Teaching Sign Language Research Articles

Transpositioning through co-teaching: enacting translanguaging spaces in bimodal L2 sign language classrooms

ABSTRACT In second sign language education for hearing learners, instruction is typically delivered by either Deaf (L1) or hearing (L2) teachers, each offering distinct pedagogical affordances. This study investigates a co-teaching model that integrates both L1 and L2 instructors to support the construction of a dynamic translanguaging space in bimodal classrooms. Drawing on multimodal classroom interactions and video-stimulated-recall – interview data, the study combines Multimodal Conversation Analysis with Interpretative Phenomenological Analysis. The analysis identifies three recurring complementary role pairings: Performer/Director, Expert/Facilitator, and Ambassador/Interpreter, which structure co-teachers’ interactional alignment across linguistic, instructional, and cultural dimensions. These roles are conceptualised as manifestations of transpositioning, a mechanism through which translanguaging pedagogy is enacted. The findings offer a nuanced account of how translanguaging is operationalised through real-time role negotiation, embodied semiotics, and identity repositioning in L2 sign language classrooms, contributing to the theoretical development of both translanguaging and transpositioning in multimodal educational contexts.

Perspectives on heritage sign language acquisition and maintenance.

This article explores the perspectives on the acquisition and maintenance of heritage sign language in Spain among heritage signers themselves and sign language teachers, focusing on how such perspectives influence the use of a heritage sign language. The data analyzed draws on 22 semi-structured interviews with hearing adults who were children of deaf adults (CODA) and 5 deaf Spanish sign language teachers in Spain. Methodologically, an interpretive approach is applied to the data through a thematic analysis. This study shows that the contrast between the linguistic and communicative competencies of heritage signers and the standard variety taught in sign language courses creates important challenges for both heritage signers and their teachers. The experiences of both learners and teachers involved in the unique practice of heritage sign language education present fundamental insights and raise new questions regarding the transmission and valorization of sign languages as heritage languages.

Preliminary development of the deaf childhood experiences scale.

We describe here the initial creation and validation of a tool designed to quantify certain unique life experiences of deaf individuals. The Deaf Childhood Experiences Scale (DCES) aims to provide empirical data on uniquely deaf life factors with the long-term goal of better understanding education, health, and quality of life outcomes among deaf populations. The methodology involved a mixed-methods approach of qualitative interviews with deaf community members to inform the creation of a quantitative assessment. This first version of the DCES comprises two main constructs-Language and Access, and Belonging-and was validated against Adverse Childhood Experiences questions, revealing a weak but significant correlation (r(568) = .18, p = < .001). The DCES offers a novel approach to better measure, and eventually understand the impact of, childhood experiences of deaf people that are likely salient for quality of life outcomes. Future work includes more validation efforts, plans for American sign language translation, parent and teacher versions, and further item revisions.

A Hijaiyah Letters Sign Language Recognition Approach utilizing Deep Learning

Sign language was created as a means of communication for individuals with hearing impairments. However, learning sign language is not easy and requires significant effort and dedication, posing challenges for deaf children. Mastering sign language, particularly the Arabic alphabet (Hijaiyah), is particularly demanding and necessitates specialized learning tools to enhance comprehension. The limited number of sign language teachers and the complexity of the learning process pose significant challenges at Sekolah Luar Biasa Negeri (SLBN) 1 Mataram. This study explores the use of a Logistic Regression (LR) algorithm to assist deaf students in learning Hijaiyah sign language. The dataset comprises 28 Hijaiyah letters. The process begins with data preprocessing to detect hands using hand detection landmarks, followed by the classification of the 28 Hijaiyah sign language gestures using LR. The study's results indicate that the proposed model had an accuracy rate of 96% in recognizing Hijaiyah sign language, demonstrating the algorithm's effectiveness for this application.

3DZSignDB: 3D avatar SigML data for Algerian sign language.

3DZSignDB: 3D avatar SigML data for Algerian sign language.

