C. Second Language Acquisition in Deaf Students
(SLA) is the process of learning a language that is not one's mother tongue. In addition to their native sign language, deaf pupils are frequently obliged to acquire a spoken language, such English.Â
Good communication is essential to understanding and memory, therefore studies show that teachers' sign language competency has a big impact on deaf students' SLA process (Baker, 2021). A more successful environment for language acquisition is promoted by teachers who can bridge the gap between spoken and sign language, according to a study by Stinson and Whitmire (2021).
D. Inclusive Educational Settings
Setting up classrooms where students with a range of abilities can study with their peers is the goal of inclusive education. In order to create an inclusive environment that promotes involvement and engagement, teachers' competency in sign language is essential to this process.
The Role of Teachers in Deaf Education
- Teacher Proficiency in Sign Language
A key element in deaf students academic performance is a teacher's sign language fluency. Teachers with sign language proficiency can interact with their pupils more successfully, improving comprehension of the material and raising general interest. Furthermore, skilled educators can serve as role models for effective language use, giving deaf pupils a foundation to master a second language.
Jerome Bruner's theory of cognitive development is in line with the impact that teacher expectations have on the academic performance of deaf students. According to this notion, learning gains a great deal when it incorporates experiences that students have together. More demanding expectations on the part of teachers toward their deaf students often lead to greater results by creating opportunity for meaningful interactions and productive learning processes.
Furthermore, this expectation component aligns with Vygotsky's social constructivist methodology, in which educators function as guides to help students build their own understanding via group projects.
Impact on Student Learning
Qualitative research has repeatedly demonstrated that teachers who are skilled in sign language have a beneficial impact on the learning results of deaf pupils. Research suggests that students who get training from qualified sign language teachers exhibit enhanced motivation, understanding, and vocabulary growth (Erickson et al., 2022). On the other hand, educators who are not proficient in sign language frequently find it difficult to involve their learners, which results in lower academic performance and more dissatisfaction from students (Chamberlain et al., 2021).
