 According to a study by Kearns et al. (2023), deaf students who were taught sign language by less skilled teachers faced substantial learning obstacles, which hurt their self-esteem and excitement for learning the language.
The research conducted at Sekolah Luar Biasa (SLB) Kota Gorontalo revealed several critical insights regarding the influence of teachers' proficiency in sign language (BISINDO) on the second language acquisition of deaf students. The findings indicate that while teachers strive to create an inclusive learning environment, many face significant challenges stemming from their limited proficiency in BISINDO.
References:
Antia, S. D., & Kreimeyer, K. H. (2020). The role of sign language in deaf education. Journal of Deaf Studies and Deaf Education, 25(2), 147-158. https://doi.org/10.1093/deafed/enz032
Baker, C. (2021). Sign language and second language acquisition: A comprehensive review. Language Learning Journal, 49(4), 493-506. https://doi.org/10.1080/09571736.2021.1974941
Chamberlain, C., & Hynes, M. (2021). Engaging deaf students: The impact of teacher sign language proficiency. International Journal of Inclusive Education, 25(3), 257-270. https://doi.org/10.1080/13603116.2020.1720444
Erickson, W., & Johnston, M. (2022). Language learning in deaf education: Effective practices and teacher competencies. Deafness & Education International, 24(1), 25-39. https://doi.org/10.1080/14643154.2021.1932205
Fuchs, D., & Fuchs, L. S. (2017). Inclusive education: Theory and practice. Educational             Psychologist,             52(2), 73-80.
https://doi.org/10.1080/00461520.2017.1371218
Kearns, K. L., Machek, G. R., & Dunlap, D. (2023). Teachers’ sign language proficiency and deaf students’ learning experiences: A qualitative analysis. Journal of Education and Learning, 12(1), 18-32. https://doi.org/10.5539/jel.v12n1p18
Kuntze, M., & Hodge, M. (2021). The benefits of early sign language exposure for  deaf     children.         Child   Development     Perspectives,     15(3),   187-192.
