This is before education departments can find, or train enough teachers to make it happen. (The BSL GCSE is not about this issue, as it is aimed at making hearing students aware of sign language, who can follow English anyway).
Addressing the challenge of creating academic classes in sign language that can match the depth and breadth of spoken and written sources, particularly e.g. via specialized fields like science, or advanced theory, and other complex topics, presents a unique set of considerations. While sign languages, such as British Sign Language (BSL), are said to have their own grammar, syntax, and vocabulary, it is still viewed as a 'social tool' more than an academic one. There are many major obstacles to achieving parity in academic content across languages.
Some factors to consider when seeking to bridge this gap:
(1) Limited Academic Material in Sign Language:
Despite the progress made in developing educational resources for sign language learners, there is a lack of specialized academic material in sign languages for advanced subjects. This scarcity can pose challenges for Deaf individuals who wish to pursue higher education or engage with complex academic content in their preferred language.
(2) Challenges in Translating Specialized Vocabulary:
Translating technical and specialized vocabulary from spoken or written sources into sign language poses unique challenges, as sign languages lack established signs for certain terms or concepts. The process of expanding the lexicon of sign languages to encompass these complex terms requires time, effort, and collaboration between linguists, educators, and 'Deaf' experts, who don't exist in sufficient qualifications or numbers currently.
(3) Education and Literacy Levels:
Another factor to consider is the variation in education and literacy levels among sign language users. While sign languages are primary modes of communication for many deaf individuals, there are disparities in literacy skills, especially in written languages like English. Addressing literacy challenges, promoting bilingual education, and providing additional support for academic literacy in both sign and written languages are crucial for enhancing educational outcomes. This isn't happening currently, due to many factors. E.G. training teachers, the availability of sufficient academic reference materials, and disagreements regarding conflict of BSL/English grammar, and issues of bilingual comparisons.
(4) Access to Higher Education:
Providing equal access to higher education for Deaf individuals requires not only the availability of academic content in sign language but also inclusive teaching practices, curriculum design, and support services. Institutions must be proactive in addressing communication barriers, fostering a supportive learning environment, and promoting diversity in academia.
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