Developing an Augmented Reality Animation Prototype for Teaching Hijaiyah Letters for Deaf Children: A Preliminary Study

Teaching Hijaiyah letters to deaf children presents unique challenges due to limited access to specialised educators and appropriate instructional tools. This study explores the development of a prototype teaching aid that integrates Augmented Reality (AR) and animation to support Islamic education among hearing-impaired children in Malaysia. Every deaf individual must acquire sign language proficiency in order to effectively interact with other deaf individuals. Introducing individuals, particularly children, to sign language and Hijaiyah letters at an early age is crucial. This knowledge is essential for every Muslim individual to acquire before they can read the Al-Quran. Introducing Hijaiyah letters through sign language at an early age may support comprehension among deaf children, who often face difficulties in conventional classroom setting. The research employed a qualitative and quantitative approach, involving semi-structured interviews with two experts in Islamic education and special needs, as well as questionnaire completed by 30 teachers experienced in teaching sign language. Findings indicate that the visual and interactive elements of AR and animation have strong potential to enhance engagement and comprehension among deaf learners. Respondents expressed positive feedback toward the design, particularly in terms of colour schemes, character style and the sing-along concept adapted for children with hearing aids. However, the study acknowledges limitations in sample size, the absence of classroom-based testing and a lack of alignment with formal instructional design models. This study contributes to inclusive education discourse by offering design insight for culturally and linguistically appropriate teaching aids. While the project is at a prototype stage, it lays the groundwork for further development and evaluation of an AR-integrated Islamic learning tool for deaf children in formal and informal educational settings.

Digital Technologies and Artificial Intelligence in The Multimodal Design of Sign Language Education

In recent decades, technological advances have inspired tangible changes in the development of applications and algorithms in response to the communicative needs of D/deaf people, the removal of social and communicative barriers with hearing people, and the blurring of linguistic boundaries between the two populations. The ubiquitous presence of multi-modal forms of cognitive, communicative, and information input in the digital space render these types of resources crucial to education. The article focuses on the meta-analysis of a large pool of publications to the effect of proposing a systematic, empirically based operationalization of sign language, its teaching, and its study by D/deaf and hearing children, pupils, and students in a multimodal educational environment, designed and shaped through the implementation of digital infrastructure, of which digital technologies and artificial intelligence are an integral part. The collected and systematically analyzed data reveal the attributes of a wide range of innovations for operating with the unique code of natural human language, which is realized through the precise combination of visual, kinetic, and spatial modalities.

Towards a multimodal university: In favour of higher education studies in sign language interpreting and translation in Spain

ABSTRACT This article argues in favour of higher education studies in sign language (SL) related disciplines, more specifically, sign language interpreting and translation (SLIT) – focusing on the Spanish, and Basque, academic situation and societal needs. Firstly, we offer an overview of higher education SL teaching and SLIT training in Europe and Spain. Secondly, we examine the societal and academic needs and possibilities of SLIT in Spain and the Basque Autonomous Community (BAC). For this purpose, we review the literature on deaf education and related topics, such as literature on educating interpreters or SL teaching, and provide information taken from a focus group held in December 2022 thanks to the collaboration of CNSE (the confederation of deaf people in Spain), Euskal Gorrak (the deaf federation of the BAC), ESHIE (the SL interpreters’ association in the BAC), FILSE (the SL interpreters’ federation in Spain), and CNLSE (the centre for the linguistic normalisation of Spanish Sign Language). From the information gathered, it is inferred that there is a need to tackle the academic status of SLIT – and other SL-related disciplines – that clashes with the urgent need for more SLIT-trained professionals. Finally, we conclude that we must work towards accessible, inclusive universities that embrace multimodality.

Participant perceptions of disability training for health workers: a qualitative study in Ghana

BackgroundDisabled people often report poor treatment by health workers, and health workers often report wanting more training about how to care for disabled people. However, existing disability training for health workers is usually delivered in one-off interventions, with little follow-up, evaluation, and focus on long-term learning. This insufficiency makes it important to understand how disability training for health workers can be more effective. Therefore, we interviewed stakeholders involved in an existing disability training intervention in Ghana. The aim of the study was to understand how disability training for health workers could be improved by exploring the perspectives of individuals who were involved in previous training interventions.MethodsA phenomenological study was conducted. In-depth, qualitative interviews were conducted with 33 people (17 trainers and 16 trainees) involved in disability training in Ghana. Data were analysed using thematic analysis.ResultsParticipants spoke about the challenges with existing training, namely how the current approach was insufficient, the consequences of informality in running training and the need for more sign language instruction. Several participants suggested improvements for training, including having external motivation (i.e., professional development credits, monetary benefits, etc.), more collaborative initiatives across institutions and government, and curriculum integration. We developed a theory of change model to show how different components of disability training support learning.ConclusionsThese results show that disability training for health workers is important and that there is scope to refine and standardize training. In particular, the findings demonstrate how future initiatives to train health workers can be developed and implemented. They also emphasize the need to solicit perspectives from individuals who have experienced training in order to improve future iterations.

