CHAPTER ONE: INTRODUCTION

1.1. BACKGROUND TO THE STUDY

Acquisition of vocabulary is necessary for language development. This however, requires intact

hearing. Tyopenda and Ozegya (2017), stated that before a child can speak he must first of all be

able to hear then construe what he hears and finally express himself in speech. Hearing and

vision are known as the distant senses that connect us strongly with our environment. Hearing,

like vision is one of the sensory modalities utilized in learning, hence, a well-functioning ear is

of great importance for learning to take place (Onwubolu, 2017). The loss of hearing isolates the

individual involved from friends, family, the community and the physical environment (Ekwe;

2017). Hearing is a prerequisite for the development of normal speech and language. A child

learns to speak by hearing the vocabularies as well as speech of others in the family and

surroundings.

Hearing is the sense to perceive sound and speech in humans. The body organ responsible for

hearing is the ear which aids the processing of linguistic information. Language and speech

development directly depends on hearing while communication, cognitive development and

social development are also directly or indirectly dependent on hearing (Onwobolu, 2017).

Hearing impairment is the inability of an individual to hear sounds adequately. This may be due

to improper development, damage or disease to any part of the hearing mechanism.

Deafness is an invisible impairment. Keen observation is necessary in order to identify a deaf

child/individual. Deafness at birth or in early childhood has disastrous effects on the child's

overall development. These effects vary depending on the age at onset, nature and degree of
hearing impairment. Vocabulary acquisition for a child with hearing impairment may be

achieved depending on these variables and how they are acquired.

Vocabulary refers to a set of words, typically the set in a language or the set known to an

individual. The word vocabulary originated from the Latin vocabulum, meaning "a word, name".

It forms an essential component of language and communication, helping convey thoughts,

ideas, emotions, and information.

School related vocabulary is a collection of words and phrases commonly used in an educational

setting. It includes terms related to the classroom, the teacher and the students, the curriculum,

the assignments, the materials, and the equipment used in the school. Knowing and

understanding these words and phrases are important for effective communication in an

academic setting, whether one is a student, a teacher, or any other member of the school

community, acquisition of vocabulary is fundamental.

Home related vocabulary is another collection of words and phrases commonly used in the

house/home. It includes terms related to the living room, the kitchen utensils, and the equipment

used in the home and its environs. When children learn to speak, logically they start by learning

the names of the things that are close to them, the things that surrounds them. This way, they

expand their familiarity with the places they know, and at the same time increase their

vocabulary. The same thing happens with learning another language. It is essential to learn the

names of things that are around and common in the environment to refine one's knowledge of the

language.

In linguistics, a monosyllabic is a word or utterance of only one syllable. It is most commonly

studied in the fields of phonology and morphology and it has no semantic content. The word has
originated from the Greek language (Wikipedia, 2024). "Yes", "no", "jump", "buy", "heat",

"sure", "cough", "and" are examples of monosyllables. Some of the longest monosyllabic words

in the English language, all containing nine letters each. They include: "screeched," "schlepped,"

"scratched," "scrounged," "scrunched," "stretched," "straights," and "strengths."

Similarly, Bi-syllabic words are vocabularies that contain two syllables. In bi-syllabic words,

only one word is stressed while the other is unstressed. For example: painter, doctor, local, river,

listen, admire, mature, subdue, compare, etc.

Vocabularies are acquired through language (Freeman & Freeman, 2004). "The single most

important contributing factor to poor literacy acquisition in people who are deaf has been

identified as the language of teaching and learning"(Glaser & Van-pletzen; 2012). Teachers are

often trained how to teach their children to learn through the use of language. Children who are

trying to learn without English being their native language often struggle and become confused.

Educators must assume when a student is trying to communicate that what he or she is trying to

say is any less important than what an English-speaking child would be saying. This is where

sign language would come into play. Teachers might not know what that child is saying because

he or she is unfamiliar with the language but the teacher could recognize the sign and have a

grasp of the content that is being spoken. This would help the teacher understand the intended

meaning without assuming. Sign language would allow the teacher to check the child’s meaning

before continuing.

Sign language refers to a language that uses manual symbols to present ideas and concepts. The

term is generally used to describe the language used by deaf people in which both manual signs

and finger spelling are employed (Riekehof, 2014). Sign language could provide an alternative
way to assess these students understanding of what is being taught. The student may not be able

to correctly verbalize what they want to say but they could sign it. Teachers should encourage

children to explore the two languages and establish their own meanings using various techniques

such as sign language. Adoption of United Nations Convention on the Rights of Persons with

Disability in 2006 has made education a right for all people and a gateway to gaining

independence, citizenship rights, appropriate employment, economic and self-empowerment.

