The Silent Revolution: How South African Sign Language (SASL) Can Transform STEM Learning
In this blogpost, Nkosana Sithole kaMiya explores the urgent need to integrate South African Sign Language (SASL) into STEM education for Deaf learners. Despite efforts toward inclusive education, Deaf students in South Africa continue to face significant barriers in STEM due to the lack of SASL as a primary language of instruction. This article highlights how a bilingual-bicultural approach—where SASL is used alongside a First Additional Language (FAL) for literacy—can bridge these gaps and improve learning outcomes.
Introduction
In South Africa, Deaf children have long been excluded from fully participating in educational opportunities, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). South African Sign Language (SASL), the primary language of Deaf South Africans, is not widely integrated into the formal education system. This lack of inclusion has resulted in Deaf learners facing significant barriers to accessing quality STEM education, despite the growing importance of these disciplines in a rapidly changing world. This paper explores the need for integrating SASL into early STEM education for Deaf children, arguing that this is not just an educational necessity but a transformative step towards a more inclusive, equitable system. By challenging existing educational practices and embracing SASL, the system can better meet the needs of Deaf children and foster their intellectual growth in STEM fields.
The Importance of Early STEM Education
STEM education is a critical component of the modern educational landscape, helping to develop problem-solving skills, creativity, and the ability to think critically (Servat, 2014). These skills are essential for success in an increasingly technology-driven world. However, for Deaf children, traditional STEM education often remains inaccessible due to the heavy reliance on spoken language. As a result, Deaf children are often left behind in these crucial fields, contributing to a widening gap in their academic and professional opportunities.
The absence of SASL in STEM education further deepens this divide. Deaf learners often struggle to fully engage with complex scientific and mathematical concepts that are explained through spoken language or auditory cues. Without an alternative linguistic approach, these learners are left to navigate an educational environment that fails to recognize the value of their own language and communication style. This exclusion not only limits their academic potential but also diminishes their sense of belonging and confidence in educational settings.
The integration of SASL in STEM education offers a solution to these challenges. By incorporating SASL as a primary language in the classroom, Deaf children can develop a more comprehensive understanding of STEM subjects. Furthermore, it provides them with the opportunity to engage with these subjects in a way that respects their cognitive strengths and communication needs, leading to a more inclusive educational environment.
Bilingual-Bicultural Approach: SASL and the FAL
For Deaf learners, the medium of learning and teaching is SASL. Since SASL does not have a written form, the First Additional Language (FAL) often serves as the language of literacy. (Department of Basic Education, 2014). This dual-language model calls for a bilingual-bicultural approach, where both SASL and the FAL are used alongside each other in the classroom. This bilingual-bicultural approach is essential to ensure that Deaf learners can access literacy education while simultaneously using SASL as their primary medium of communication and instruction. The relationship between these two languages facilitates not only linguistic development but also cognitive and academic growth in Deaf learners, ensuring that they do not miss out on crucial knowledge and skills in STEM fields.
The integration of SASL into the curriculum as the primary language of communication, alongside the FAL for literacy, provides a more holistic educational experience. This approach recognizes that SASL is a full language in its own right, capable of conveying complex ideas, including those in STEM subjects. By using both languages, Deaf students can access the full range of linguistic and educational opportunities that other learners do while being able to fully engage in their primary mode of communication, SASL.
South African Sign Language is not just a mode of communication; it is a vital tool for cognitive development among Deaf children. The visual and spatial nature of SASL aligns well with the demands of STEM education, which often requires abstract thinking, spatial reasoning, and the ability to visualize concepts. Research has shown that Deaf children who learn in SASL often demonstrate enhanced spatial and problem-solving abilities—skills that are fundamental to success in STEM disciplines.
Case Study 1: The SASLED Program
One example of the potential for SASL integration in STEM education is the South African Sign Language Education and Development (SASLED) program. This initiative has focused on developing educational resources and strategies that incorporate SASL into the classroom, particularly in early childhood education. Through SASLED, educators have been trained to use SASL alongside spoken language in their teaching, ensuring that Deaf children are able to access the curriculum in a language they understand.
