UKZN hosts South African Sign Language Interpreters Seminar

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The evolving role of South African sign language interpreters (SASLi) in Higher Education: Reality vs. Established Practice was the theme of the 3^rd Annual SASLi Seminar hosted by UKZN’s Disability Support Unit (DSU).

The seminar, that attracted delegates from the Higher Education and public sectors, focused on the interpreting profession and the delivery of interpreting services to students in the Higher Education environment. Key focus areas were inadequate preparation of learners for the transition from basic to Higher Education, interpreters’ experiences of providing academic interpreting services at Higher Education Institutions (HEIs), and recommendations for the development of a national strategy to improve the delivery of such services.

In her opening address, UKZN’s Interim Senior Director, Student Services Division, Professor Ntombifikile Mazibuko reflected on the significant efforts made by the University to develop a more inclusive and transformative environment, thereby attracting more deaf students. She highlighted initiatives to mitigate the impacts of the COVID-19 pandemic in delivering interpreting services by transitioning to a more digital framework.

Chairperson of the Eastern Cape Provincial Languages Committee (ECPLC), seasoned language practitioner and a sign language interpreter for the Eastern Cape Provincial Legislature, Ms Asanda Katshwa’s keynote address highlighted the need for SASLi to constantly upgrade their education and research, and to expand their terminology and understanding of nuances in the field of Higher Education. She made special reference to the established practice and the evolving role of SASLi in mastering linguistic competence in the source language as well as the target language (SASL). Katshwa added that providing high-quality interpreting services in a Higher Education landscape requires SASLi to participate in sign language interpreting training programmes that ensure continuous professional development.

Deficiencies in the basic education system with respect to preparing deaf learners to be autonomous in the demanding Higher Education environment, and to be able to connect concepts that are signed to the printed word, were highlighted by Ms Ingrid Parkin (Principal, St Vincent’s School for the Deaf). Mrs Martie Miranda, Head of the Centre for Universal Access and Disability Support at the University of the Free State and chairperson of the Higher and Further Education Disability Services Association (HEDSA), added that HEIs’ shift towards online learning presents students with opportunities for greater independence through the use of modern technologies to bridge the gap between educators and students. Miranda emphasised that the role of the interpreter remains integral but in this changing landscape, SASLi need to adapt to incorporate more fluid methods to deliver interpreting services to meet students’ diverse needs and preferences.

Experienced practicing SASLi in Higher Education, Ms Sandile Mngadi (Durban University of Technology), Ms Mpho Teme (University of the Witwatersrand), Mr Gavin Oberholzer (Belgium Campus ITversity) and the UKZN SASLi team, represented by the seminar chair, Ms Nokuthula Khumalo highlighted the significant challenges in delivering effective interpreting services in the Higher Education environment, particularly in terms of sign development for subject-specific terminology and jargon.

They concurred that the transition to online teaching and learning, and greater reliance on modern technologies such as digital speech-to-text engines, offer opportunities for the progression of the interpreting profession and delivery of more dynamic interpreting services to equalise access to information for students. The video presentation developed by the UKZN SASLi team was praised for its content which exhibited some of the innovative strategies employed in the transition towards a more digital framework adopted for the delivery of interpreting services in light of the COVID-19 pandemic.

Disability co-ordinator on UKZN’s Howard College and Medical School campuses and Vice-Chairperson of HEDSA, Mr Nevil Balakrishna, chaired the panel discussion. He provided an in-depth historical account of the evolution of interpreting services and highlighted students’ constitutional right to receive these services at HEIs. The panelists outlined the challenges faced by these institutions in terms of funding and sourcing SASLi to deliver interpreting services of a suitably high quality. Embracing technology, particularly to aid students’ transition to more independent learning, and thinking broadly with respect to the adoption of remote services in areas where SASLi are difficult to access, were suggested as avenues to explore further in developing a more dynamic national strategy. Dr Lolie Makhubu-Badenhorst, Acting Director in the UKZN Language Planning and Development Office (ULPDO), emphasised the need to cater to individual student preferences in designing this strategy that accommodates a spectrum of learners from varied socio-economic backgrounds, with differential exposure to digital resources and interpreting services at the basic education level. The panelists also stressed the importance of effective and competent co-ordination of interpreting services to achieve successful progression and retention of students.

Mazibuko and Katshwa called on the organising committee to collaborate on resolutions emerging from the seminar.

Words: NdabaOnline

Photographs: Supplied