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

Teaching South African Sign Language as a second language to university students: an integrated... AbstractSouth 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Review of Applied Linguistics in Language Teaching de Gruyter

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

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Publisher
de Gruyter
Copyright
© 2021 Walter de Gruyter GmbH, Berlin/Boston
ISSN
1613-4141
eISSN
1613-4141
DOI
10.1515/iral-2020-0095
Publisher site
See Article on Publisher Site

Abstract

AbstractSouth 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.

Journal

International Review of Applied Linguistics in Language Teachingde Gruyter

Published: Nov 1, 2022

Keywords: language learning theories; pedagogical approach; second language learning; sign language; teaching pedagogy

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