Maltese sign language in deaf children’s education and assessment

Abstract

The view of the Deaf as a cultural-linguistic minority is considered as the desired basis for all educational arrangements including those for assessment. It is argued that Deaf children need to achieve good fluency in at least one language before starting their formal education. Children who are not in possession of a first language – spoken or signed - are greatly disadvantaged when they are included in literacy programmes for hearing children. In fact, some may never reach a satisfactory level of literacy and, therefore, will not learn to engage in literate thought. The need to promote access to bilingual (bimodal) education is emphasised. This implies facilitating competence in a sign language as well as a spoken language - preferably the two languages spoken in the Maltese educational system. It is argued that full access to the curriculum for Deaf children can only be achieved through Maltese Sign Language which, it is proposed, is the alternative route that will enable Maltese Deaf children to develop reflective and creative thinking resulting from full literacy.