are many words that have no equivalent sign and that’s one of the challenge.

The researcher also see opportunities for student with hearing impairment (deaf) some of the

community is trained in sign language and its advantage for Deaf teacher and students and also

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 and

Awareness creation in using sign language for instruction in the school

N

o

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%

As we can see in the table teacher respondents were questioned that “There is adequate sign

language material to teaching learning process.” and this question is supported by 1 (14.28%)

and 2 (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 research implies

there is a shortage of material to teach sign language as a language of instruction in the 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 school were observed. During this time,

researcher has observed different points by using observation cheek list that was produced for

this purpose.

The researcher focus was the teacher and students ration because its the basic thing to quality

education. The student number, the class size and teacher ratio is not well match. All student

number in grade 6 there are 7 deaf student and there is around 40 hearing student in the class so

it is hard to control the class room for the teacher.

Another question that the teacher respondents were asked was “Giving sign language as a

medium 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”.

Therefore, the teachers 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

N

O

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

1 I can express my own feelings

and understand others feeling

in sign language

9 60

%

6 40

%

-- ---- -- ---- --

-

-- 1

5

100

%

2 Because of sign language as a

medium of instruction I

focused on my education

6 40

%

8 53

%

-- ---- 1 7% 1 7% 1

5

100

%

3 I choose other method to learn

rather learning in sign

language as a medium of

instruction.

6 40

%

6 40

%

-- ---- 2 13

%

--

-

-- 1

5

100

%

4 I understand easily when the

teacher teach in sign language.

4 27

%

6 40

%

2 13

%

3 20

%

--

-

-- 1

5

100

%5 I don't understand other

teaching method without sign

language.

8 53

%

4 27

%

-- ---- 3 20

%

--

-

-- 1

5

100

%

6 I can get material to develop

my sign language ability.

4 27

%

3 20

%

-- ---- 8 53

%

--

-

-- 1

5

100

%7 I start sign language at early

age and that help me to

develop sign language.

1 7% 1

1

80

%

3 20

%

-- ---- --

-

-- 1

5

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 on my

education” the above figure shows that 6 (40%) students said that “Strongly agree” and 8 (53%)

student said that “Agree”. And the rest of respondent rejected by rated 1 (7%) “Disagree” and 1

(7%) strongly disagree. Therefore, most of the student can focus on their education because of

sign language has a medium of instruction.

Students also questioned that about their understanding of the teachers sign in teaching learning

process and 4 (27%) and 6 (40%) say “Strongly agree” and “Agree” and the remaining of

respondent say 2 (13%) and 3 (20%) say “medium” and “disagree”. Therefore, most of the

students understand what the teacher sign (sign language).

Another question the student asked was “I can get material to develop my sign language ability.”

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”. Therefore, most

of the respondents don't get enough material to learn sign language as a language of instruction.

4.5. The school awareness raising and student enrollment

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

frequency

N

O

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

1 Sign language must give as a

medium of instruction.

5 33

%

9 60

%

1 7% -

-

-- -

-

-- 1

5

100

%

2 My social communication is

increase after I learn sign

language

6 40

%

6 40

%

3 20

%

-

-

-- -

-

-- 1

5

100

%

3 I cant understand when I learn

in sign language

6 40

%

2 13

%

2 13

%

1 7% 1 7% 1

5

100

%4 I participate in training to

develop my sign language

ability.

2 13

%

6 40

%

1 7% 5 33

%

1 7% 1

5

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

%

-

-

-- 1

5

100

%

6 After sign language used as a

medium of instruction the

enrollment of student is

increased.

6 40

%

8 53

%

1 7% -

-

-- -

-

-- 1

5

100

%

As one can see in table 5 there is a question that connect with Deaf student and the school

community the researcher focus on the school to know the school influence on sign language as a

medium of instruction so that the respondent by rated 6 (40%) and 4 (27%) by saying “Strongly

agree” and “disagree” and the remaining respondent rated 2 ( 13%) saying “medium” rejected by

3 (20%) say “Disagree”. Therefore the school raise awareness about proceed sign language as a

medium of instruction.

Student were questioned that “After sign language used as a medium of instruction the

enrollment of student is increased.” this question is supported by 6 (40%) and 8 (53%) in sum, 9

(93%) of the respondent rated “Strongly agree” and “agree” respectively. While other remaining

respondent rated 1 (7%) in sum (7%) say by “Medium” . Therefore the above research implies

the student enrollment increased after giving sign language as a language of instruction in the

school.

4.6 Analysis of 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 insights 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 are not enough teachers to teach sign language as a medium of instruction. It

develops through time by hiring new teachers

• This are gives by students

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

• It is good but not enough because of lack of skilled man power.

• It helps 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 in most

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 out with

the aim of assessing the practice and challenges of sign language as a medium of instruction in

Yekatit 23 primary school to answer the researcher questions in relation to findings. The current

practice, challenges and future directions to teachers, parents, and other stake holders.

The discussion section for data analysis is the heart of the paper and the researcher try to explain

carefully. One of the purposes of the discussion is to explain the meaning of the findings and

why they are important for different stakeholders like teacher student school director 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 a

medium of instruction the student can focus on their learning and the enrollment of students in

the school is increased from time to time. As world bank strongly stated that Children whose first

language is not used at school experience lower levels of learning and are much less likely to be

able to contribute to a country’s economic and intellectual development and the main goal of

education is to contribute skilled man power and Its hard to get that kinds of 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 development of

quality education Speakers of mother tongues, which are not the same as the national language,

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's primary

language.

