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Teaching South African Sign Language as a second language to university students: an integrated pedagogy.

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Title: Teaching South African Sign Language as a second language to university students: an integrated pedagogy.
Authors: Stander, Marga1 marga.stander@spu.ac.za, Le Roux, Annemarie2
Source: IRAL: International Review of Applied Linguistics in Language Teaching. Nov2022, Vol. 60 Issue 4, p1119-1141. 23p.
Subject Terms: *Second language acquisition, *Foreign language education in universities & colleges, *Young adults, *Higher education, Sign language acquisition, South African Sign Language
Abstract: South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen's Comprehension Input Hypothesis and Swain's Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen's Comprehension Input Hypothesis and Swain's Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention. [ABSTRACT FROM AUTHOR]
ISSN:0019042X
DOI:10.1515/iral-2020-0095