This story of the birth of a new language raises some significant questions for our understanding of how bodies of knowledge are transformed. After the Sandinista revolution in 1979, for the first time in the history of Nicaragua, a huge nation-wide effort was made to educate deaf children. Hundreds of deaf students were enrolled in two schools. They had never been introduced to any of the world’s existing sign language systems, and came to the schools with only the simplest kind of gestural signs they had developed within their families. Their teachers were new and inexperienced, and found it difficult to communicate with their students, but the students themselves had no problem at all in “talking” to one another. With great rapidity they began to build on the common pool of signs, and a complex new language began to emerge, which has come now to be called Nicaraguan Sign Language (NSL). Some years down the line, an even more interesting development is noticed. As younger children enter the school system, they not only pick up the language their seniors had developed, but they confidently break the existing language rules. They invent new signs and deform old ones, and these new signs that do not obey the old rules filter back into the language, making it more complex, richer and more varied.
KAFILA - COLLECTIVE EXPLORATIONS SINCE 2006 