Bridging or Limiting Inclusion? Deaf Perspectives on Sign Language Interpretation in Zambian Education

Kenneth Kapalu Muzata; Rachel Muuma Chomba

doi:10.63081/uejtl.v2i3.99

Authors

Kenneth Kapalu Muzata Department of Educational Psychology, Sociology and Special Education, Faculty of Education, University of Zambia https://orcid.org/0000-0001-8911-5696
Rachel Muuma Chomba Department of Educational Psychology, Sociology and Special Education, Faculty of Education, University of Zambia https://orcid.org/0009-0009-4444-0597

Sign Language Interpretation, Deaf, Attitudes , Inclusive Education , Communication Barriers

Abstract

This study explores the attitudes of persons with deafness toward sign language interpretation as a means of inclusion in Zambia’s educational system. Although sign language interpretation is widely considered a critical tool for bridging communication barriers, its effectiveness depends on how it is perceived and experienced by those it seeks to serve. Guided by a qualitative research design, semi-structured interviews were conducted with deaf learners to capture their perspectives on the benefits, limitations, and challenges of interpretation services. The findings reveal a duality of attitudes: while interpretation fosters access to information, confidence, and participation in mainstream education, it also raises concerns about dependency, misrepresentation, and the erosion of opportunities for direct communication between deaf and hearing individuals. Attitudes varied by gender and onset of deafness, with postlingual participants emphasizing interpreter competence and prelingual participants advocating for teachers to acquire direct sign language skills. The study concludes that sign language interpretation is valuable but insufficient on its own for genuine inclusion. It recommends investment in both professional interpreter training and sign language proficiency among educators to strengthen sustainable, inclusive education in Zambia.

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