The impact of sign language on Spanish language acquisition

The present research article examines the role of sign language in the acquisition of the Spanish language through the teaching of sign language at the high school level. It focuses on a sample of high school students from a private institution in the city of Chone. Additionally, a descriptive approach was employed, centered on the scientific tasks of research and the respective sampling method. For data collection, two interviews were conducted with English teachers, and a survey was applied to an English teacher. The results indicate that the acquisition of the Spanish language through the use of sign language is significant for students. Moreover, the use of pedagogical strategies is essential to help them develop their communicative skills. On the other hand, it is important for teachers to use visual resources to ensure active participation from students. Consequently, the findings highlight factors influencing the learning and acquisition of the Spanish language through the use of sign language. In other words, this study contributes to educational research by providing relevant information about the importance of Spanish language acquisition for students with hearing impairments.

The Impact of Sign Language on Spanish Language Acquisition

The present research article examines the role of sign language in the acquisition of the Spanish language through the teaching of sign language at the high school level. It focuses on a sample of high school students from a private institution in the city of Chone. Additionally, a descriptive approach was employed, centered on the scientific tasks of research and the respective sampling method. For data collection, two interviews were conducted with English teachers, and a survey was applied to an English teacher. The results indicate that the acquisition of the Spanish language through the use of sign language is significant for students. Moreover, the use of pedagogical strategies is essential to help them develop their communicative skills. On the other hand, it is important for teachers to use visual resources to ensure active participation from students. Consequently, the findings highlight factors influencing the learning and acquisition of the Spanish language through the use of sign language. In other words, this study contributes to educational research by providing relevant information about the importance of Spanish language acquisition for students with hearing impairments.

From Theory to Practice: Implementing Artificial Intelligence in Sign Language Instruction in Cameroon

This study chronicles our efforts in exploring challenges faced in traditional sign language teaching methods and proposes AI- driven solutions that effectively address these issues. We place this study in the framework of Technology Acceptance Model (TAM). This experimental study was carried out with 40 undergraduate university students in Bambili – North West Region of Cameroon.An experimental research design was employed involvingreal-time training using Neural Network (DenseNet 201 Model) online tool. Observation sessions and 40 questionnaires were used as instruments for data collection. Findings indicate that: 1.Traditional teaching methodscharacterized: Passive learning, heavy reliance on the teacher as the sole source of knowledge, inadequate opportunities for practical applications, rote memorization and repetition of gestures hindered smooth teaching and learning.2.The use of AI- driven tools: Video demonstrations for sign recognition includeddatasets of 100 images,26 letters of manual alphabets, 30 numbers, 50 fingerspelledwords, 40 common phrases and 25 basic signs, capturing handshapes and gestures, angles, positions, and proximity enhanced students learning skills.By adopting these modern teaching methods with AI tools, teachers create a learning environment that promotes active engagement, practical application and effective communication skills in sign language. The study recommends that Governments, educational institutions, and organizations should promote sign language and challenge negative stereotypes by encouraging innovative technologies that foster the teaching and learning of sign language.

