Not formally because the focus of the research was on identifying the primary language capacity of the children, not their sign language capacity as such. Nevertheless, the study also undertook classroom observations in which the general language environment created by the teacher in the classroom was studied. During these observations (which included native Kenya sign language users) it did become clear that many teachers lacked proficiency in KSL and further discussions revealed this to be a concern of the teachers themselves. The research concluded with recommendations around supporting teachers of the deaf in Kenya to be provided with more intensive training around both early language development in deaf children and in KSL.
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