PhD Viva Voce

Qualifications Attained:

Ms. Fatuma is a PhD candidate (Coursework and Dissertation) in the Department of Educational Psychology and Curriculum Studies (EPCS), School of Education at the University of Dar es Salaam (UDSM). In 2014, she obtained a Master of Education Planning and Administration (MEPA) degree from the Ruaha University College (RUCO). She attained a Bachelor of Education Special Needs (BEdSN) from Sebastian Kolowa University College (SEKUCO) in 2012. Fatuma has a Diploma in Education from Korogwe Teachers’ College obtained in 2004. Currently, she is a School Teacher at OldTanga Secondary School. As a researcher, she interested in Special Education Needs and Inclusive Education as well as Sign Language for teaching and Learning.

Abstract:

This study aimed at exploring Sign Language (SL) interpretation support services to students with deafness at the University of Dar es Salaam. Three research objectives guided it. The first was to explore the role SL interpretation in supporting students with deafness to learn at the university. The second was to examine perceptions of students with deafness on how SL interpretation support services facilitate their learning in university classrooms. The third was to explore lecturers’ views on how SL interpretation bridges communication gap in teaching and learning. The study was guided by the Demand-Control-Support (DC-S) theory and was informed by interpretivism paradigm. Qualitative research approach was adopted where by criterion purposive sampling procedure was used to select participants of the study. About 4 Sign Language Interpreters, 6 Students with deafness, 10 lecturers and 2 staff of Centre of Disability Service participated in this study. Data were collected through interviews and observations. The study findings show that facilitating communication was the primary role performed by SL interpreters followed by preparation for SL interpretation and other responsibilities. Challenges experienced in the process of SL interpretation include difficulty voicing, variation of signs, interpretation as a burden, inadequate facilities for SL interpretation, and lecturer pedagogical practices. Further, the findings indicate that students with deafness perceive SL interpretation as beneficial in their learning. Nonetheless, they experience difficulty assessing the correctness of some signs, scarcity of SL interpreters, some SL interpreters lacked subject matter knowledge and absenteeism of SL interpreter during lecture session. The lecturers also view SL interpretation as useful, although they observe that most of the time, students with deafness responding to questions differently from what is taught. It is difficult for lecturers to determine whether SL interpreters do not deliver the expected information or the students with deafness do not understand the lecture. Based on the evidence established from the study findings, it is concluded that SL interpretation is essential in the learning of students with deafness in university settings. But its provision depends much on SL interpreters’ knowledge of the subject interpreted, adequate interpreting preparation and co-working between SL interpreter and lecturers that their lecturers are facilitated though SL interpretation. The study recommends the provision of university training to produce more SL interpreters equipped with different relevant subject knowledge. Furthermore, it recommends university should make SL interpreters as part of the multidisciplinary teaching team to ensure adequacy preparation for SL interpretation in the classroom.