MODELING THE PROFESSIONAL COMPETENCE OF A SIGN LANGUAGE TEACHER: THEORETICAL APPROACH AND RESULTS OF EMPIRICAL RESEARCH

MODELING THE PROFESSIONAL COMPETENCE OF A SIGN LANGUAGE TEACHER: THEORETICAL APPROACH AND RESULTS OF EMPIRICAL RESEARCH

FEATURES AND APPROACHES TO PROFESSIONAL PRACTICE FOR STUDENTS OF SIGN LANGUAGE EDUCATION

FEATURES AND APPROACHES TO PROFESSIONAL PRACTICE FOR STUDENTS OF SIGN LANGUAGE EDUCATION

Важливі аспекти роботи вихователя глухих в системі загальної середньої освіти

In the article, the author highlights the significance and importance of the work of a sign language teacher in the system of general secondary education with children with hearing impairment. The author reveals important aspects of the specialist's work and the challenges that arise in the process of supporting children with special needs. The author notes that in the context of the development of education in Ukraine and its integration into the European space, it is especially important to provide highly qualified resource teachers who are able to work effectively with children with hearing impairments in general education institutions. Modern society requires the development of special methods that help children and adults with hearing impairments develop speech, cognitive and social skills for successful further integration. The author shows that sign language pedagogy is of great educational importance because it creates methods and educational programs for the development of children with hearing impairment, taking into account their individual needs and the area of immediate development. This, in turn, helps to ensure access to quality education in special schools and classes with inclusive education, allowing such children to study on an equal footing with their peers. In the article, the author notes that the use of a language natural to deaf children, namely sign language, in the educational process allows for the full education and development of children with hearing impairment. This contributes to their socialization, cognitive development and integration into society, while preserving their cultural identity. Sign language is an important tool for creating an inclusive and equitable educational environment for such individuals. The author emphasizes the importance of the role of a specialist in the process of teaching children with hearing impairment, especially in the context of inclusive education in a general education institution. In a modern secondary school, inclusion is becoming a standard, opening up new opportunities for children with special educational needs. A sign language teacher helps to create an inclusive environment, provides support for students with hearing impairment in the learning process, and promotes their socialization and adaptation in the team.

Crafting inclusive parenting programs– considerations for deaf families: a qualitative study

BackgroundThe parenting of children by deaf parents has many challenges that require a barrier-breaking approach to ensure inclusivity and accessibility. Therefore, this study explored pathways for crafting inclusive parenting programs, fostering a future where every family thrives, regardless of hearing ability.MethodsThis was a qualitative study that employed in-depth interviews with 20 deaf parents and utilized thematic content analysis. This study was carried out at events organized by the Uganda National Association of the Deaf (UNAD) at Makerere College School. Deaf parents were purposively selected from attendees at events organised by the Uganda National Association of the Deaf (UNAD) during the specified celebrations.ResultsAn analysis of interviews with deaf parents identified six crucial themes for inclusive parenting programs. Language education was highlighted for strengthening family bonds. Communication and relationship building emphasized equal treatment and love for deaf children. Cultural sensitivity and education were deemed essential, as visual tools and district associations were used. Tailoring content for deaf children emphasized playful and educational materials, such as sign language videos. The utilization of technology for accessible programs and the promotion of community involvement are recognized as critical components.ConclusionThis study emphasized the unique experiences of deaf parents, highlighting the need for sign language education, cultural sensitivity, and technology while addressing challenges like limited resources, stigma, and advocacy gaps in parenting programs.

Practices of Curriculum Differentiation in Community Schools of Nepal

The curriculum differentiation practice implies a separate type of design used to secure social justice and inclusion in the school. It has different dimensions i.e. content, methods and strategies, environment, output, and teacher. Nepalese community schools have some practice of integrated curriculum approach except the well-defined practice of differentiated curriculum. This study explores the status of the usage of differentiated practices of the curriculum in the deaf and community secondary schools along with the challenges and the coping strategies. Qualitative design and case study approach entail in this study in which the deaf and community secondary schools are selected purposively and similar numbers of teachers. The respondents along with the observation checklist are the information generation tools. Thematic analysis and the theoretical backup support to justify the information and its validation. There are no well-defined and mentioned differentiated curriculum practices in community schools except the integrated approach. Lacking a defined practice and the proper training for the teachers are some challenges of its practices and to cope with the challenges the well-defined design of curriculum differentiation should be stated by the authorized body along with the proper training for the sign language teachers and the normal language teachers. If there would be adding technology to the defined practice of differentiation, it would be easier to ensure social justice, inclusion, and 21st-century skills in the learners.

Where Can I Sign My Language?: A Systematic Literature Review (2000–2019) of Young People's Access to Sign Language Socialisation Spaces in the Nordic Countries

This article presents the results from a systematic literature review of Nordic research studies from 2000 to 2019, addressing the question of children and adolescents' access to spaces where they can sign with peers and adults. The study is based on a dialogistic approach to language, and holds that languaging is inextricably tied to places and situations—that is, spaces and contexts in which people participate in interactions with others. Thus, acquiring sign language is not only about the child or adolescent's individual learning of sign language in an educational setting, but also about participation in sign language activities. The review addresses the paradoxical situation in the field of sign language education whereby formal recognition of sign language and the institutionalisation of rights to sign language education gained momentum at around the same time as the number of deaf schools began to decline. The results from the review indicate that very few studies of sign language pay attention to spaces where children and adolescents can interact with other people through sign language. It appears that current legislation, as well as research, emphasises the individual right to learn sign language for deaf and hard-of-hearing children, and has overlooked the significance of facilitating and protecting sign language-based socialisation spaces as significant sites for sign language learning, participation and acquisition.

