Abstract
M.Ed. (Educational Linguistics)
A major difficulty in teaching English to Deaf high school students is the struggle they
have in understanding the densely figurative language of prescribed literature.
This research has focused on this particular area of English teaching in order to
investigate and describe the complexities, and aetiology, of the problem and possibly
thus aid instruction design in this area.
The dearth of studies on Deaf education in South Africa has left teachers/practioners in
the unstable position of isolation in strategies used to help Deaf students achieve a
workable understanding of metaphorical English as it is used in daily communication
and more specifically, in studying, understanding and passing written examinations of
prescribed English literature.
There are presently so many conflicting views and parctices in the world of Deaf
education, some of which constitute the theoretical and actual frameworks within which
this research is carried out. The explication of this context entails some discussions of
learning theories and issues particular to Deaf education such as language acquisition,
the medium of instruction, cognitive development and socio-cultural perspectives on
Deafness. It is the lack of a strong policy which often leaves Deaf students adrift in a sea
of conflict between educators, school policies and the Deaf community. There is little
consistency or long term design in the teaching strategies and syllabus development for
the Deaf; certainly none that matches the relatively orderly progress in hearing
education. The result is a fluctuating standard of education in special schools for the
Deaf, the deafness itself often being given the blame for any inadequacies.
The research problem in this enquiry is approached qualitatively and has taken the form
of a case study which is set within the context of a real classroom situation. The study
involves three pupils (out of a possible six) and covers a period of eighteen months in
order to monitor their development in the use and understanding of metaphor. Data were
gathered from group lessons, written responses and questionnaires as well as informal
discussions with Deaf children, Deaf adults and teachers of the Deaf. Data were then
analysed and tentative conclusions drawn concerning the accessibility of metaphorical language to Deaf children. Some suggestions concerning teaching strategies are
proposed and these could be used by other educators and researchers to formulate
instruction material in future curricula.