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.
Description:
A thesis in the Department of Special Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba
