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{
    "id": 934871,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/934871/?format=api",
    "text_counter": 317,
    "type": "speech",
    "speaker_name": "Sen. (Dr.) Musuruve",
    "speaker_title": "",
    "speaker": {
        "id": 13188,
        "legal_name": "Getrude Musuruve Inimah",
        "slug": "getrude-musuruve-inimah"
    },
    "content": "Mr. Temporary Speaker, Sir, I was a pupil at St. Anne’s Primary School, Jogoo Road. We had a day for speaking Kiswahili and other days for English. We spoke English for three days and two days for Kiswahili. If a person was found speaking Kiswahili during time for English, they were given a talisman so that everybody would know that they spoke Kiswahili at the time when they were supposed to speak English. In the process, we improved in both Kiswahili and English. So, during my time learners got grade As in Kiswahili and English. This is because we were taught the languages from an early age. By the time we sat for our exams, it was something that we were used to. However, it is different for deaf learners because they are not given opportunities to communicate in Kiswahili or English. So, they have performance issues. Having been a teacher, we have a standard language that is used in the classroom. The kind of Kiswahili that a teacher speaks with his or her peers, for example, sheng, cannot be used in the classroom. A classroom situation helps learners to get the language to help them go beyond their villages, society and communicate internationally. So, a teacher cannot code-switch in an English or Kiswahili class. It should be the same for the deaf learners. They should be taught appropriate language that will help them. Deaf learners have already been taught KSL because the sentences are brief. They just go for content words and not the functional words as long as they have communicated a message. When children are growing up, they learn a certain language. For example, when a child says, ‘ susu ’, the parent knows that the child wants to go to the toilet. So, the child does not have to complete the entire sentence because it is clear. When my children were growing up, I was instrumental in teaching them our language. When a child showed me a cup and it is tea time, I knew that he or she wants tea. So, I would make a complete sentence to help them get the language clearly. The electronic version of the Senate Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Hansard Editor, Senate."
}