Analysis of expressive and receptive kenyan sign language skills among primary deaf children in western region, kenya

Abstract

Research has shown that deaf children of hearing parents, who constitute 95% of the deaf community, find challenges in acquiring both sign and spoken languages. This study examined the competence of deaf children in Kenyan Sign Language. The study developed sign language tools in receptive and expressive vocabulary skills. These were sign order, conversation, placement and picture descriptive as a measure. In the majority of the assessment task, there were clear indicators of age effects, family background whether-deaf or hearing, and amount of contact with skilled signers. In the interview section, children tended to answer questions with short responses. The language was only reached at age ten. In a number of cases, simple questions were misunderstood and irrelevant answers were given. It was noted that the interaction with deaf children of deaf parents (DCDP) was very cordial as opposed to deaf children of hearing parents (DCHP). The picture description did not elicit proficient signing as was expected. The story description was not easy to understand and internalize because of the ambiguity of the children’s signing. This was because there was no indication of the protagonist. In sign order, ages ten to eleven did not seem to understand spatial grammar reliably. This test worked better in its receptive version.