2.3.1. Residential School
Adam et al (2014:117) state that Deaf interpreting originated in residential schools for Deaf children. In the classroom, Deaf children with signed and spoken language skills performed as relay interpreters for their peers in the classroom (Bienvenu & Colonomos, 1992). As Boudreault, (2005:324) notes a “very common situation in a classroom at a school for the Deaf or even in a higher education context is that the hearing teachers do not communicate or transmit their ideas clearly”. In oralism classrooms where sign language was outlawed teachers had no knowledge or skill in sign language. Instead they communicated through spoken language and for Deaf children to access spoken language instructions they had to use their
Adam et al (2014:117) state that Deaf interpreting originated in residential schools for Deaf children. In the classroom, Deaf children with signed and spoken language skills performed as relay interpreters for their peers in the classroom (Bienvenu & Colonomos, 1992). As Boudreault, (2005:324) notes a “very common situation in a classroom at a school for the Deaf or even in a higher education context is that the hearing teachers do not communicate or transmit their ideas clearly”. In oralism classrooms where sign language was outlawed teachers had no knowledge or skill in sign language. Instead they communicated through spoken language and for Deaf children to access spoken language instructions they had to use their