The era of oralism

The long era of oralism

In the late 19th century, oralism became the dominant teaching method in the schools for the deaf and students were divided into groups on the basis of their ability to learn spoken language. This system was in place in schools for the deaf until the 1960s. Because of it, different teaching methods were used simultaneously in the schools for the deaf. In the early 20th century, it was estimated that only about half of the students were taught using the oral method. The rest of the students were taught using the writing method or a combination of sign language and writing. In practice, all students started in schools using the oral method and those who could not be taught with this method were transferred to other schools. However, learning to speak and having other talents were not seen as commensurate, and deaf people found the system unfair.

The popularity of oralism was influenced by behaviourism. Behaviourism emphasises learning by heart and as a result, deaf students were taught the correct articulation of words and sentences but not their meaning. Because the goal of schooling was to prepare the students for the working world, articulation was the subject that was thought to help deaf students fit in with their hearing peers.

The teaching of articulation took up the lion’s share of tuition time. Other subjects were also taught using speech and even handicrafts lessons were used for practising speech and spoken language. The students were first taught letters and syllables and then these were combined into words. Various observational tools, pictures and breathing exercises were used in teaching. In the classroom, the students sat in the shape of a horseshoe, allowing them to observe each other’s and their teacher’s mouth movements. In the teaching of speech, various tools, such as mirrors, spoons and spatulas were used.

While the teachers admitted that sign language was easy and enjoyable for their students, they believed it had an adverse effect on the learning of spoken language and it was thought to isolate deaf people from other people. Sign language was also regarded as a poor, deficient and grammatically under-developed language, which did not lend itself to cerebral pursuits.

The use of the oral method entailed numerous repetitions of exercises, which caused strain on the students’ eyes and tested their patience. Furthermore, it produced poor learning results. Even so, the use of sign language was combated through physical punishment and coercion. The traditions of sign language are full of stories of punishment and feelings of shame for using the language.