Key Findings

We believe the following factors in our teaching practice have contributed to our success so far:

• Where possible creating a real deaf environment by travelling to a deaf club/deaf gathering. Students report immersion in this environment is invaluable.
• Make allowances for students who are not primarily visual learners – given that NZSL is a very visual language. Good written material for the reader/writer learning style is helpful.
• We have instituted a planned “tea break” in the class where people can speak to ask questions and clarify understanding. The lack of opportunity to speak, particularly with new students, actually impacted negatively on their learning. If they did not understand what the tutor was signing and their attempts to sign their particular question were not successful, learning was impaired. 
• Videoing students signing conversations has proved a valuable learning tool and provided an important learning resource. It is not only useful for the students to see themselves signing but also for other students to “interpret “what was being signed.
• Student study groups are an important learning tool. Students have, on occasion, expressed disappointment when they find themselves in a situation where they need to use their signing skills and felt disappointed with their efforts. It is important to remember that they only immerse themselves in their second language for a short period each week. Any additional practice, such as regular signing sessions with fellow students, can only help their fluency.

Key Recommendations

Key themes in the student feedback include:

• The importance of a positive learning environment.
• A good range of teaching techniques to cater for different learning styles.
• Modifications for hearing students have enhanced students' learning.

Student feedback consistently reveals that full immersion – having to learn by signing – works.