Article 24 of the United Nations Convention on the Rights of Persons with Disability

(UNCRPD) requires the states to go beyond simply mixing learners from different backgrounds

within general education and incorporate differences into the education system so that persons

with disabilities learn the skills to participate effectively in a free society while enabling learners

without disabilities to benefit from the experiences of learners from diverse backgrounds (UN,

Article 24 Education)). UNESCO (2011), stated that when children receive formal instruction in

their first (Sign Language) language throughout primary school and then gradually transits to

academic learning in the second language, they learn the second language quickly.

In the World Federation for the Deaf (WFD) survey, Sign Language had official recognition in

44 out of 93 countries studied and among these, only a few had given sign language legal and

official status as a right enshrined in the constitution (Jokinen, 2010). Wit (2011) indicated that

due to the Salamanca Statement in 1994 and the adoption of the United Nations Convention on

the Rights of Persons with Disability (UNCRPD) (2006), more attention is given to the education

of children with disabilities, first through Special Education (SE) and later, Inclusive Education

(IE).

World Federation of the Deaf (2020), on the International Day of Sign Language stated that there

were over 70 million deaf people in the world with only two percent (2%) of them having access
to sign language education. The limited access to sign language education acts as a barrier to

deaf people’s access to education as UNESCO (2016) reported that children learn vocabularies

better in their own language. This mandates governments to facilitate education of persons with

hearing impairment in their most appropriate languages. UNESCO (2011) stated that there has

been encouragement of mother tongue instruction in early childhood and primary education since

1953 for the academic success of all children because many children speak a home language that

differs from the language of instruction.

Malaysian Committee on the Rights of Persons with Disabilities (MCRPD) (2016) observed that

learners with hearing impairment must be educated in their most appropriate languages and in

environments which maximize personal, academic and social development within and outside

formal school settings. Since language is essential to process information, to construct messages,

and to provide a medium for communication exchanges, children with limited language

capabilities are disadvantaged learners. Hirsch (1988) asserted that to know a lot of words means

knowing a lot of things. Young learners' language competency is critical for facilitating

communication and for academic success.

Therefore, the current study seeks to investigate the effects of sign language strategy on

vocabulary acquisition of children with hearing impairment in Comprehensive Special School

Lafia, Nasarawa state.

1.2. STATEMENT OF THE PROBLEM

Generally, social interaction is made possible through language. Vygotsky (1962) claims that

language is social from the very beginning of life and first appears in communication and for

communication (Verenikina, 2003). One important aspect of language learning is that it begins at
home with the interactions between parents and their children and among siblings but the Deaf

experience limited vocabulary acquisition that should prepare them for languag. This therefore

hinders their learning, communication and interaction with others. For deaf people, spoken

language is difficult for them to perceivd and cultural experience or to participate in social life”

is hampered by vocabulary accumulation. Every child with hearing impairment often develop a

modality for communication. These are usually more of non-verbal clues as against the speech

development. These non-verbal clues are not standardized thereby making it difficult for others

to comprend their thoughts.

Similarly, it is observed that many deaf people are not able to progress through their studies due

to lack of adequate vocabulary acquisition. Sign language communication strategy could be used

to improve vocabulary acquisition of learners with hearing impairment in the formal education

system. Hence the current study undertakes to investigate the effects of sign language strategy in

vocabulary acquisition of children with hearing impairment in Comprehensive Special School

Lafia, Nasarawa state.

1.3. AIM AND OBJECTIVES OF THE STUDY

The aim of this study is to determine the effects of sign language strategy on vocabulary

acquisition of children with hearing impairment in Comprehensive Special School Lafia,

Nasarawa state. Specifically, the objectives are to:

1. Determine the extent of sign language strategy on school related words of children with

hearing impairment..

2. Examine effect of Sign Language strategy on home related vocabulary acquisition of

children with hearing impairment.

hearing impairment.

4. Examine the effects of sign language strategy on bi-syllabic words of children with

hearing impairment in the study area.

1.4. RESEARCH QUESTIONS

The following research questions shall guide the study:

1. To what extent does sign language strategy influence school vocabulary acquisition of

children with hearing impairment?

2. What is the extent of sign language strategy on home related vocabulary acquisition of

children with hearing impairment?

