1st Draft

June 2013

Concept Paper on Sign Linguistics, Interpretation and Translation Course

A Rationale for the Establishment of the Sign Linguistics,
Interpretation and Translation Course at SPU
1.0 Background
The demand for qualified Kenyan Sign Language (KSL) interpreters is rapidly growing and is
impacting the deaf community. Current indications are that Kenyan Sign Language (KSL) will be
the new emerging language in Kenya. The promulgated constitution gives KSL preeminence on
the clauses addressing issues of persons with disabilities as a language of communication for
the Deaf in Kenya. The Kenya National Examination Council in January 2010 issued a circular
making KSL an examinable subject in equal stature with English and Kiswahili. There is also an
increasing number of students in Tertiary and Universities requiring the services of qualified,
certified and competent interpreters. Kenya and the region is also budding with international
conferences and forums involving the Deaf citizens thus widening the opportunities for
interpreters.
Current training programs are unable to keep up with the increased demand for highly-trained
interpreters with a nationwide interpreter shortage as the result. The Kenyan Sign Language
Interpreters Association (KSLIA), the national professional associations of sign language
interpreters, Kenya National Association of the Deaf KNAD, Global Deaf Connections and the
Ministry of Education have also recognized the insufficient numbers of interpreters available to
meet the markets demand. The issues identified have been the lack of interpreter training
programs, although some colleges, universities and private companies with interpreter training
programs are aware of the need for improved quality and availability of training, many are simply
unaware of the extent of the interpreter shortage in the community.
The Deaf Aid project Kenya Registry of Interpreters and Transliterates for the Deaf (KRITD) in its
white paper declared a national interpreter crisis in the quantity, quality and qualifications of
interpreters. This white paper identifies how stakeholders can collaborate to marshal resources
to increase and improve interpreter training programs to help meet the urgent demand to train
larger numbers of new interpreters and upgrade the qualifications of existing interpreters. The
Persons with Disabilities Act (PWD Act 2003) requires public institutions to provide qualified
readers or interpreters and other similar accommodations for individuals with disabilities The
major need is in public schools and higher education, but health care providers, hospitals, courts,
public safety and other government offices are also seeing increased demand.
Simultaneously, Deaf consumers of interpreting services have become more informed and are
demanding higher quality interpreting services that meet their individual needs. Consumers and
consumer organizations have expressed interest in being substantively involved in the
identification, development, and delivery of the educational opportunities provided through these
proposed areas of intervention. In order to train qualified interpreters to better meet the demand
from consumers and consumer organizations, interpreter educators must be sufficient in number
and be knowledgeable of current best practices. To address these issues and to contribute
toward the education and training of a sufficient number of qualified interpreters to meet the
communications needs of individuals who are Deaf or Hard of Hearing and individuals who are
Deaf-blind, the Regional Interpreters and Translators School and its partners proposes to
establish priorities for the provision of educational activities for interpreters at all skill levels. The
goal is to improve the quality of interpreters in the field by providing quality educational
opportunities with consumer involvement throughout the process and with a specific focus on

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interpreters working with a variety of consumers in Kenya.

2.0 Purpose
The purpose of this framework is to champion the training of currently practicing interpreters,
train up coming interpreters and provide the Kenyan sign language interpreters with a forum for
sharing knowledge and gain structured continued professional education.
The objectives of the project will be to:a) Train sign language interpreters;
Ensure the maintenance of the skills of sign language interpreters through
continuing education;
Provide opportunities for sign language interpreters to raise their level of
competence through local and regional networking and collaboration.
Strengthen capacity of sign language interpreter associations, clubs or networks
regionally, nationally
b) Develop information, education and communication materials for sign language
interpreter training
c) Develop interdisciplinary research on Sign Linguistics, Deaf Education and Deaf culture
It is envisioned that this project which will be implemented through its partnership with key
stakeholders in the sign linguistics field and this will result in the following:1. People will change their attitudes towards Sign Language and the Deaf.
2. Communication between hearing people and the Deaf will be enhanced.
3. Deaf people will have more or better access to information, education, political
and socioeconomic activities or interactions.
4. Deaf Kenyans will have qualified and competent interpreters available to give
interpretation services in various settings
5. Deaf people will gain more confidence in the learning process, self-expression, in
communicating with hearing people and in fighting for their rights.
6. Creation of employment opportunities for Deaf individuals as trainers, and selfemployment opportunities for interpreters after training.
3.0 Target Population
The aim of this program will be to provide the Kenyan Deaf and Deaf-blind community with a
quality interpretation service to enable effective communication with the hearing community and
insure sustainable employment ready pool of qualified interpreters. Our target population will be:
1. Individuals who have some interpreting capability but lack certification.
2. Practicing interpreters with no academic or professional qualifications
3. Family members and (volunteers) community interpreters already working in various
fields
4. College students who have some Kenyan Sign Language and are eager joining the
profession
Clear guideline will be set up by SPU and the stakeholders in the admission conditionality and
entry criteria.
4.0 Process and Strategies
We believes that a comprehensive Sign Linguistics, Interpretation and Translation course will be
the best rationale and strategy to gain support within the local and political community of the
interpreters and Deaf in Kenya. Economic development is a high priority for most interpreters

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currently practicing they believe they need to investing in areas that will provide high paying job
resulting in positive economic impact. We hopes to fulfill this need by:
4.1 Training Master Trainers/Mentors
This will be a select group of resource persons trained and prepared for the program.
4.2 Publicity and Mobilisation and Recruitment
SPU will use its websites, forums and brochures to market the course and recruit students and
popularize the profession.
4.3 Testing and Referral for quality and certification
SPU working with professional bodies in examinations, testing and quality to ensure the
graduates are of high quality and competent in the areas of interpretation and translation service
delivery.
4.4 Development and collection of IEC materials
SPU, trainers, students and graduates will contribute to the development and collection of
information, education and communication materials for use in training and referencing.
4.5 Monitoring and Evaluation
Conducting education needs assessments and, based on the results, developing educational
activities for delivery through the SPU courses and to collecting, analyzing and disseminate
knowledge on Sign Linguistics, Sign language interpretation and deaf studies in the region.
5.0 Expected Deliverables
We look forward to sharing the success in working closely with all interested parties in finding
ways to recruit, train and employ highly qualified sign language interpretation professionals.
While the shortage of interpreters is a reality we have found a successful formula to help provide
the avenue for training and develop the curriculum to foster the development of additional sign
language interpreters for the future. These new interpreters are vital to servicing the growing
needs within the deaf community. On behalf of the Deaf community in Kenya, I welcome you to
engage with us and make this training program a reality for the people of Kenya.
Jack Owiti,
Ishaara Project - Kenya National Association of the Deaf - KNAD
P. O. Box 42400 00100 GPO Nairobi
Email: owitie@aol.com

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