This study also confirmed that students and teachers face challenges like mismatched teacher

student ratio in the classroom and the shortage of material to teach sign language as a medium of

instruction and also the classroom environment is other challenge. As Finn explained that

classroom size is important in the earlier years of schooling because it is the foundation 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 per teacher. It

reflects teacher workload and the availability of teachers' services to their students. The lower the

student/teacher ratio, the higher the availability of teacher services to students. The

student/teacher ratio has implications not only for the cost of education, but also for the quality.

The study confirmed that there was a limitation on sign language to get some equivalent signs in

some subject. Douglas stated that imagine trying to learn biology without ever using the word

“organism.” Or studying to become a botanist when the only way of referring to photosynthesis

is to spell the word out and Douglas said that deaf students and their teachers and interpreters

must improvise, making it that much harder for the students to excel in science and pursue

careers in it. “Often times, it would involve a lot of finger-spelling and a lot of improvisation,”

said Matthew Schwerin.

Now a day thanks to researcher and their study. They suggest some improvements on the

problem of this study. There is a hope to translate scientific terms. The signs were developed by a

team of researchers at the center, a division of the University of Edinburgh in Scotland that

develops learning tools for students with and auditory impairments. (Nytimes, 2012)

This study indicates possible directions for future studies to strengthen the practice and

challenges of sign language as a medium of instruction and overcome the problems stated above

and Also there are some limitations in the study some of them are its conducted in most of the

student are homogeneous and Its hard to generalize the study.

Chapter six

6. Conclusion and Recommendation

6.1 Conclusion

In order to foster and overcome the practice and challenges of sign language as a 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 for sign language as a

medium of instruction because the school community have an awareness about this but thats not

good enough. Therefore the school raise awareness about proceed sign language as a medium of

instruction and 67% of respondents was agree with this idea.

The research result also confirmed that some problem which happened like lack of skillful man

power and lack of accessible teaching material was mostly mentioned by the respondents.

In conclusion, the overall picture of the results in this study indicated that the majority of deaf

student an able to focus on their learning because of giving sign language as a medium of

instruction beside its challenge and also the teachers 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

recommendations 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 a circle 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 are there responsibility.

This recommendation is for policy maker school community and other stakeholders

• Awareness raising for the school community and parents and other stakeholder is

important because teaching sign language as a medium of instruction is a new concept

and the school community is not that much.

• Collaboration of the school with other interested groups and government support in

making suitable curriculum for sign language as a medium of instruction and training and

hiring new teacher have a key role to achieve a desired objective.

References

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Finn, J. (1998),Class Size and Students at Risk, US Department of Education, Office of Educational Research and Improvement, National Institute on the Education of At-Risk Students, Washington, DC.

Hailemariam. T. (2014). Practice and challenges of using sign language as a medium of Instruction. Ethiopia: Addis Ababa

Hallahan.P and Kauffman.M (1994) Exceptional children: introduction to special education.

Juma.A. George “Influence of language instruction on Academic Achievement of Preschool“ University of Nairobi (2013)

Kauff, J Hallahan (1993) managing classroom behavior: A reflective based case based approach.Organization for Economic Co-operation and Development, Center for Educational Research and Innovation, International Indicators Project, 1995.

P. & Cecile McKee (2003) “Deaf children’s development of English as an L2.” Second Language Research Forum, October.

Padden and Humphries (1988), Deaf in America: Voices from a Culture, Harvard University Press, MA

Susan malone (2007) “mother tongue-based multilingual education: Implications for education policy” SIL International.

UNESCO (2003). Education in a multilingual world. UNESCO Education Position Paper.Paris: UNESCO.

http://www.deafculturecentre.ca/public/Default.aspx?I=294&n=Deaf+Culture

Deaf Culture date April retrieved from http://wfdeaf.org/human-rights/crpd/sign- l http://wfdeaf.org/human-rights/crpd/sign-language " anguage

Critical period hypothesis Date April retrieved from https://en.wikipedia.org/wiki/Critical_period_hypothesis

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Multilingualism: a key to inclusiveEducation retrieved march from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/languages-in-education/single-view/news/multilingualism_a_key_to_inclusive_education/

Language retrieved from may https://en.wikipedia.org/wiki/LanguagePushing Science’s Limits in Sign Language Lexicon2012 may http://www.nytimes.com/2012/12/04/science/sign-language-researchers-broaden-science-lexicon.html?_r=0

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 Yekatit23 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 SA1 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 idea in 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 language9 Teachers ability to use modern method of teaching

through the instructional language10 Teacher student ratio

Appendix Cባህርዳር 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

መግለጫህን/ሽን መረጃ ሙላ/ይ፡፡ ስም መፃፍ አያሰፈልግም፡፡

• ግላዊ መረጃ

• የክፍል ደረጃ–––––––––

• ፆታ ወንድ¨ ሴት¨

• እድሜ––

• የመጀመሪያ ቋንቋ (የአፍ መፍቻ ቋንቋ)–––––––––––

ክፍል ሁለት፡- ከታች በተሰጡት ከፍት ቦታዎች ወይ በሣጥኖች 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 አጋዥ መሳሪያዎችን አገኛለሁ

7 የምልት ቋንቋን በልጅነቴበመጀመሪያ ቋንቋነት ስለጀመርሁኝ ውጤታማእንድሆን 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 ይሰጣል

13 የምልክት ቋንቋ እነደማስተማሪያነት ከተሰጠ በኋላ የተማሮዎች ቁጥር ጨምራል

ዝግ ያልሆን ጥያቄዎች

• የምልክት ቋንቋ በምትማሩበት ጊዜ የሚያጋጥሙህን/ሽን ተግዳሮቾች ጥቀስ /ሽ

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• የምልክት ቋንቋ ትግበራ እንዴት ታየዋለህ/ሽ

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• ይህ የምልክት ቋንቋ አሰጣጥ እንዲዳብር ለወደፊት ምን መደረግ አለበት

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