BSL Team Teaching: Native vs Hearing Tutors Research
British Sign Language education faces a unique challenge that other language teaching rarely encounters: should native Deaf BSL users teach alone, or would beginners benefit more from team teaching with hearing interpreters? Nicki Sanders' action research tackles this contentious debate head-on, revealing surprising insights about communication barriers and learning confidence.
Unlike spoken languages where native speakers can easily communicate with beginners, BSL presents distinctive obstacles. Deaf tutors using full BSL from day one can overwhelm complete beginners who cannot yet bridge the communication gap. Conversely, hearing tutors with BSL qualifications, while able to communicate easily with students, lack the cultural authenticity and native fluency that makes BSL education meaningful.
Sanders' research surveyed BSL learners across all qualification levels, from absolute beginners to qualified interpreters. The findings revealed a fascinating divide: higher-level learners insisted BSL should only be taught by Deaf tutors using full BSL with no English support. However, these respondents had completed their Level 1 courses years earlier, potentially forgetting their initial struggles.
Current beginner learners told a different story. They reported feeling overwhelmed, lacking confidence, and struggling to ask questions when faced with Deaf tutors who used only BSL. Many experienced anxiety about basic communication, including safety concerns like understanding fire alarm procedures or asking for clarification.
The research identified team teaching as a potential solution—pairing a native Deaf BSL user with a hearing high-level BSL user experienced in interpreting. This approach would provide cultural authenticity while removing communication barriers that prevent effective learning.
When Sanders implemented this team teaching model, results were immediately positive. Students reported feeling more confident, able to access information fully, and comfortable asking questions without communication barriers. They also gained valuable exposure to professional interpreting while maintaining contact with Deaf culture.
The study highlights broader questions about language teaching methodology. Should educational approaches prioritize theoretical ideals about native speaker instruction, or practical learning outcomes for students? Sanders' findings suggest that beginner BSL learners benefit significantly from having both perspectives available.
This research contributes valuable evidence to ongoing debates within the Deaf community about BSL education. It demonstrates that team teaching can honor the cultural importance of Deaf-led education while addressing practical barriers that might otherwise discourage students from continuing their BSL journey.