Teaching Sign Language to Undergraduate Hearing Students in the University of Bamenda: Constraints and Perspectives

Abstract

Teaching sign language to hearing students in higher institutions of learning is a global concern in Cameroon. Students study under unconducive and harsh conditions. The University of Bamenda Language Center (UBALAC) in 2020 upon impetus of the Cameroon government, operationalised an enhancement unit and professional translation, interpretation and intercultural communication division to train sign language interpreters. Though the outcome may be promising, the process is proving to be challenging. This study investigated factors responsible for students’ poor performance. A quantitative and qualitative descriptive survey research (mixed method design) was employed with the help of observation checklist and interview guide as instruments for data collection. The sample was 22 hearing, able-bodied students. 20 students served as the accessible population. Data analysis was descriptive with the use of frequency counts and percentages. Findings indicated that (1) restrictive access to teaching aids 15 (75 %) hindered effective teaching and learning, (2) students’ caused factors had a negative impact on the training process. It was recommended that the University of Bamenda intensifies monitoring and supervision to help students acquire proficient signing skills while lobbying for donor funding to provide necessary resources that are in short supply.