The Evolution of NZSL in Education
Historically, most Western countries, including New Zealand, banned the use of sign languages in educational systems for nearly a century, from the mid-19th century to the early 20th century. This was driven by the oralism philosophy, which promoted speech as the primary mode of communication. The aim was to 'normalise' Deaf children by teaching them to speak instead of using sign language (Baynton, 1996).
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The Medical View of Deafness and Its Impact on Education
The dominant medical perspective at the time treated deafness as a condition to be 'cured,' focusing on teaching Deaf individuals to speak and lip-read. Sign language was excluded under the belief that it would hinder the acquisition of spoken language skills (Tapio & Takkinen, 2012, p.13).
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Early Development of NZSL
Despite the push for oralism, sign language persisted among Deaf children, especially those with Deaf parents. These children brought signs from their home environments to schools for the Deaf, where they shared and expanded their signing with peers.
In the early 20th century, a private signing tutor from Ireland, Dora Mitchell, introduced sign language instruction to a small group of Deaf children in Christchurch. This early exposure contributed to the incorporation of influences from British Sign Language (BSL) into what would eventually become New Zealand Sign Language (McKee, 2001).
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Shifts in Deaf Education and the Rise of NZSL
From the 1880s until the early 1990s, the New Zealand education
system predominantly adhered to oralism. However, significant changes began in the early 1990s when NZSL was officially recognised at the Kelston Deaf Education Centre in Auckland. This marked a pivotal shift, with the introduction of bilingual education strategies that embraced both NZSL and English.
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In the early 2000s, as most Deaf children were integrated into mainstream schools, the visibility and use of NZSL increased. Teachers of the Deaf and NZSL tutors began supporting Deaf students in regular classrooms, promoting a more inclusive learning environment.
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Current Debates in Deaf Education
Despite progress, debates continue today about the most effective approach to Deaf education. Discussions often center around whether to prioritise NZSL or spoken English as the primary language of instruction.
These ongoing conversations reflect the evolving understanding of Deaf identity and the importance of preserving NZSL as a critical cultural and communication tool for the Deaf community.
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Concerns Over NZSL Advancement in Education Raised by Deaf Aotearoa
​Deaf Aotearoa, a national organisation representing Deaf people in New Zealand, has raised concerns about the Ministry of Education's approach to advancing NZSL in the education system.
They argue that the current "Development Map for NZSL in Education" set by the Ministry of Education does not adequately address long-term issues faced by Deaf learners.
Following an investigation, it was found that the Ministry has failed to set clear timeframes, accountability measures, and budgetary provisions for implementing the Map's goals, and lacks sufficient stakeholder engagement. While the Ministry’s existing evaluation framework is not deemed unreasonable, it is advised to enhance its monitoring and evaluation processes.
Recommendations include revising the strategy, improving communication with stakeholders, and providing quarterly progress reports on the implementation of these improvements.
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More info can be found here
Further readings
The Te Ara website covering its history, development, and cultural significance as one of the official languages of New Zealand. It also discusses its role in education, variations in usage, and ongoing efforts to promote and maintain the language, including resources and initiatives aimed at increasing awareness and accessibility.
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​The SignDNA website is an archive preserving the history and culture of New Zealand's Deaf community. It features videos, images, and articles documenting Deaf experiences and the evolution of NZSL. The site also supports linguistic research and community engagement, encouraging contributions like transcriptions and personal stories to expand its collection.
References:
Baynton. D, (1996). Forbidden Signs: American Culture and the Campaign Against Sign Language. Chicago, US: University of Chicago Press.
McKee, R. (2001). People of the Eyes: Stories from the Deaf World. Wellington, New Zealand: Bridget Williams Books.
Tapio. E., & Takkinen. R. (2012). Dangerous Multilingualism: Northern Perspectives on Order, Purity and Normality. When One of Your Languages is not Recognised as a Language at all. Hampshire, Great Britain: Palgrave Macmillan.