Exploring the power of language: Rebekah’s research journey with NZSL

Psychology graduate Rebekah Butterfield recently spoke with The Hearing House team, sharing insights from her thesis, More Than Just a Language: Hearing Parents’ Experiences of Learning New Zealand Sign Language (NZSL) for Their Deaf Children.  

Her research explores how learning NZSL shapes hearing parents' relationships with their deaf /Deaf children and how it influences their sense of connection with the Deaf community.  

It was during her studies at Victoria University that Rebekah first developed a passion for working alongside the Deaf community. Her academic journey has been driven by a deep interest in the social and emotional dimensions of language, identity, and inclusion.  

In her thesis, Rebekah investigated how parents position themselves in relation to the Deaf community and how acquiring NZSL supports their parenting goals. Her findings highlight the meaningful shifts in understanding, communication, and connection that occur when parents embrace NZSL not just as a tool, but as a bridge into their child’s world.  

Rebekah is currently working to publish her thesis and hopes that her work will help inform and inspire others who are navigating similar journeys. We’re grateful she took the time to share her research with us—it’s encouraging to see future leaders and researchers helping to amplify the voices of Deaf/deaf children and their whānau.  

While previous research has largely centred on how language choices impact deaf children’s development, Rebekah’s research investigates the transformative journey of five hearing parents who chose to learn NZSL, focusing on their identity evolution and parenting goals. All their children had used, or were using hearing aids or cochlear implants at the time. 

Learning goes far beyond language acquisition 

The research reveals that parents' learning of NZSL goes far beyond language acquisition. It is deeply intertwined with cultural identity, emotional adaptation, and reshaping of socialisation goals. Rebekah, who learnt NZSL at University, identifies four central themes from her thematic analysis: (1) discovering hearing identities, (2) navigating between the deaf and hearing worlds, (3) valuing deaf role models, and (4) using NZSL as both a parenting goal and a vehicle for broader socialisation objectives. 

Initially, participants became aware of their own hearing identities only after engaging with the Deaf community. This awareness often came as a surprise. As one parent described, “I didn’t really realise I was hearing either, till you go into the deaf community... Your identity comes with being part of the deaf community and then all of a sudden, the fact that I’m hearing is part of my identity.”  

This realisation prompted parents to reassess their roles and values, often finding themselves caught between the norms of hearing society and the perspectives of the deaf/Deaf world. 

Deafness as a cultural identity 

Parents increasingly adopted deaf/Deaf cultural values, particularly the view of deafness as a cultural identity rather than a deficit. NZSL became not just a practical tool for communication, but a cornerstone of their parenting philosophy. Learning NZSL enabled them to build deeper connections with their children and support their development holistically. This commitment often required significant sacrifices, including time, money, and at times, relocation for better access to resources. 

A critical support in this journey came from Deaf role models, who offered guidance, affirmation, and lived experiences. These role models played a pivotal role in encouraging parents to pursue and persist with NZSL learning. One parent recalled the emotional impact of hearing a Deaf adult’s story: “Just with his story about signing behind, hiding, signing behind trees in the playground—it struck me as such a similar story as with what happened with te reo. And I, at that point, became determined to teach her sign language.” 

Many parents took on advocacy roles, positioning themselves as bridges between the Deaf and hearing communities. This shift enabled them to challenge societal misconceptions and push for better accessibility and understanding. However, this advocacy also came with emotional tolls, particularly as they encountered persistent barriers in educational and social settings. 

Ultimately, Rebekah’s research highlights the profound identity transformation that occurs when hearing parents engage deeply with NZSL and Deaf culture. The findings underscore the importance of supporting parents in this transition, given its critical role in shaping outcomes for deaf/Deaf children. 

Rebekah Butterfield