The Teaching of New Zealand Sign Language as an Additional Language in Mainstream New Zealand Primary Schools

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dc.contributor.advisor McKee, R en
dc.contributor.advisor Purdy, S en
dc.contributor.author Rollason, Ashley en
dc.date.accessioned 2015-08-17T21:44:10Z en
dc.date.issued 2015 en
dc.identifier.citation 2015 en
dc.identifier.uri http://hdl.handle.net/2292/26753 en
dc.description Available to authenticated members of The University of Auckland. en
dc.description.abstract Objectives The present study aimed to investigate the extent to which New Zealand Sign Language (NZSL) is being taught in mainstream primary schools in New Zealand (NZ), the reasons for it being offered or not and how it is being taught within some schools. Learning Languages is one of the eight core Learning Areas in the NZ curriculum. NZSL became NZ’s third official language in 2006 and as such, it gained a special mention in the New Zealand primary school curriculum. There are currently no published data that examine whether NZSL is being taught in mainstream schools. Methods This research took a mixed methods approach, using an online survey of primary schools around NZ to determine the extent to which NZSL was being taught and reasons for teaching or non-­‐teaching in a large number of primary schools. Semi-­‐structured interviews with representatives from four different primary schools that have recently taught NZSL were carried out to provide individual perspectives on actual experiences of teaching NZSL within the primary school environment. Results There are a number of schools teaching NZSL in NZ in some way due to motivators such as the inclusion of a deaf or hearing impaired (HI) student, NZSL’s official language status and perceived benefits of teaching NZSL to hearing students. However, many schools are not currently teaching NZSL in any way, or have stopped teaching it due to perceived barriers to teaching. Interviews with representatives from four schools highlighted differences in teaching method, purpose and resource use within these environments. The approach to teaching NZSL found within this research appears to be predominantly vocabulary-­‐focused, with some inclusion of cultural and language awareness, delivered by staff with limited knowledge of the language. Implications The study has implications for teaching NZSL within primary schools for several different sectors: schools, government and NZSL organisations. The study identifies what is currently happening within schools and areas that require more support and policy guidance. The results highlight concerns regarding conditions for sustaining the teaching of NZSL within primary schools, including barriers of knowledge, resources, time, support, and access to external expertise. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/nz/ en
dc.title The Teaching of New Zealand Sign Language as an Additional Language in Mainstream New Zealand Primary Schools en
dc.type Thesis en
thesis.degree.discipline Speech Science en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The Author en
pubs.elements-id 494988 en
pubs.record-created-at-source-date 2015-08-18 en


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http://creativecommons.org/licenses/by-nc-nd/3.0/nz/ Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/3.0/nz/

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