Tactile and sign language interpreting experiences of interpreters of University of Education, Winneba

Abstract

This study examined the tactile and sign language interpreting (TSLI) experiences of interpreters who are with deaf and deafblind (DDB) students at the university of education winneba (UEW). A qualitative research approach and a phenomenological design were used. Semi-structured interview guide was used to gather data from 15 interpreters. A thematic approach was used to analyse the data. The findings of the study revealed that sign language interpreters could not interpret some courses such as; mathematics, early childhood, basic education, and graphic design because the interpreters were not familiar with the content of these programs. It was revealed that some of the interpreters preferred interpreting at the lecture hall to interpreting at a social gathering because the lecturers provide them with their lecture slides. Also, it was revealed that majority of interpreters preferred interpreting simultaneously because it enabled them to interpret well for the DDB students. The findings of the study revealed that interpreters at UEW were trekking by foot from one geographical area to another (campus to campus) to provide interpreting services for DBB. Furthermore, it was revealed that team interpreting was supporting approach that helped interpreting work. Recommendations made included providing means of transport services to support the interpreters in moving from one campus to another, to deliver their services and providing in-service training for interpreters at least twice a semester to help interpreters improve their signing skills.