Original Research

The use of signs and the coding of prefix markers by teachers at a school for deaf

Myrtle L. Aron, Robyn E. Lewis, Judy L. Willemse
South African Journal of Communication Disorders | Vol 33, No 1 | a324 | DOI: https://doi.org/10.4102/sajcd.v33i1.324 | © 2019 Myrtle L. Aron, Robyn E. Lewis, Judy L. Willemse | This work is licensed under CC Attribution 4.0
Submitted: 02 November 2016 | Published: 31 December 1986

About the author(s)

Myrtle L. Aron, Department of Speech Pathology and Audiology, University of the Witwatersrand, South Africa
Robyn E. Lewis, Department of Speech Pathology and Audiology, University of the Witwatersrand, South Africa
Judy L. Willemse, Department of Speech Pathology and Audiology, University of the Witwatersrand, South Africa

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Abstract

The use of aspects of an artificially devised manual code in a black school for the deaf was examined. The encoding of prefixes, bound with the noun class system, in Tswana as used by seven teachers was studied as well as the consistency of the teachers to code lexical items. Results indicated the absence of signed prefix markers, inconsistency in signing lexical items and much variability among teachers in the signs used. The educational and research implications are discussed.

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Crossref Citations

1. From policy to practice: sign language developments in post-apartheid South Africa
Timothy Reagan, Claire Penn, Dale Ogilvy
Language Policy  vol: 5  issue: 2  first page: 187  year: 2006  
doi: 10.1007/s10993-006-9002-y