Sign language interpreters’ experience in interpreting english into Ghanaian sign language at Sekondi College

Abstract

This study examines sign language interpreters’ experience in interpreting English into Ghanaian Sign Language (GhSL) at Sekondi College. The study focused on four (4) objectives: how sign language interpreters’ experience influences English–GhSL syntactic transfer, strategies adapted to address errors, exploring support services available, and proposing approaches for improving interpretation. Guided by the Interpretation Theory of Translation which emphasizes understanding, deverbalization and reformation as a core stage of effective interpretation and interpretivist paradigm. The study employed a qualitative research approach and used case study design. Data was collected through semi-structured interviews with eleven (11) interpreters. Thematic analysis revealed that interpreters rely on cognitive processes such as comprehension, deverbalization, and reformulation to render English academic discourse into meaningful GhSL structures. The findings revealed that interpreters experience significant challenges in syntactic restructuring, vocabulary equivalence, technical terminology, and time constraints during live classroom interpretation. The study also found that most interpreters acquired their skills informally, with limited access to structured professional training. Strategies such as visual clarification, simplification of complex English structures, and peer consultation were used to manage interpretation difficulties. The study concludes that interpreter experience, institutional support, and professional development significantly influence the quality of English–GhSL interpretation in inclusive classrooms. It recommends structured training programs, institutional policy support, and the development of bilingual instructional materials to improve interpreter-mediated learning for Deaf students