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Investigation of Turkish Sign Language Instructor and Interpreter Education Programmes

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Title: Investigation of Turkish Sign Language Instructor and Interpreter Education Programmes
Language: English
Authors: Pelin Pistav Akmese (ORCID 0000-0001-8269-3899), Nilay Kayhan (ORCID 0000-0002-0937-8013)
Source: International Journal of Disability, Development and Education. 2025 72(6):1168-1182.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Deaf Interpreting, Deafness, Hard of Hearing, Sign Language, Translation, Turkish, Teacher Education Programs, Job Skills, Employment Qualifications, Higher Education, Evaluation, Training, Certification, Social Life, Students with Disabilities, Course Content, Teacher Competencies
Geographic Terms: Turkey
DOI: 10.1080/1034912X.2024.2329626
ISSN: 1034-912X
1465-346X
Abstract: This study aims to investigate Sign Language Instructor and Interpreter Education Programmes, based on the use of sign language, in academic and vocational education and training processes. A qualitative research method was used in this study. A semi-structured interview form was prepared and experts' opinions were canvassed. Twenty participants who had completed the 200-hour training programme organised in Izmir Province by the Ministry of Education, in the Directorate General of Lifelong Learning in 2019 were interviewed face to face. The data were analysed using the NVivo program and obtained under five main themes: professional competence and employment, educational process, assessment, hearing impairment and sign language, interdisciplinary studies and family education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490653
Database: ERIC
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  Value: <anid>AN0187437665;54q01sep.25;2025Aug22.05:48;v2.2.500</anid> <title id="AN0187437665-1">Investigation of Turkish Sign Language Instructor and Interpreter Education Programmes </title> <p>This study aims to investigate Sign Language Instructor and Interpreter Education Programmes, based on the use of sign language, in academic and vocational education and training processes. A qualitative research method was used in this study. A semi-structured interview form was prepared and experts' opinions were canvassed. Twenty participants who had completed the 200-hour training programme organised in Izmir Province by the Ministry of Education, in the Directorate General of Lifelong Learning in 2019 were interviewed face to face. The data were analysed using the NVivo program and obtained under five main themes: professional competence and employment, educational process, assessment, hearing impairment and sign language, interdisciplinary studies and family education.</p> <p>Keywords: Deaf; hearing impaired; sign language translation; sign language; Turkish Sign Language</p> <hd id="AN0187437665-2">Introduction</hd> <p>Hearing loss negatively affects performances of children and the development of language skills, especially in early childhood (Belgin, [<reflink idref="bib3" id="ref1">3</reflink>]; Sahli, [<reflink idref="bib36" id="ref2">36</reflink>]; Yoshinaga-Itano, [<reflink idref="bib44" id="ref3">44</reflink>]). Worldwide, 466 million people live with hearing loss, and this number constitutes 6.1% of the world's population according to data published by the World Health Organisation (WHO) and of this group, 34 million individuals are children (World Health Organization, [<reflink idref="bib43" id="ref4">43</reflink>]). It has been predicted that approximately 900 million of the world's population will experience some degree of hearing loss by 2050 (World Health Organization, [<reflink idref="bib42" id="ref5">42</reflink>]). Hearing loss, which is a concern for the world's population, is a determinant of the national health and education policies of countries. There are WHO Collaborating Centres for the Prevention of Deafness and Hearing Loss in countries such as Indonesia, Australia, Russia and China. These centres conduct studies on early diagnosis; treatment; early interventions; the development of preventive policies; employee training and the intended participation of babies, children and adults with hearing loss in the spheres of education, health, professional life and social life (World Health Organization, [<reflink idref="bib43" id="ref6">43</reflink>]).</p> <p>Appropriate communication methods, as well as early diagnosis and intervention, are necessary to mitigate the negative effects of hearing loss (Ilkbasaran, [<reflink idref="bib19" id="ref7">19</reflink>]; Kemaloglu, [<reflink idref="bib21" id="ref8">21</reflink>]; Pistav Akmese, [<reflink idref="bib28" id="ref9">28</reflink>]). It is recognised that the severe hearing impairment found in children constitutes a particularly serious obstacle to optimal development and success in education (World Health Assembly, [<reflink idref="bib41" id="ref10">41</reflink>]). Therefore, education for children with congenital severe and profound hearing loss must start in early childhood (Pistav Akmese & Acarlar, [<reflink idref="bib29" id="ref11">29</reflink>]; Sahli, [<reflink idref="bib36" id="ref12">36</reflink>]; Shekari et al., [<reflink idref="bib37" id="ref13">37</reflink>]; Shirane et al., [<reflink idref="bib38" id="ref14">38</reflink>]; Yoshinaga-Itano, [<reflink idref="bib44" id="ref15">44</reflink>]). The total communication method, in which the auditory – verbal method, lip-reading, sign language, or all of these methods are used together, should be taught to the child according to their needs (American Speech, Language, Hearing Association, [<reflink idref="bib1" id="ref16">1</reflink>], [<reflink idref="bib2" id="ref17">2</reflink>]; Easterbrooks et al., [<reflink idref="bib13" id="ref18">13</reflink>]; Kemaloglu, [<reflink idref="bib21" id="ref19">21</reflink>]; Pistav Akmese, [<reflink idref="bib28" id="ref20">28</reflink>]). Parlak ([<reflink idref="bib26" id="ref21">26</reflink>]) stated that the students who go on to attend a school for the deaf use sign language in nearly 100% of their communication. Blackburn ([<reflink idref="bib5" id="ref22">5</reflink>]) stated that when parents communicate with their deaf children using sign language in the family setting, the frequency of the communication increases. Pistav Akmese ([<reflink idref="bib27" id="ref23">27</reflink>]) drew attention to the fact that sign language encourages deaf children to begin communicating. In addition, Daniels ([<reflink idref="bib12" id="ref24">12</reflink>]) stated that children who hear and can also communicate through sign language gain a more positive awareness of their deaf peers and emphasised the positive effect of this situation on the complete participation of deaf peers in educational settings.</p> <p>A study conducted in 2009 by the US Department of Education's Office of Special Education and Rehabilitative Services, stated that more than 87% of children with hearing loss go on to general education environments. Therefore, it is necessary to conduct studies to identify necessary communication methods, increase peer interaction and support the competency of the teachers in this field. In this sense, teachers and other adults in society must learn communication methods to support the total participation of children with hearing loss in the school, the classroom environment and wider social life (Berndsen & Luckner, [<reflink idref="bib4" id="ref25">4</reflink>]; Cripps et al., [<reflink idref="bib11" id="ref26">11</reflink>]; Pistav Akmese & Kayhan, [<reflink idref="bib32" id="ref27">32</reflink>]; [<reflink idref="bib1" id="ref28">1</reflink>]; [<reflink idref="bib33" id="ref29">33</reflink>]; Pistav Akmese, [<reflink idref="bib28" id="ref30">28</reflink>]).</p> <p>Cripps et al. ([<reflink idref="bib11" id="ref31">11</reflink>]) conducted an online questionnaire to identify the opinions and thoughts of speech – language pathology students about the use of American Sign Language. The participants drew attention to the significance of the use of sign language in the diagnosis and treatment process in the results of the study. Only 3 out of 32 participants stated that they conducted spoken language rehabilitation with deaf individuals who use sign language. In addition, 21 participants stated that they considered themselves lacking in terms of professional knowledge and skills when working with individuals who use sign language. The researchers pointed out the importance and necessity of education regarding sign language use. A similar study was conducted by Piştav Akmeşe et al. ([<reflink idref="bib34" id="ref32">34</reflink>]) with graduate students in speech – language pathology. The study stated the necessity of giving sign language education to employees who were going to work in the health services field in the pre-vocational education and intervention processes.