1. Briefing on Education on Sign Language Mrs. Ntombenhle Nkosi; Chief Executive Officer Friday, 20 June 2008 Joint Monitoring Committee on Improvement of Quality of Life and Status of Children, Youth and Disabled People Persons, Room V227 Old Assembly Parliament, Cape Town

2. 2 PART A INTRODUCTION

3. 3 Intro… Legislative Mandate PanSALB derives its legislative mandate from the Constitution of the Republic of South Africa, the PanSALB Act 59 of 1995 as amended in 1999 and the PanSALB Regulations. PanSALB derives its legislative mandate from the Constitution of the Republic of South Africa, the PanSALB Act 59 of 1995 as amended in 1999 and the PanSALB Regulations. The powers and functions of the Board are to: (a)Make recommendations with regard to any proposed or existing legislation, practice and policy dealing directly or indirectly with language matters at any level of government, and with regard to any proposed amendments to or the repeal or replacement of such legislation, practice and policy; (a)Make recommendations with regard to any proposed or existing legislation, practice and policy dealing directly or indirectly with language matters at any level of government, and with regard to any proposed amendments to or the repeal or replacement of such legislation, practice and policy;

4. 4 Intro… The powers and functions of the Board are to: (b)Make recommendations to organs of state at all levels of government where it considers such action advisable for the adoption of measures aimed at the promotion of multilingualism within the framework of the Constitution; (b)Make recommendations to organs of state at all levels of government where it considers such action advisable for the adoption of measures aimed at the promotion of multilingualism within the framework of the Constitution;

5. 5 Intro… The powers and functions (cont.) (c) Actively promote an awareness of multilingualism as a national resource; (c) Actively promote an awareness of multilingualism as a national resource; (d)Actively promote the development of the previously marginalised languages; (d)Actively promote the development of the previously marginalised languages; (e)Initiate studies and research aimed at promoting and creating conditions for the development and use of (e)Initiate studies and research aimed at promoting and creating conditions for the development and use of (i) all the official languages of the Republic; (i) all the official languages of the Republic; (ii) Khoe and San languages; and, (ii) Khoe and San languages; and, (iii) South African Sign Language. (iii) South African Sign Language. (f)Promote and ensure respect for all other languages commonly used by communities in South Africa; (f)Promote and ensure respect for all other languages commonly used by communities in South Africa;

6. 6 Intro… The powers and functions (cont.) (g)Advise on the co-ordination of language planning in South Africa; (g)Advise on the co-ordination of language planning in South Africa; (h)Facilitate co-operation with language planning agencies outside South Africa; (h)Facilitate co-operation with language planning agencies outside South Africa; (i)Establish Provincial Language Committees and National Bodies to advise it on any language matter affecting a province or a specific language; and (i)Establish Provincial Language Committees and National Bodies to advise it on any language matter affecting a province or a specific language; and (j)Establish National Lexicography Units to operate as companies limited by guarantee under section 21 of the Companies Act, 1973 (Act 61 of 1973); and allocate funds to the units for the fulfilment of their functions. (j)Establish National Lexicography Units to operate as companies limited by guarantee under section 21 of the Companies Act, 1973 (Act 61 of 1973); and allocate funds to the units for the fulfilment of their functions.

7. 7 Intro… The powers and functions (cont.) In terms of Section 4 of the PanSALB Act, the Board is an independent organ of state, subject only to the Constitution and its founding legislation and must perform its duties without fear, favour or prejudice. All organs of state are enjoined to cooperate with the Board and may not interfere with the function of the Board in its execution of its mandate. In terms of Section 4 of the PanSALB Act, the Board is an independent organ of state, subject only to the Constitution and its founding legislation and must perform its duties without fear, favour or prejudice. All organs of state are enjoined to cooperate with the Board and may not interfere with the function of the Board in its execution of its mandate.

8. 8 Intro… Vision To achieve the equal status and use of all official languages of South Africa To achieve the equal status and use of all official languages of South AfricaMission To provide for the recognition, the promotion and the development of all South African languages, with particular attention being given to those languages that were previously marginalized To provide for the recognition, the promotion and the development of all South African languages, with particular attention being given to those languages that were previously marginalizedValues Respect for all languages in South Africa Respect for all languages in South Africa Equal treatment of all languages in South Africa Equal treatment of all languages in South Africa Non discrimination on the basis of language Non discrimination on the basis of language

9. 9 Intro.. Purpose Create conditions for; Multilingualism by developing and promoting equal use and status of all official languages National unity and respect for the Bill of Rights as it pertains to respect and cultural tolerance of all languages and restoration of dignity of formally marginalised languages

10. 10 Intro… Purpose See to the Implementation of; Language policies at all levels of government Language development plans, projects and initiatives Appropriate research in support of language development All measures meant to protect and support Constitutional democracy with respect to language

11. 11 Intro… Purpose Be agents of change by; Promoting public dialogue to change mindsets and attitudes to language Promoting the value of indigenous languages Monitoring the application of language legislation Advising government on linguistic matters

12. 12 PART B SERVICE DELIVERY

13. 13 Background South African Sign Language (SASL) is recognized and used as a first language by approximately 500 000 Deaf South Africans. South African Sign Language (SASL) is recognized and used as a first language by approximately 500 000 Deaf South Africans. Since 1996, SASL has been officially recognized as the language of learning and teaching for the majority of Deaf learners in South Africa. Since 1996, SASL has been officially recognized as the language of learning and teaching for the majority of Deaf learners in South Africa.

14. 14 Background Government policies also acknowledge SASL as the means through which Deaf people become economically and intellectually empowered. Government policies also acknowledge SASL as the means through which Deaf people become economically and intellectually empowered. This in turn has increased the awareness of the need for accessible social and legal services, equal education opportunities and therefore, SASL interpreter services. This in turn has increased the awareness of the need for accessible social and legal services, equal education opportunities and therefore, SASL interpreter services.

15. 15 Background Because of a lack of awareness in the South African society, Deaf people experience language barriers in public sectors. Because of a lack of awareness in the South African society, Deaf people experience language barriers in public sectors. This means that there is a great need for professionals in different fields to learn SASL in order to provide efficient access to service. Also, this will help Deaf people to contribute equally to the South African economy. This means that there is a great need for professionals in different fields to learn SASL in order to provide efficient access to service. Also, this will help Deaf people to contribute equally to the South African economy. PanSALB has since established a National Language Body (NLB) for Sign Language and appointed a SASL practitioner to service the NLB. PanSALB has since established a National Language Body (NLB) for Sign Language and appointed a SASL practitioner to service the NLB.

16. 16 Summary of PanSALB Interventions Training and Public Awareness in Northern Cape InitiativesChallenges  In 2007 two workshops were organised by PanSALB in the Northern Cape.  These workshops were organised in partnerships with the DEAFSA national head office and Northern Cape branch.  The workshops were supported by the Siyanda district municipality based in Upington and the Emthanjeni local municipality based in De Aar.  The workshops reached more than 1000 people.  They were attended by Deaf people, their families and relatives, police officers, nurses, community development workers, educators, councillors, municipal officials, the media and ordinary community members.  The aim of the workshops was promoting South African Sign Language (SASL) and Deaf culture in the provision of service delivery. There is still high unemployment rate and discrimination towards Deaf people in most provincial state departments. There is no school for Deaf people in the Northern Cape. There is still violation of linguistic rights of Deaf people provincially. One example which was cited is when police handcuff the Deaf for arrest, they fail to read them their rights. There is not a single Deaf person who is employed at the departments that were visited by PanSALB which included the following: SAPS, Health, Social Services, De Aar and Upington district municipalities.

17. 17 Summary of PanSALB Interventions Training and Public Awareness in North West InitiativesChallenges  From 2005-2007 PanSALB conducted workshops for parents of Deaf students at Kutlwanong and Leeuwdoringstad schools respectively.  About 150 parents were taught sign language to facilitate easy communication with their children during school vacations.  We are currently planning a workshop for community members of the Merafong Municipality.  In 2008 PanSALB recommended two students who are ultimately received bursaries to study sign language at Wits University. Funding was sponsored by the Department of Arts and Culture in the Northern West. The project has been discontinued due to lack of funding. Presently there are no known accredited service providers of sign language in the Northern West.

18. 18 Summary of PanSALB Interventions Training and Public Awareness in Gauteng InitiativesChallenges  On 4-8 September 2006, PanSALB facilitated Sign language, training for front line workers at the Pretoria Academic Hospital.  This training was to equip front line workers of the Hospital with basic Sign language in order to ensure effective communication towards the Deaf clients visiting the hospital on a daily basis.  20 frontline workers were trained and certified.  PanSALB provided funding for the for SASL interpreters for the groundbreaking conference on early childhood and deafness held in August 2007 entitled: Building Bridges in Africa: Early Childhood Development for Children with Hearing Loss organised by the University of Witwatersrand: Centre for Studies. The conference focused on early intervention for Deaf babies. Workers in most public institutions are not conversant in Sign language, as a result these creates a barrier in service delivery.

