1.1 Introduction
Sign language is a visual–gestural system of communication that uses hand movements, facial expressions, and body posture to convey meaning, and it serves as the primary means of communication for individuals with hearing impairment. It provides a structured language through which hearing-impaired learners express thoughts, access information, and interact meaningfully within educational and social environments (UNESCO, 2020). Sign language proficiency refers to the level of competence with which an individual understands and uses signs accurately and fluently for effective communication. In the context of education, proficiency in sign language is essential for the development of communication skills, academic understanding, and social integration among hearing-impaired learners (World Health Organization [WHO], 2018).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Historically, sign language and its role in the education of hearing-impaired learners is closely linked to the broader development of special education worldwide. Sign language emerged as a formal means of communication in the eighteenth century when educators began to recognize that individuals with hearing impairment possess the capacity to learn and communicate effectively through visual language systems. Early institutional efforts in Europe and North America laid the foundation for structured sign languages, which later evolved into nationally recognized forms used for instruction and social interaction (Marschark & Spencer, 2016).
In the twentieth century, sign language gained wider academic and social acceptance following linguistic studies that established it as a complete language with its own grammar and syntax. Research during this period demonstrated that learners who were exposed to sign language at an early stage developed stronger communication skills and achieved better academic outcomes than those with limited access to visual language systems (UNESCO, 2020).
Hearing impairment is a sensory condition that significantly affects an individual's ability to perceive sound and consequently influences language development and communication. According to the World Health Organization (2018), hearing impairment limits access to spoken language and makes alternative forms of communication necessary for effective interaction and learning. In educational contexts, sign language has become the most widely accepted and structured means of communication for hearing-impaired learners, serving as the foundation for instruction, social interaction, and cognitive development.
According to UNESCO (2020), sign language functions as a complete and natural language with its own grammar and structure, enabling hearing-impaired learners to express ideas, emotions, and academic concepts effectively. Researchers have reported that early exposure to sign language improves linguistic competence and enhances overall communication skills among learners with hearing impairment (Adebiyi & Omotoso, 2019). When learners attain adequate proficiency in sign language, they are better positioned to participate actively in classroom activities and interact meaningfully with peers and teachers.
Several scholars have asserted that communication skills among hearing-impaired learners are closely linked to their level of sign language proficiency. Olusanya, Neumann, and Saunders (2014) stated that limited access to structured sign language instruction often results in delayed language development and poor communication outcomes. In many developing countries, including Nigeria, inconsistencies in sign language use and shortages of trained teachers further compound these challenges, leading to communication barriers within special education settings.
Studies have also affirmed that the school environment plays a crucial role in shaping sign language proficiency. According to Adeniyi (2017), the consistent use of standardized sign language by teachers enhances learners' receptive and expressive communication skills. On the other hand, inadequate instructional resources and limited professional development opportunities for teachers negatively affect the quality of sign language instruction provided to hearing-impaired learners.
Researchers further contend that effective communication is essential for the academic success and social inclusion of hearing-impaired learners. According to Marschark and Spencer (2016), strong communication skills support comprehension of instructional content, foster positive peer relationships, and enhance learners' self-esteem. In specialized institutions such as Pacelli School for the Blind and Partially Sighted in Lagos, where learners with diverse sensory impairments are educated, the role of sign language proficiency becomes even more critical in ensuring effective teaching and learning processes. This study is set against the backdrop of the need to examine how sign language proficiency influences the communication skills of hearing-impaired learners at Pacelli School for the Blind and Partially Sighted, Lagos.
1.3 Statement of Problems
Investigation revealed that effective communication remains a fundamental requirement for meaningful learning, social interaction, and academic development among hearing-impaired learners. In educational settings for learners with hearing impairment, sign language proficiency is widely recognized as the primary medium through which instruction, interaction, and assessment are conducted. However, variations in sign language proficiency among learners often translate into uneven communication skills, which affect comprehension of lessons, peer interaction, classroom participation, and overall academic confidence (Adebiyi & Omotoso, 2019).
