Challenges of using sign language interpreting to facilitate teaching and learning for learners with hearing impairment
| dc.contributor.author | Majoro, Nthabiseng Eugenia | |
| dc.contributor.supervisor | Mosia, Paseka Andrew | |
| dc.date.accessioned | 2021-01-21T11:31:15Z | |
| dc.date.available | 2021-01-21T11:31:15Z | |
| dc.date.issued | 2021-07 | |
| dc.description.abstract | This study investigated challenges of sign language interpreting in facilitating teaching and learning for learners with hearing impairment. The study was also meant to find out how sign language services are organised in the school. Five sign language interpreters and five subject teachers participated in the study through semi-structured interviews. Data for the study was collected and analysed qualitatively through content analysis and the findings organised in categories of responses namely themes and sub themes. The findings are therefore presented using identified themes and extracts from participants to allow readers to make own interpretations. The study revealed that both sign language interpreters and subject teachers face challenges in facilitating learning for learners with hearing impairment. The major challenges which sign language interpreters and learners with hearing impairment face are low competence in sign language such as limited vocabulary to express key concepts in certain subjects and lack of learning material. Additionally, there are few sign language interpreters and one sign language interpreter has to interpret continuously from 8 am to 4 pm and this is tiring. Sign language interpreters interpret all subjects taught during the course of the day, as such, the idea of their competence in each discipline comes into play. This is because interpreters are at the core of teaching and learning for the learners as some subject teachers do not know how to communicate in sign language. Whenever a sign language interpreter is absent from school, teaching for learners with hearing impairment is compromised. Notwithstanding, the school makes efforts to ensure that subject teachers have workshops to equip them with sign language skills. The study recommends that The Ministry of Education and Training should follow up on the implementation of the Inclusive Education Policy, develop sign language as a subject in schools, offer trainings for sign language interpreters and also have a say into hiring the sign language interpreters. | en_ZA |
| dc.description.degree | M Ed | en_ZA |
| dc.description.sponsorship | National Manpower Development Secretariat | en_ZA |
| dc.identifier.uri | https://repository.tml.nul.ls/handle/20.500.14155/1619 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | National University of Lesotho | en_ZA |
| dc.rights | Majoro, Nthabiseng Eugenia | en_ZA |
| dc.source | Soft copy | en_ZA |
| dc.subject | Sign language, hearing impairment, interpreting | en_ZA |
| dc.title | Challenges of using sign language interpreting to facilitate teaching and learning for learners with hearing impairment | en_ZA |
| dc.type | Thesis | en_ZA |