1. Strategic Issues in Documenting Nigerian Sign Language (NSL): The Sociolinguistic Implications BY:  ASONYE EMMANUEL, PHD.  EZINNE PAULINUS  EMMA-ASONYE EZINNE @International Conference on Language Documentation and Conservation, Feb. 26 – Mar 1, 2015 Ala-Manoa Hawaii

2. Statement of Problem  People living with speech and hearing impairment in Nigeria are the most vulnerable  They are marginalized  Their language is endangered  Deaf children acquire very low quality education and so are underdeveloped  Contribute little or nothing to the Nation’s socio-economic development  Have little or no communication with family members

3. The Sociolinguistic Situation  Nigeria is a multilingual, multi-ethnic nation with over 400 spoken languages.  Sign language is not recognized in Nigeria’s constitution.  Deaf children are taught with ASL in schools.  Many linguists have avoided studying and developing sign language.

4. Aims and Objectives of the Study  Document the Nigerian Sign Language NSL  Produce pedagogical material for Deaf education including videos and ICT  Train sign language instructors and interpreters  Propose legislation to require signing interpreters in public events  Create a media campaign to publicize deaf language and culture  Help hearing family members communicate with Deaf children

5. Theoretical Framework Two theories were reviewed: (i)Total Communication theory – “the teacher uses every means of communication available to communicate with the Deaf pupils: manual language, finger-spelling with the manual alphabet, writing, speech, pantomime, drawing – whatever!” (Melefsky & Lindsay, n.d)

6. Theoretical Framework Cont’d ( ii) Inclusion – “an educational reform aiming at redesigning the general education structure to accommodate both able bodied learners with disabilities.” (Ademokoya, 2008) But beyond the above two, we propound the concept of: Total Integration – incorporating hearing family members in the teaching and learning of sign language.

7. Review of Literature  “In Nigeria, about 14% of the school children have some kind of hearing loss.” (South African Hearing Institute, 2011)  This number falls among more than 1.2 million children of 5 to 14 of age who suffer from moderate to severe hearing loss in both ears in Sub-Saharan Africa.  Most Deaf children are born to hearing parents; parents and children do not have the same mother tongue.  Also many Deaf children grow up to become parents of hearing children. (Skutnabb-Kangas, 2001)

8. Review of Literature Cont’d  “Early and easy communication between a child and the people in his or her environment is critical not only to language development but also in the areas of cognitive and social development.” (Malloy, 2003)  Studies show that when a Deaf child does not have a fluent language model, s/he picks up the language from socializing with fluent language users.  The most important thing is to make sure that communication between child and parent is always reliable and clear.

9. Our Project Phase 1: Providing Sign Language Classes for Hearing Family Members of the Deaf & Researchers Since Jan 14, 2014

10. Our Project Phase 2: Providing ICT Education for Deaf Students 2015-2017 IN-HOUSE MEETING WITH DEAF PARENTS ON THE ISSUES OF DEAF ICT EDUCATION FOR CHILDREN PTA MEETING, STILL ON THE ISSUE OF ICT EDUCATION FOR DEAF CHILDREN IN ORODO

11. Expected Result At the expiration of the first 2 years:  Family members and language researchers would have acquired sign language enough to participate in language documentation.  Deaf students would have acquired ICT Education enough to participate in language documentation.  The production of simple sign language books and video materials will commence.

12. Our Challenges  Nigeria’s multilingual nature is an issue.  There is a wide communication gap between the Deaf and the Hearing.  Both the Deaf students, family members and the research team are not trained on language documentation.  Funds for documentation are not yet available.

13. How We Can Overcome Our Challenges  Documentation will be based on Igbo speech community.  Our sign language classes and other social programs aim at integrating the Deaf and the Hearing to improve communication.  Participants, both deaf and hearing will be adequately trained.  We have currently applied for a number of grant calls.

14. Conclusion Our study takes into cognizance the following facts:  ASL is the official Deaf language currently in use in Nigeria.  Deaf Communities and Deaf Culture are not strongly in existence.  Ajavon (2003) is the only attempt on NSL documentation according to available records.  Inadequate training and poor education of the Deaf has a gross negative impact on the development of NSL.

15. Bibliography Ademokoya, J.A. 2008. “Classroom communication and placement of the Deaf child in an inclusive class”. In J. Hum. Ecol. 23(3): 203-209. Ajavon, P. A. 2003. “The Incorporation of Nigerian signs in Deaf education in Nigeria: a pilot study”. Frankfurt am Main. Bruxelles: Peter Lang. Skutnabb-Kangas, T. 2001. “Language and human rights”. Plenary paper at the Euro-Sign Conference, 6-8 September 2001. South African Hearing Institute 2011. “Nigeria: One in seven children suffers from hearing Loss”. www.sahi.org.za/hearing_loss_statistics.html