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Nigeria's free digital learning hub. Videos, lecture notes, practice questions and leaderboards aligned with CCMAS, NBTE, NCCE, WAEC, NECO, IJMB and JAMB curricula.
Educational Management · 300 Level
This is the complete lecture note for ESP 312 Total Communication and Deaf Culture, prepared for Educational Management students at 300 Level. You can read it online below, open it in the full viewer, or download the PDF for offline study. It pairs with the course's video lectures, so you can read and watch together.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Series 1 Course Code: ESP 312 Course Title: Total Communication and Deaf Culture. Course Credit load: 2 Units List Series: Series 1: Foundations of Total Communication. Series 2: American Sign Language and Its Components. Series 3: Sign Dictionaries and Methods of Compilation. Series 4: Simultaneous Communication Practices. Series 5: Deaf Culture and Principles of Communication. Parts Outline for Series 1 Part 1.1 Meaning and Context of Total Communication 1. Definition of Total Communication 2. Historical Background and Development 3. Importance in Deaf Education Part 1.2 Components of Total Communication 1.2.1 Mime and Gestures 1.2.2 Non-Manual Features of Sign Language 1.2.3 Localisation and Finger Spelling Part 1.3 Principles and Practice of Total Communication 1.3.1 Classroom Applications 1.3.2 Beyond the Classroom: Everyday Use 1.3.3 Challenges and Opportunities in Practice Introduction Communication is central to human interaction, yet for individuals who are deaf or hard of hearing, traditional spoken language alone may not provide full access to meaningful exchange. Over time, educators and communities have developed approaches that combine different modes of communication to ensure inclusivity and effectiveness. This Series introduces you to the foundations of total communication, a philosophy that embraces multiple methods such as
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS speech, sign, mime, and gestures, making it a vital starting point for understanding both the technical and cultural aspects of this course. The aim of this Series is to equip you with the knowledge and skills to define the concept of total communication, identify its essential components, and apply its principles in both classroom and everyday contexts. By the end of the Series, you will be able to explain its relevance to deaf education and practise its basic applications. We shall commence this Series by examining the meaning and context of total communication, including its definition, historical background, and importance in deaf education. Next, we will explore the components of total communication, focusing on mime, gestures, non-manual features, localisation, and finger spelling. Finally, we will wrap up by considering the principles and practice of total communication, looking at how it is applied within the classroom and beyond, while also reflecting on the challenges and opportunities it presents. Series Learning Outcomes Upon completing this Series, you should be able to: • SLO 1.1: define the concept of total communication and explain its historical background in deaf education, • SLO 1.2: analyse the importance of total communication in supporting inclusive learning environments, • SLO 1.3: identify and describe the key components of total communication, including mime, gestures, non-manual features, localisation, and finger spelling, • SLO 1.4: demonstrate how total communication can be applied in classroom contexts through practical examples, and • SLO 1.5: evaluate the challenges and opportunities of practising total communication both within and outside the classroom. 1.1 Meaning and Context of Total Communication 1.1.1 Definition of total communication Total communication is a philosophy of communication that encourages the use of all available methods to convey and receive messages. These methods include speech, sign language, finger spelling, mime, gestures, and auditory aids. The central idea is that no single mode of communication should dominate, but rather that learners should be exposed to and practise multiple approaches to achieve effective interaction. This approach is particularly significant in deaf education, where learners may have varying levels of hearing ability and different preferences for communication. Fill in the blank: Total communication is a philosophy that encourages the use of ______ methods to convey and receive messages.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Figure 1.1 Modes of communication within total communication 1.1.2 Historical background and development The philosophy of total communication emerged in the mid-twentieth century as educators sought more inclusive ways to teach deaf learners. Prior to this, methods often relied exclusively on oralism, which emphasised speech and lip-reading, or manualism, which focused solely on sign language. Both approaches had limitations, as they excluded learners who struggled with one mode or preferred another. Total communication was developed to bridge these gaps by combining methods, thereby offering flexibility and inclusivity. Fill in the blank: Before the development of total communication, deaf education often relied exclusively on ______ or ______.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Box 1.1 Key milestones in the development of total communication. 1.1.3 Importance in deaf education The importance of total communication lies in its adaptability. By allowing learners to use multiple modes, it ensures that communication barriers are reduced and that learners can participate fully in educational and social contexts. It also respects the diversity of deaf learners, acknowledging that some may prefer sign language while others may benefit from auditory aids or speech. In practice, total communication promotes inclusivity, flexibility, and empowerment. Fill in the blank: The importance of total communication lies in its ______, which ensures that communication barriers are reduced. Plate 1.1 Teacher demonstrating total communication in a classroom setting. Pilot Questions 1.1 1. What is the definition of total communication? 2. Which two approaches dominated deaf education before the emergence of total communication? 3. Why is total communication considered important in deaf education? 4. Name at least three modes of communication included in total communication. 5. How does total communication promote inclusivity among deaf learners? 1.2 Components of Total Communication 1.2.1 Mime and gestures Mime refers to the silent use of facial expressions and body movements to convey meaning. It is a powerful tool because it can illustrate ideas without spoken words, making it accessible to learners with varying hearing abilities. Gestures are deliberate movements of the hands, arms, or
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS body that represent specific ideas or actions. Together, mime and gestures form a natural and intuitive part of total communication, often bridging gaps when other modes are less effective. Fill in the blank: Mime uses ______ and body movements to convey meaning without spoken words. Plate 1.2 Demonstrating mime and gestures in communication. 1.2.2 Non-manual features of sign language Non-manual features are facial expressions, head movements, and body postures that accompany signs to add meaning or emphasis. For example, raising eyebrows can indicate a question, while a head shake can show negation. These features are essential because they provide grammatical and emotional context to signed communication. Without them, the meaning of signs may be incomplete or misunderstood. Fill in the blank: Non-manual features include facial expressions, ______ movements, and body postures that add meaning to signs.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Figure 1.2 Examples of non-manual features in sign language 1.2.3 Localisation and finger spelling Localisation refers to the use of space around the signer to indicate relationships, positions, or references. For example, pointing to a specific area can represent a person or object in that location. Finger spelling involves spelling out words using hand shapes that correspond to letters of the alphabet. It is often used for names, technical terms, or words without established signs. Together, localisation and finger spelling expand the expressive capacity of total communication, allowing for precision and clarity. Fill in the blank: Finger spelling involves spelling out words using ______ that correspond to letters of the alphabet. Letter Handshape Description (ASL Fingerspelling) A Make a fist with all fingers curled in; the thumb rests along the side of the index finger. B Extend all four fingers straight up with the palm facing outward; thumb is tucked across the palm. C Curve the hand and fingers to form a rounded “C” shape, similar to the letter C. D Extend the index finger straight up; curl the remaining fingers into the palm so they touch the thumb. Table 1.1 Examples of finger spelling in American Sign Language.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Pilot Questions 1.2 1. What is the difference between mime and gestures in communication? 2. Give two examples of non-manual features in sign language. 3. How does localisation enhance communication in sign language? 4. What is finger spelling used for in total communication? 5. Why are non-manual features considered essential in signed communication? 1.3 Principles and Practice of Total Communication 1.3.1 Classroom applications In the classroom, total communication is applied by combining speech, sign language, finger spelling, mime, and gestures to ensure that all learners can access information. Teachers may simultaneously speak and sign, or use finger spelling for technical terms while reinforcing meaning with gestures. This approach allows learners with different communication preferences to participate fully. It also encourages peer interaction, as students can practise multiple modes together. Fill in the blank: In the classroom, total communication is applied by combining ______, sign language, finger spelling, mime, and gestures.
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