19. 19 Summary of PanSALB Interventions Training and Public Awareness in Gauteng InitiativesChallenges  On 30 November 2006 PanSALB facilitated a provincial Sign language interpreters workshop.  70 interpreters attended the workshop and deliberated on the challenges faced by Sign language interpreters in Gauteng.  At the end of the workshop a task team comprising of PanSALB, Department of Education, SASLINC, Gauteng Provincial Language Committee and the Department of SRAC was formed.  The task team was formed to look at the drafting of South African Sign Language interpreters guidelines document.  On 20 September 2007 PanSALB in cooperation with DEAFSA hosted a schools debate for Deaf learners. Almost all the schools for the Deaf in Gauteng were represented. Lack of guidelines leads to mushrooming of private companies who exploits the Deaf.

20. 20 Summary of PanSALB Interventions Training and Public Awareness in Free State InitiativesChallenges  PanSALB is funding training of 10 South African Sign Language interpreters in the Free State.  Then trained candidates will receive accreditation and be placed on the PanSALB data base of Sign Language interpreters in the Free State.  The project is joint venture with the organisations that are representing the Deaf community (DEAFSA, NDISISA, and PASASLI)  PanSALB is funding a project that is developing teaching and learning material in Sign Language.  This is in partnership with the University of the Free State. Materials will be launched on 26 September 2008. There are only 3 qualified Sign language interpreters conducting training at the three tertiary institutions in the Free State

21. 21 Summary of PanSALB Interventions Training and Public Awareness in Limpopo InitiativesChallenges  Between 2006-07 PanSALB in the province conducted basic South African Sign Language training in the following hospitals: NameDateFinanced byAttendees Polokwane10-13 April 06Sports, Arts and Culture 20 Knobel18-21 September 06 PanSALB20 Mankweng06-10 November 06 Mankweng hospital20 Polokwane29 May 06 and 01 June 06 Polokwane hospital20 Lebowakgomo03-07 Sep 07 and 03-08 Sep 07 Lebowakgomo hospital 20

22. 22 Summary of PanSALB Interventions Training and Public Awareness in Limpopo InitiativesChallenges  On 04 September 07, during the Deaf week PanSALB in collaboration with the Deaf Federation of Limpopo submitted a memorandum to the Office of the Premier for SASL to be recognised as one of the official languages of South Africa.  On 06 November 2007 workshop for parents and siblings of Deaf Children was organised.  In July 2008 there would be SASL training for hospitals.  In August 2008 there would be a follow up workshop for Deaf parents.  From 1-7 September 2008 there would be a Deaf awareness festival. Most teachers who are teaching in Deaf schools have limited knowledge of Deaf language, as a result they can’t Sign for instance scientific terms.

23. 23 Summary of PanSALB Interventions Training and Public Awareness in the Western Cape InitiativesChallenges  In 2005-06 PanSALB funded the centre for the Deaf in Worcester to establish an infrastructure for the development of SASL and training the Deaf.

24. 24 Summary of PanSALB Interventions Training and Public Awareness in Mpumalanga InitiativesChallenges  On 25 January 2008 the SASL National Language Body held a workshop on the use of SASL interpreters at Thanduxolo Special School in Witbank.  This workshop was organised in collaboration with Mpumalanga DEAFSA and funded by PanSALB.  The purpose of the workshop was to inform and educate the Deaf community about:  The availability of SASL interpreters  The code of ethics of SASL interpreters  The linguistic rights of the Deaf  The role of the PanSALB translation an interpreting focus area

25. 25 Key Initiatives for 2008/09 PanSALB plans to undertake the following projects amongst others during 2008/09: PanSALB plans to undertake the following projects amongst others during 2008/09: Reviewing the dictionary for the Deaf. Reviewing the dictionary for the Deaf. Establishing a National Lexicography Unit (NLU) for SASL that will be responsible for compiling a document on spelling and orthography of SASL. Establishing a National Lexicography Unit (NLU) for SASL that will be responsible for compiling a document on spelling and orthography of SASL. Establish a Language in Education technical committee within the SASL NLB to look into the implementation of the language in education policy as far as SASL is concerned. Establish a Language in Education technical committee within the SASL NLB to look into the implementation of the language in education policy as far as SASL is concerned. Through the SA High Commissioner in Malawi Mrs. Tsheole will create linkages between Deaf schools in SA and Malawi. Through the SA High Commissioner in Malawi Mrs. Tsheole will create linkages between Deaf schools in SA and Malawi. The High Commissioner is leading this process. The High Commissioner is leading this process.

26. 26 Thank You