Consider for a moment how you would describe picking up a telephone and dialing your personal number. Every action step that you think of passes through your conscious mind in your native or first language - probably English. If you are Deaf then neither English nor any spoken language is your native language. English may be your learned 2nd or 3rd language. English is an auditory language intimately related to the sounds of speech. When you think of the action to “push” or “punch” a button, you hear a word beginning with the letter “p” in your mind. Can you even think of the “push” action without the sound of the letter “p”? Yes you can, but now your thinking process is different. You need to think in a more pictorial way as if you are watching a silent video. Even thinking of a particular number that you push takes on a different characteristic. Imagine the number 9 not starting with the “n” sound, and in fact having no associated sound. It simply represents a concept of quantity with no associated sound. If you are Deaf, you may have never heard this thing called sound. Actually, very few Deaf were born Deaf. The majority became Deaf during an illness such as meningitis with high fever at age 0-3. Sound, especially the sound of speech is a far distant memory.
How much of your thinking takes place in auditory form? You perceive many things visually, but as you think them through and make sense of them, you use your auditory language. Certainly the self talk and conversations running through your head take place in your first auditory language. Now imagine never hearing speech. There is no way for you to think in terms of an auditory language. You can certainly think and make sense of your observed world. Your thinking must take place in terms of visual or symbolic sequences. Finally, imagine reading this very sentence with no concept of sound in your mind. For hearing people the task is nearly unimaginable. You learned to read by sounding out words. Without sound, the words are just a sequence of symbols. Welcome to the world of the Deaf, and the origins of Deaf culture.
My wife Beth just retired this year from a career teaching the Deaf and Hard of Hearing at the elementary education level, and later at the high school. As we joined team #3 traveling to Johannesburg, South Africa in October, Beth wanted to learn about the services offered to the Deaf population in terms of education and support, and to explore the potential of a Saddleback church plant reaching and helping the Deaf population. We met with Dr. Kim Wallmach, a Coordinator for Translation and Interpreting at the Witwatersrand University Language School, and then with a married couple, Bascom (Hearing) and Willie (Deaf), serving with the IMB - International Missions Board, and focused on the Deaf as an Unreached People Group.
The lack of services for the Deaf in South Africa is best described as dismal. The number of Deaf is estimated at 300,000 to 400,000 (0.5% of the population). Deaf adult unemployment ranges from 70-95%. The Wits University records only 8 interpreters in all of South Africa qualified to serve at the conference interpreting level in SASL - South African Sign Language. Interpreters for court hearings typically do not qualify at this higher level. Is justice served for the Deaf? Interpreting for medical care is hit and miss. A few Deaf day schools function in the Johannesburg area. Most of the residential Deaf schools have closed, leaving students with fewer Deaf role models and far less Deaf interaction. Teachers typically operate with limited formal training in SASL. Only 12-14% of the teachers of the Deaf are considered fluent in SASL.
Beth experienced the radical changes that followed well-intentioned competing theories during her own career in the U.S. as an educator for the Deaf. Her formal training was in the Oral education method, emphasizing lip reading and speech training. Under this method the use of hand signs was discouraged. Meanwhile many schools were transitioning to a “total communication” paradigm that integrated hand signs. Some schools experimented with “Cued speech”, a technique employing handshapes indicating sound source to enhance and supplement lip reading. Other schools adopted “SEE signs” or Signing Exact English as a link between sign language and spoken/ written English. Students often made the transition from SEE to American Sign Language (ASL) in the upper grades and high school when they had adult role models.
SEE is slow and inefficient for casual person-to-person communication. ASL signs are pictorial symbols that are not presented in English sentence word order, and do not follow English grammar structure. ASL is a completely separate non-auditory language. The road for Deaf students is tough, even in a well funded and equipped school system. In the United States Deaf adults educated in the public schools read English text at an average competency level equivalent to primary grades 3-5. In doing so they read combinations of symbols with no sound associations.
Deaf education developed in South Africa with an ironic twist. During the Apartheid years the privileged white Deaf students attended oral method schools. The use of hand signs was discouraged and punished. Teachers in the colored and black schools were free to use sign language as the method that they found best to reach and communicate with Deaf students. When Apartheid ended and use of hand signs was recognized as the most effective method in Deaf education, consistent with world-wide understanding, the black schools served as the best repository, preserving the purest form of SASL.
The Midrand area where Saddleback Church proposes to sponsor a church plant has very few Deaf people. Most of the Johannesburg area Deaf are black and live in the surrounding townships. Employing an interpreter to translate a message given by a hearing pastor is not likely to succeed because language limitations severely limit the communication. We heard that the most effective way of reaching the Deaf is in a small group setting. A leader will tell a Bible story through SASL. Each attendee is asked to answer questions then retell the story. The leader interacts to clarify where needed. In this way, a story is repeated several times until all understand.
An essential key to reaching the Deaf is the development of personal relationships through one-to-one interaction. With high unemployment the Deaf cannot afford the traditional church organization with a paid pastor and staff. Successful Deaf churches are very small, and typically voluntary organizations that rotate the responsibility of pastoring. A small church may have 5 or 6 members who all assume pastor duties. The strength of this organization is built around the church body and not dependent upon any one individual pastor.
We did hear about one small Christian Deaf church that operates in the Johannesburg area. The most effective approach for a Saddleback campus may be to seek out these Deaf churches and to partner with them, lending a helping hand of resources and materials. The Deaf churches surviving as voluntary small groups already have the concept of “every member a minister”. They should prove to be quick adopters and adapters of Saddleback Purpose Driven materials. Through helping build strength in existing Christian Deaf churches, Saddleback can help them reach out further to the Deaf communities.





















