Teachers’ Perspectives on Interpreting Services

David Uwumborlame Bunbun

Abstract


The study sought to explore teachers’ perspectives on interpreting services in the salvation army school for the Deaf. The study was guided by two objectives which include finding out Teachers’ views on the academic impact of interpreting services; Investigate strategies that are used to maximize interpreting services The study employed a case study design. The semi-structured interview guide was used to gather data for the study. The purposive sampling technique was used to select the teachers. The sample size of the study was ten teachers within the Salvation Army School for the Deaf in the Central Region of Ghana. Most of the respondents perceived that the academic impact of interpreting services includes effective communication and access to communication. Strategies used to maximize interpreting services were modern technology, workshop training, and motivation. The study, therefore, recommends that the Government of Ghana should motivate interpreters through awards and allowances, and ICT tools that aid interpreting services should be made available and accessible. The Government should periodically organize training sessions to equip interpreters with new vocabulary.

Keywords


Deaf; Deafness; Interpreting services; Perspective; Sign language

Full Text:

PDF

References


Allard, M., and Mertzenich, C. R. (2016). Teachers' experiences using interpreters for parent-teacher conferences: expectations, challenges, and preparations. Journal of Early Childhood Teacher Education, 37(3), 201-218.

Braun, V., and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550.

Ewa, J. A., Zake, A. V., and Agba, J. U. (2018). Psychosocial effect of the use of amplifications among individuals with hearing impairment: communication implications for creativity in inclusive education practices in university of Calabar, Nigeria. British Journal of Earth Sciences Research, 6(1), 20-31.

Hallad, S. A., Banapurmath, N. R., Patil, A. Y., Hunashyal, A. M., and Shettar, A. S. (2016). Studies on the effect of multi-walled carbon nanotube–reinforced polymer-based nano - composites using finite element analysis software tool. Proceedings of the Institution of Mechanical Engineers, Part N: Journal of Nanomaterials, Nanoengineering and Nanosystems, 230(4), 200-212.

Hockenbury, J. C., Kauffman, J. M., and Hallahan, D. P. (2000). What is right about special education. Exceptionality, 8(1), 3-11.

McGhie-Richmond, D., Irvine, A., Loreman, T., Lea Cizman, J., and Lupart, J. (2013). Teacher perspectives on inclusive education in rural Alberta, Canada. Canadian Journal of Education/Revue canadienne de l'éducation, 36(1), 195-239.

McNamara, K., and Tofail, S. A. (2017). Nanoparticles in biomedical applications. Advances in Physics: X, 2(1), 54-88.

Napier, J. (2009). Sign language interpreting: linguistic coping strategies in a deaf person's job interview. Journal of Deaf Studies and Deaf Education, 14(2), 223-234.

Napier, J. (2012). Pre-session and in-session work in Auslan/English interpreting encounters: Challenges posed by healthcare consultations involving Deaf people. Interpreting, 14(2), 197-226.

Nash, K. R., and Castle, W. E. (1980). Special problems of deaf adolescents and young adults. Exceptional Education Quarterly, 1(2), 99-106.

Naylor, D., and Nyanjom, J. (2021). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research and Development, 40(6), 1236-1250.

Retter, T. L., Webster, M. A., and Jiang, F. (2019). Directional visual motion is represented in the auditory and association cortices of early deaf individuals. Journal of Cognitive Neuroscience, 31(8), 1126-1140.

Ward, R., and Sanoudaki, E. (2021). Language profiles of Welsh-English bilingual children with Down syndrome. Journal of Communication Disorders, 93, 106126.




DOI: https://doi.org/10.17509/ijert.v4i2.61552

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Universitas Pendidikan Indonesia (UPI)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats
Indonesian Journal of Educational Research and Technology (IJERT) is published by Universitas Pendidikan Indonesia (UPI)