3. What is the extent of sign language strategy on monosyllabic related vocabulary

acquisition of children with hearing impairment?

4. To what extent does sign language strategy influence bi-syllabic vocabulary acquisition

of children with hearing impairment in Comprehensive Special School Lafia?

1.5. RESEARCH HYPOTHESES

The following hypotheses shall be tested at 0.05 level of significance.

1. There is no significant mean difference in school related vocabulary acquisition of

children with hearing impairment exposed to sign language strategy and those not

exposed.
 2. There no significant mean difference in home related vocabulary acquisition of children

with hearing impairment exposed to sign language strategy and those not exposed.

1.6. THEORITICAL FRAMEWORK.

This study adopted Vygotsky's socio-cultural theory (1978) to interpret how sign language use

affects access to education for learners with hearing impairment. Schunk (2012) indicated that

the theory emphasises the social environment as a facilitator of development and learning

through language use which is an instrument of social culture. During teaching and learning

process, learners are involved socially with peers and the teacher. Vygotsky (1978) reflected that

social interaction is important for learning. According to Verenikina (2003), social interaction

between people and in this case, a teacher and learners, is necessary, but it is the quality of the

teacher-learner interaction that is considered vital in that learning. The development of mind

originates from interaction of an individual with society (Vygotsky, 1978).

One important aspect of language learning is that it begins at home with the interactions between

parents and their children and among siblings but the Deaf’s experience is limited as their

language, in most cases, is different from that of the parents and siblings. This therefore hinders

their learning, communication and interaction with others. For deaf people, spoken language

“plays less importance in their development. This theory however reflects the importance of

society in a child’s development as it addresses the role of language and society. It is this role of

vocabulary development, language in cognitive development that forms the background of this

study.

1.7. SIGNIFICANCE OF THE STUDY

curriculum developers, and future researchers. This study could be used as a source of

information to design strategies for improving sign language strategy in educating learners with

hearing impairment in special schools. It would therefore assist education planners/managers to

come up with policies and programmes that would mitigate the gaps in education through sign

language strategy. This study would further assist curriculum designers in designing curriculum

that would help sign language users and subject teachers to efficiently cater for sign language

users within the Nasarawa's education system. Moreover, this study shall identify areas where

improvements are needed in the teaching and learning through sign language strategy. The

findings and recommendations of this study shall provide sign language interpreters and subject

teachers with strategies in facilitating education of learners with hearing impairment. Finally,

future researchers may use the outcome of this study as a baseline for future studies.

1.8. SCOPE OF THE STUDY

The current investigation sets out to determine the effects of sign language on vocabulary

acquisition of children with hearing impairment in Comprehensive special school, Lafia

Nasarawa State. The study shall deal with the variables of school, home related vocabularies as

well as monosyllabic and bisyllabic words. The study will focus on the use of sign language

strategy in determining vocabulary acquisition of children with hearing impairment. Other

aspects of academic achievements such as Mathematics, and other school subjects are outside the

scope of this study.

1.9. OPERATIONAL DEFINITION OF TERMS

and configurations that are modified by facial expressions to convey meaning. These

gestures or symbols are called signs.

ii. Bi-syllabic words - are vocabularies that contain two syllables. In bi-syllabic words, only

one word is stressed while the other is unstressed.

iii. Deaf – a term used generally to describe people with hearing loss.

iv. Hearing Impaired – a term that is used frequently world wide in regard to people with

hearing losses.

v. Hard-of-Hearing – a term used to describe a person or people whose “hearing is

impaired to an extent that makes difficult, but does not preclude, the understanding of

speech through the ear alone, with or without a hearing aid”.

vi. Home Related Vocabulary – are collection of words and phrases commonly used in the

house. It includes terms related to the living room, the kitchen utensils, and the

equipment used in the home and its environs.

vii. Monosyllabic Words - these are words or utterances of only one syllable. It is most

commonly studied in the fields of phonology and morphology and it has no semantic

content.

viii. School Related Vocabulary – are collection of words and phrases commonly used in an

educational setting. It includes terms related to the classroom, the teacher and the

students, the curriculum, the assignments, the materials, and the equipment used in the

school.

ix. Sign language strategy – Sign language is a unique language that relies heavily on

visual communication, body language, and lip movements, and is often supplemented
with voice. The sign language strategy is a method of communicating and teaching the

deaf or hard-of-hearing individuals which utilizes the use of manual signs, body

language, lip movements, fingerspelling, for classroom instruction.