VIRTUAL SIGN LANGUAGE INTERPRETATIONS IN OPEN AND DISTANCE EDUCATION: A PROBE INTO ‘ENABLERS’ AND ‘CONSTRAINTS’

Year 2024, Volume: 25 Issue: 2, 21 - 37, 01.04.2024

Sindile Amina Ngubane , Olufemi Timothy Adigun

https://doi.org/10.17718/tojde.1309128

Cited By: 1

Abstract

In line with the philosophy of inclusion and various legislative instruments which encourage ‘education for all’, ODL institutions have made provision for sign language interpreters (SLIs) to facilitate participation for deaf students. Although, some studies have examined issues of virtual learning and the ODL programme; a paucity of studies assessing virtual sign language interpretation (VSLI) in remote educational activities is evident. Therefore, a research study was instituted to probe into perceived enablers and or constraints of providing VSLI during the Covid-19 lockdown in Nigeria. Based on the Job Demand Resources Model, two research questions were raised and answered in this paper. This study adopted the qualitative research design and seven SLIs who had participated in virtual teaching and learning activities during the lockdown were purposively selected to participate in the study. Semi-structured interviews were used for data collection, and the data collected were coded and analysed thematically through using an iterative process. Government policies and the empathetic nature of SLIs were found to be enablers of VSLI, while four themes, namely epileptic power supply; internet connectivity; lack of institutional support and the comprehensibility of deaf students who attended remote lectures were found to serve as barriers to effective and efficient VSLI. Based on the findings, appropriate recommendations were made.

Keywords

Virtual sign language interpretation, sign language interpreters, open and distance education, deaf students, online learning, Covid-19

References

• Adeyanju, S., Ajilore, O., Ogunlalu, O., Onatunji, A., & Mogaji, E. (2022). Innovating in the face of the COVID-19 pandemic: Case studies from Nigerian universities. STAR Scholar Book Series, 104-120.
• Adigun O. T. & Mngomezulu T.P. (2020). ‘They Forget I’m Deaf’: Exploring the experience and perception of deaf pregnant women attending antenatal clinic/care in Ibadan, Nigeria. Annals of Global Health, 86(1): 96, 1–10. https://doi.org/10.5334/aogh.2942
• Adigun, O. T. (2019). Burnout and sign language interpreters in Africa. Journal of Gender, Information and Development in Africa, 8(3), 91-109. DOI: https://doi.org/10.31920/2050-4284/2019/8n3a5
• Adigun, O. T. (2020). Sign language interpretation: A professional or volunteer service? International Journal of Sign Language Interpreting and Deaf Education, 1(1): 49-62.
• Adigun, O. T. (2022). Experiences of emergency remote teaching via Zoom: The case of natural sciences teachers handling Deaf/Hard of hearing learners in South Africa. International Journal of Learning, Teaching and Educational Research, 21(2), 176-194. https://doi.org/10.26803/ijlter.21.2.10