The DBE is amending the Regulations pertaining to the National Curriculum Statements (CAPS), Grades R – 12, to recognise South African Sign Language (SASL) as a home language, and to ensure that it promoted and installed across Government departments.
The definition of “Deaf Learner” is hereby amended as “a learner who is either in a special school in terms of section 5(6) of the South African Schools Act, 1996 (Act No. 84 of 1996), or in an ordinary school where he or she has been assessed and verified by a registered health professional as deaf. Such a deaf learner may, in terms of section 6 (4) offer South African Sign Language, which has the status of an official language for the purposes of learning”. This is as a Language of Learning and Teaching in lieu of Sign Language being declared as an official language.
Deputy Minister, Dr Reginah Mhaule, represented the DBE in a meeting with the Portfolio Committee on Sports, Arts and Culture on 30 August 2022. The Departments of Justice and Correctional Services and the Pan South African Language Board were also presenting on the preparations of the inclusion of the SASL, the budgetary requirements and timelines.
Dr Rufus Poliah, Chief Director for National Assessment and Public Examinations, delivered a comprehensive presentation on the status of SASL in education. “In the education sector, the South African Sign Language is recognised as an official language. The SASL Home Language (HL) CAPS for Grades R-12 was approved by the Council of Education Ministers during July 2014. A total of 47 schools for the deaf offer SASL HL as a Home Language and a deaf teacher assistant facilitates learning and teaching in all other subjects, mediated through the SASL. The DBE administers SASL HL as part of the National Senior Certificate (NSC) examinations (Grade 12). The first SASL HL was administered in 2018 for 52 candidates. In 2022, SASL HL will be administered across 24 schools and will be taken by 229 candidates. The question papers are signed and video-recorded; distributed to schools on DVDs, and learner responses are also signed and recorded. Marking is done by SASL HL teachers, assisted by deaf teacher assistants. School Based Assessment (SBA) and observing and signing also constitute part of the NSC examinations. Assessment in SASL HL is not paper-based and the question paper is signed and video edited. This demands skills from specialists and is time-consuming, but a clear management plan for the setting, moderation and recording of question papers ensures that question papers are made available for all examinations. The training of markers, examiners and moderators is an ongoing process”.
Dr Poliah further explained that there is a limited pool of SASL HL teachers available. In addition, the standardisation of SASL HL is a challenge due to dialectical differences, but a glossary of standardised signs is used in each paper. In respect of SAHL resources, initial expenses are costly, but equipment is well-managed by PEDs and schools to ensure the inclusive education of all learners for no South African child to be left behind.
The amendment to the Regulations is available on the Departmental website: www.education.gov.za, under Resources, Policy, Curriculum and Assessment Policies.