The program has shown promising results in improving the academic performance of Deaf students, particularly in subjects like mathematics and science. By using SASL to explain STEM concepts, students have demonstrated a deeper understanding of these subjects and an increased ability to engage in problem-solving tasks. The program also emphasizes the importance of creating inclusive learning environments where Deaf children feel valued and supported, not only in language but in their intellectual potential.
Case Study 2: The Swedish Bilingual Model
Internationally, the bilingual education model for Deaf children has been successfully implemented in several countries, including Sweden. (Svartholm, 2010). In Sweden, Deaf students are taught in both Swedish Sign Language and Swedish, which allows them to fully engage with the curriculum and develop strong cognitive skills in both languages. This bilingual approach has been particularly effective in STEM education, where Deaf students are taught complex scientific and mathematical concepts using both visual and verbal explanations.
In Sweden, the success of bilingual education in STEM fields can be attributed to the fact that it recognizes and builds on the cognitive strengths of Deaf learners. Teachers are trained in both Swedish Sign Language and Swedish, and they use a variety of teaching methods, including visual aids, hands-on activities, and demonstrations, to ensure that all students are able to understand and apply STEM concepts. This model has proven effective in helping Deaf children excel in STEM fields, leading to higher graduation rates and better career prospects.
South Africa could learn much from the Swedish model by adopting a similar bilingual approach in its education system. By training teachers to use SASL in conjunction with spoken languages, South Africa could provide Deaf learners with the tools they need to succeed in STEM education and beyond.
Integrating SASL into Early STEM Education
The integration of SASL into early STEM education requires a comprehensive shift in both pedagogy and curriculum design. To begin with, the education system must embrace a bilingual approach, where SASL is used alongside spoken languages in the classroom. This bilingual model not only accommodates Deaf learners but also enriches the classroom environment by exposing all students to diverse linguistic and cognitive perspectives.
Furthermore, SASL must be recognized as an official language of instruction in schools, alongside other languages like English and isiZulu. This would ensure that Deaf children are not forced to navigate an education system that is not designed to meet their needs, but rather one that recognizes and celebrates their linguistic and cognitive strengths.
Challenges and Opportunities
There are significant challenges to integrating SASL into early STEM education. One of the primary obstacles is the lack of resources and trained teachers (Nortje, 2017). Many schools, particularly those in rural areas, do not have the infrastructure or funding to support bilingual education, and there are few training programs for teachers in SASL. Additionally, the widespread misconception that Deaf learners can simply learn to read and write in spoken languages further perpetuates the exclusion of SASL from the curriculum.
However, these challenges also present opportunities for change. The increasing availability of digital technologies, such as online learning platforms and educational apps, offers a chance to create accessible educational resources that incorporate SASL. Moreover, the growing recognition of the need for inclusive education in South Africa provides a political moment to push for policy changes that prioritize SASL in the classroom.
Conclusion
The integration of South African Sign Language into early STEM education for Deaf children represents a radical shift in how we approach education. It challenges the existing educational structures and calls for a more inclusive, equitable system that values linguistic diversity and cognitive strengths. By adopting a bilingual approach to STEM education, South Africa can provide Deaf learners with the tools they need to succeed in these critical fields and help bridge the gap that currently exists between Deaf and hearing learners. Through case studies like the SASLED program and the Swedish bilingual model, it is clear that such an approach not only benefits Deaf students but also enriches the educational experience for all learners. Now is the time for South Africa to embrace this transformative vision for STEM education and ensure that all children, regardless of their hearing abilities, have equal access to the opportunities and potential that these fields offer.
The Author:
Nkosana Sithole kaMiya is an IAPSS-Africa Regional Public Relations Officer as well as a Research Fellow of the WITS Society, Work and Politics Institute (SWOP) doing research under the “Violent State, State of Violence” project. He is also a GLUS Sue Ledwith awardee and Mellon Development Program Research Fellow funded by Andrew. W. Mellon Foundation. His research interests are in the Intersectionality of Epidemics and Development, Decolonial Pedagogy, and Political Theory.