Transcription as a Tool for Increasing Metalinguistic Awareness in Learners of German Sign Language as a Second Language

Over the last few years, Italian sign language courses have attracted a widespread and growing interest from hearing learners who, while not familiar with deafness, are choosing, more and more, to embrace this language and culture, out of mere curiosity or for professional purposes. Three issues will be discussed in this paper, set out in three paragraphs, which in the author’s opinion are some of the most compelling in the teaching and learning of LIS as a second language. The issues under discussion are 1) the repercussions that the absence of a writing system has on the teaching and learning of a language; 2) the metalinguistic awareness and consciousness in a not yet standardized language; 3) the approaches, methods and materials that are best suited to the teaching of a sign language.

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Acquisition of Sign Language as a Second Language

10.1093/oxfordhb/9780190241414.013.14 ◽

2015 ◽

Cited By ~ 2

Author(s):

Deborah Chen Pichler ◽

Elena Koulidobrova

Keyword(s):

Second Language ◽

Sign Language

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

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2020-0095 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Marga Stander ◽

Annemarie Le Roux

Keyword(s):

Second Language ◽

University Students ◽

Sign Language ◽

South African ◽

Teaching And Learning ◽

Integrated Approach ◽

Specific Method ◽

Language Curriculum ◽

Popular Language ◽

Output Hypothesis

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.

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