The Influence of Teachers Proficiency in Sign Language on Language Acquisition Among Deaf Students in Inclusive Education at SLB Kota Gorontalo

By : Nurlin Amelia Chelsi Ngadi ; Supervised by : Muziatun, S.Pd, M.App. Ling, PhD
   

 Inclusivity has evolved into a guiding concept in education, regardless of a student's aptitude, giving all students equal access to learning opportunities. Teachers play a critical role for children who are deaf, especially those learning a second language. Proficiency in sign language allows educators to foster a supportive environment ideal for language learning and communication. This research explores qualitative studies on how teachers' ability in sign language affects deaf students' acquisition of a second language in inclusive classroom environments.

              The field of education has been moving more and more in the direction of inclusivity as it acknowledges the different requirements of every student. This is especially true in Indonesia, where educational institutions that expressly address the needs of deaf students exist, such as Sekolah Luar Biasa (SLB) Kota Gorontalo. 

For these students, being able to master a second language—typically a spoken language like Indonesian—is essential to their success in school and social integration. An important factor in this process is the teachers' sign language competency, which affects communication and the learning process as a whole.

Understanding the Context of Deaf Education

A. The Nature of Deafness

Deafness is commonly described in terms of several levels of impairment, from significant loss of hearing to minor impairment. According to estimates from the World Health Organization, 466 million individuals worldwide suffer from a hearing loss that is paralyzing; children make up a large percentage of this population. In school environments, deaf children frequently encounter particular difficulties such social isolation and communication barriers.

B. The Importance of Sign Language

For many deaf people, the primary means of communication is sign language, which is a natural language. Through body language, facial expressions, and visual gestures, deaf people can communicate complex concepts and feelings. Being able to communicate effectively in sign language is essential for deaf students' social and academic lives. Studies reveal that deaf children's early exposure to sign language improves their literacy and cognitive development.

In Indonesia has two types of sign language which called SIBI and BISINDO. SIBI, which is frequently utilized in formal and educational contexts, is defined as a codified form of sign language with a standardized vocabulary. 

Many perceive it as a language with intricate vocabulary and syntax, maybe containing technical and academic words. In contrast, BISINDO is characterized as a more casual, conversational type of sign language that mimics the deaf community's everyday communication style. It allows for regional variances and adjustments depending on local dialects because it is less organized and more fluid.

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. 

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).

 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.

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Appendix:

Observation of English Teaching and Learning Process at SLB Kota Gorontalo