Furthermore, the absence of uniform proficiency levels within the learning environment suggests that instructional effectiveness and learner outcomes are not evenly distributed, thereby undermining the goals of inclusive and equitable education (WHO, 2018). The persistence of communication challenges among hearing-impaired learners, despite the availability of sign language as an instructional medium, suggests a problem that requires systematic investigation. It is against this backdrop that this study seeks to examine the effect of sign language proficiency on the communication skills of hearing-impaired learners at Pacelli School for the Blind and Partially Sighted, Lagos.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the effect of sign language proficiency on the communication skills of hearing-impaired learners at Pacelli School for the Blind and Partially Sighted, Lagos.
To achieve this aim, the study has the following objectives:
- To evaluate the current level of sign language proficiency among hearing-impaired learners at the school.
- To determine the effect of sign language proficiency on learners' comprehension and classroom participation.
- To examine the influence of sign language proficiency on social interaction and peer communication among hearing-impaired learners.
- To identify challenges within the existing sign language instructional system that affect communication skills.
- To provide recommendations for improving sign language instruction to enhance learners' communication abilities.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the current level of sign language proficiency among hearing-impaired learners at Pacelli School?
- How does sign language proficiency affect learners' comprehension and classroom participation?
- In what ways does sign language proficiency influence learners' social interaction and peer communication?
- What are the challenges within the existing sign language instructional system that affect communication skills?
- What strategies can be adopted to improve sign language instruction and enhance communication skills?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant effect of sign language proficiency on the communication skills of hearing-impaired learners at Pacelli School for the Blind and Partially Sighted, Lagos.
- H1: There is a significant effect of sign language proficiency on the communication skills of hearing-impaired learners at Pacelli School for the Blind and Partially Sighted, Lagos.
Hypothesis Two
- H0: Sign language proficiency has no significant effect on the communication skills of hearing-impaired learners at Pacelli School for the Blind and Partially Sighted, Lagos.
- H1: Sign language proficiency has a significant effect on the communication skills of hearing-impaired learners at Pacelli School for the Blind and Partially Sighted, Lagos.
1.7 Significance of Study
The outcome of this research will help educators and school administrators at Pacelli School for the Blind and Partially Sighted, Lagos, know how variations in sign language competence influence learners' ability to express ideas, comprehend lessons, and participate effectively in classroom activities.
Furthermore, the research will benefit policymakers and stakeholders in special education by providing empirical evidence to support the integration of comprehensive sign language training programs in schools for hearing-impaired learners. In addition, the findings will support interventions that improve learners' comprehension, social interaction, and confidence in communication.
Lastly, this study will provide evidence for implementing national standards and policies that ensure effective sign language education in special schools.
1.8 Scope of Study
The scope of the research is focused on the effect of sign language proficiency on communication skills of hearing-impaired learners. The study is limited to Pacelli School for the Blind and Partially Sighted, Lagos State, and covers only on hearing-impaired learners.
1.9 Limitations of the Study
The study was limited by the availability of respondents, as some learners were absent or unavailable during data collection. It was also constrained by limited teaching resources, which made it difficult to assess proficiency levels comprehensively. The study was further limited by time restrictions and financial resources, which affected the breadth of data that was collected.
1.10 Definition of Terms
Sign Language: A visual-gestural form of communication that uses hand movements, facial expressions, and body posture to convey meaning. Sign language is the primary mode of communication for hearing-impaired individuals (UNESCO, 2020).
Sign Language Proficiency: The level of skill and competence with which an individual understands, interprets, and expresses ideas using sign language. Proficiency affects comprehension, expression, and communication effectiveness (Adebiyi & Omotoso, 2019).
Hearing-Impaired Learners: Individuals with partial or total hearing loss who require alternative communication methods to access education and social interaction (WHO, 2018).
Communication Skills: The ability to convey, receive, and interpret messages effectively. For hearing-impaired learners, communication skills are largely dependent on sign language mastery (Olusanya, Neumann, & Saunders, 2014).
Classroom Participation: Active involvement of learners in classroom activities, discussions, and learning processes, facilitated by effective communication abilities.
Special Education: An educational approach designed to meet the unique learning needs of students with disabilities, including those with hearing impairment (UNESCO, 2020).
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