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The use of aspects of an artificially devised manual code in a black school for the deaf was examined. The encoding of prefixes, bound with the noun class system, in Tswana as used by seven teachers was studied as well as the consistency of the teachers to code lexical items. Results indicated the absence of signed prefix markers, inconsistency in signing lexical items and much variability among teachers in the signs used. The educational and research implications are discussed.

The use of signs and the coding of prefix markers by teachers at a school for deaf