INTERPRETERS’ SIGN LANGUAGE PROFICIENCY AND RECEPTIVE SKILLS OF DEAF STUDENTS IN KADUNA POLYTECHNIC, KADUNA STATE, NIGERIA
Keywords:
Sign Language Proficiency, Interpreters, Receptive Skills, Hearing Impairment, Kaduna Polytechnic, Deaf EducationAbstract
In educational settings for deaf learners, the proficiency of sign language interpreters is a critical factor for effective knowledge transfer. To investigate the impact of interpreter proficiency on learning outcomes, a quasi-experimental study was conducted over an eight-week instructional period with 20 learners with hearing impairment at Kaduna Polytechnic. Participants were equally divided into an experimental group, which received instruction via a certified interpreter with high proficiency in Nigerian Sign Language (NSL) and a control group, instructed by an interpreter with lower, uncertified proficiency. The study, framed by Communication Accommodation Theory which posits that effective interpreters adapt their signing to learners’ linguistic needs measured receptive skills using a validated 50-item Receptive Skills Assessment Test (Cronbach’s α = .82). Pre-test and post-test scores were analyzed using independent samples t-tests. Results indicated a statistically significant difference in post-test gains: the experimental group (M = 42.1, SD = 3.8) outperformed the control group (M = 28.4, SD = 4.2) with t(18) = 7.34, p < .001. The findings demonstrated that higher interpreter proficiency directly enhances the receptive skills of deaf learners with hearing impairment. Consequently, the study recommended institutional implementation of mandatory certification including proficiency testing in NSL and academic interpreting for all educational sign language interpreters.
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