Academic journal article International Education Studies

Assessing the Level of Performance of Sign Language Interpreters from Impaired Hearing Students' Perspectives at Public and Private Jordanian Universities

Academic journal article International Education Studies

Assessing the Level of Performance of Sign Language Interpreters from Impaired Hearing Students' Perspectives at Public and Private Jordanian Universities

Article excerpt

Abstract

This study aimed at assessing the level of performance of sign language interpreters in both public and private Jordanian universities, as well as to recognize the effect of the study variables specifically gender and qualifications for acoustically disabled and interpreter, and the experience of the interpreter on the level of the performance assessment of sign language interpreters and the hearing disabled students in the capital (Amman) and Balqa' Govemorates' public and private universities. The sample of the study consisted of (100) students. In order to collect the data, the researcher has built a study instrument which consists of three dimensions: a personal dimension (15), cognitive dimension (13), and professional dimension (13). Validity and reliability of the instrument were calculated, and then the instrument was applied on the study sample.

The results of the study showed that the level of assessment by the hearing disabled students for sign language interpreters who accompany them in public and private universities and institutes was high. The personal dimension came first, followed by the cognitive dimension, and finally the professional dimension. The results showed a lack of statistically significant differences on all dimensions attributed to the gender variable of the acoustically disabled. The study showed the existence of statistically significant differences in favor of females on the personal dimension attributed to the interpreter gender variable. Results also showed that there were no statistically significant differences attributed to the impact of the acoustically disabled qualifications on all dimensions except the professional one in favor of diploma, and there were no statistically significant differences attributed to the impact of the interpreter's qualifications on all dimensions except the professional one in favor of diploma, and no statistically significant differences attributed to the experience variable of the interpreter.

Keywords: language interpreters, the impaired hearing, the level of performance of sign language interpreters

1. Introduction

There are many definitions of audio disability due to varieties of views on the subject of hearing disabilities, the most prominent of these definitions are medical terms where it defines the disabled as the one whose hearing organic is damaged with defective organic which prevents him from using it normally in public life like any other ordinary students, this means that the defect or damage may hit the outer or middle or internal ear, this may not cover all parts of the ear, but part or parts of the ear, while academics prospective defines the Impaired hearing students as individuals who could not rely on the sense of hearing to learn the language, or taking an advantage of the various education programs provided to the hearers, or those who need to teaching methods that compensate them for the sense of hearing, but the impaired hearing is the individual who is suffering from loss of hearing ability may be able to compensate aids audio with high- intensity sound which adds him to learn in the same way like other normal students and listeners after the use of specific audio devices (Yusuf, 2006).

Hearing disability criterion varies upon depending on its classification, in this matter, there are three basic criteria in the classification of hearing disability, as mentioned below:

1) Classification depending on the age in which the disability occurred:

The age in which hearing disability occurred shall be the most important variable in determining the effects resulting from the hearing disabilities, because of its significance in specifying the child's acquisition of language expertise necessary in field of learning to communicate with others, and it is divided according to this standard to the following factors:

A) (Pre-lingual Deafness):

This type is called congenital, deafness that refers to cases of deafness which occurs from birth or at an earlier stage on the evolution of speech and language in children whereas the experts disagreed about the age at which separates deafness before language and deafness after linguistic as some of them believes that age is 18 months, while others think that it is 3 years is the interval age and this category usually are not able to speak, and they are the so-called deaf, dumb. …

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