Effects of sign language mode of instruction on acquisition of English affixes by hearing-impaired form two learners

Abstract

This study investigated the sign language mode of instruction and its effects on the acquisition of prefixes and suffixes. The study was carried out in Butere-Mumias District. Very few studies of this kind have been carried out in Kenya. This study therefore was intended to arouse the interest of researchers in this area. Schools used in this study were St. Anjela's and St. Martin's schools for the Hearing impaired. All the available subjects were used in the study. It comprised 16 girls from St. Angela's and 6 boys from St. Martin's. This made a total of 22 learners and their teachers of English, History, Biology and Geography (total of 8 teachers).

Data collecting instruments developed by the researcher were issued to the subjects. The data collection was conducted in January 2003. The results indicated that a sign language mode of instruction that pays no particular attention to all grammatical forms impacts negatively on learners' acquisition of modern English. The data of this study is presented in form of tables and graphs showing the frequency percentages of learners able to get the affixes in the study right. Separate tables on how the teachers of English signed the affixed words are also made. The findings of this study have pedagogical implications. They are important to curriculum developers at the K.I.E. and organizations and institutions that prepare teachers and materials for the Hearing impaired learners of secondary school level.