Development and validation of a fluency rating scale for Swiss German Sign Language

IntroductionSign language fluency is an area that has received very little attention within research on sign language education and assessment. Therefore, we wanted to develop and validate a rating scale of fluency for Swiss German Sign Language (Deutschschweizerische Gebärdensprache, DSGS).MethodsDifferent kinds of data were collected to inform the rating scale development. The data were from (1) focus group interviews with sign language teachers (N = 3); (2) annotated DSGS data from users/learners with various levels of proficiency (i.e., deaf native signers of DSGS, hearing sign language interpreters, and beginning learners of DSGS, approximately CEFR level A1-A2) (N = 28) who completed different signing tasks that were manipulated by preparation time; (3) feedback from raters (N = 3); and (4) complimented with theory from spoken and sign language fluency.ResultsIn the focus group interview, sign language teachers identified a number of fluency aspects. The annotated DSGS data were analyzed using different regression models to see how language background and preparation time for the tasks can predict aspects of fluency (e.g., number and duration of pauses). Whereas preparation time showed only a slight effect in the annotated data, language background predicted the occurrence of fluency features that also informed the scale development. The resulting rating scale consisted of six criteria, each on a six-point scale. DSGS performances (N = 162) (same as the annotated data) from the different groups of DSGS users/learners were rated by three raters. The rated data were analyzed using multi-facet Rasch measurement. Overall, the rating scale functioned well, with each score category being modal at some point on the continuum. Results from correlation and regression analysis of the annotated data and rated DSGS performances complemented validity evidence of the rating scale.DiscussionWe argue that the different sources of data serve as a sound empirical basis for the operationalized “DSGS fluency construct” in the rating scale. The results of the analyses relating performance data to ratings show strong validity evidence of the second version of the rating scale. Together, the objective fluency measures explained 88% of the variance in the rating scores.

Artificial intelligence in clinical settings: a systematic review of its role in language translation and interpretation.

Addressing language barriers through accurate interpretation is crucial for providing quality care and establishing trust. While the ability of artificial intelligence (AI) to translate medical documentation has been studied, its role for patient-provider communication is less explored. This review evaluates AI's effectiveness in clinical translation by assessing accuracy, usability, satisfaction, and feedback on its use. A systematic search was conducted on July 11, 2024, across Cumulated Index in Nursing and Allied Health Literature (CINAHL), Institute of Electrical and Electronics Engineers (IEEE) Xplore, PubMed, Scopus, Web of Science, and Google Scholar. Inclusion criteria required AI to translate clinical information for a real or theoretical consultation. Exclusion criteria included reviews, correspondence, educational materials, non-peer-reviewed or retracted reports, non-English translations, pre-2016 publications, and reports on sign language or patient education. Search strings representing AI, language interpretation, and healthcare were used. Two investigators independently conducted the screening, extraction, synthesis of results, and bias assessments using Risk Of Bias In Non-randomized Studies - of Interventions (ROBINS-I), Mixed Methods Appraisal Tool (MMAT), and the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Qualitative Research. A third investigator resolved conflicts. Of 1,095 reports, 9 studies were analyzed, evaluating AI translation platforms Google Translate, Microsoft Translator, Apple iTranslate, AwezaMed, Pocketalk W, and the Asynchronous Telepsychiatry (ATP) App. Investigations occurred in the US, France, Switzerland, and South Africa, with publications from 2019-2024. AI medical translation shows promise, typically providing accurate translations for brief communications in limited languages, though human translation is often necessary. Accuracy scores ranged from 83-97.8% when translating from English, and 36-76% when translating to English. Usability scores were 76.7-96.7%. Patients were more satisfied than clinicians, with 84-96.6% and 53.8-86.7% satisfied, respectively. Clinicians were hesitant to use AI due to questions of respect, quality, reliability, and misunderstanding. AI is being used as a last-resort option, to assist fluent, non-certified providers and lay interpreters, and for brief communications. Limitations include few languages tested, unidirectional translation, simulation, and evolving translation tools. AI shows promise in clinical translation, but the complexity of medical consultations requires a balanced approach combining AI and human translation services for quality care.