</p> <p>The American Speech, Language, Hearing Association ([<reflink idref="bib1" id="ref33">1</reflink>],[<reflink idref="bib2" id="ref34">2</reflink>]) drew attention to the view that the parents and other adults should communicate correctly with the children by determining the primary communication methods in addressing issues around hearing loss. In the report published by the 48<sups>th</sups> World Health Assembly, the importance of new-born screening, preventive and reformatory health policies, family education and post-diagnosis rehabilitation was emphasised internationally (World Health Assembly, [<reflink idref="bib41" id="ref35">41</reflink>]).</p> <p>Another important point in sign language education is the competencies of the experts and instructors who would be delivering sign language education (Pistav Akmese, [<reflink idref="bib28" id="ref36">28</reflink>]). In Turkey, where nearly three million deaf individuals live, there is no undergraduate training programme for Turkish Sign Language (TSL) instructors. The only programme extant regarding sign language is that of Ankara University's Turkish Sign Language and Deaf Studies Department, founded in 2018 (<ulink href="http://www.yok.gov.tr">http://www.yok.gov.tr</ulink>). The programme includes the Turkish Sign Language Interpretation Master's Degree Programme with/without Thesis and a Sign Language Studies Doctoral Programme (<ulink href="http://sosbilens.ankara.edu.tr">http://sosbilens.ankara.edu.tr</ulink>). The programme aims to bridge the serious gap in delivering TSL courses to meet the needs of the deaf community for professional TSL interpreters in the fields of Health, Education and Law (https://www.aile.gov.tr; <ulink href="http://sosbilens.ankara.edu.tr">http://sosbilens.ankara.edu.tr</ulink>).</p> <p>In Turkey, interpreters and instructors who will conduct sign language education are mostly trained in the courses organised by public education centres or associations for the deaf. To include deaf individuals in national and international academic and active life in all fields, it has been argued that sign language should be learnt and taught correctly and its use should be made widespread.</p> <p>This study aimed to investigate the opinions of 20 individuals who had participated in the Sign Language Instructor and Interpreter Education certificate programmes and received sign language instructor and interpretation education addressing sign language education. Answers to the following research questions were sought in the study:</p> <p></p> <ulist> <item> What are the participants' reasons for participating in sign language certificate programmes?</item> <p></p> <item> What do participants think about sign language use in social life?</item> <p></p> <item> What do participants think about sign language use in the education of students with hearing loss?</item> <p></p> <item> What do participants think about the content of sign language programmes?</item> <p></p> <item> What do participants think about the competencies of sign language instructors?</item> </ulist> <hd id="AN0187437665-3">Method</hd> <p>A qualitative study design was implemented. The study group was identified using the purposive sampling method (J. Creswell, [<reflink idref="bib9" id="ref37">9</reflink>]). This study was carried out in compliance with the Declaration of Helsinki. Questions posed to the participants were open-ended, subject-oriented, and comprehensible (Ergenekon, [<reflink idref="bib15" id="ref38">15</reflink>]). Ethical rules such as confidentiality and informed consent were observed. All participants were informed about the purpose and process of the study and their consent was obtained. The preparation, organisation, and reporting stages were followed in the analysis of the data. The data analysed in these stages were then turned into conceptual structures and qualitative categories. Themes constituted the findings (Elo & Kyngas, [<reflink idref="bib14" id="ref39">14</reflink>]).</p> <hd id="AN0187437665-4">Study Group</hd> <p>The study group was chosen from among the individuals who had attended and completed Sign Language Instructor and Interpreter Education programmes and then volunteered to participate in the study. Twenty participants were included in the study. The study group was determined using the purposive sampling method following ethical principles. People who had received Basic Sign Language Education, had voluntarily accepted to participate in the study, and had allowed the data collection with written record and voice recording participated in the study.</p> <p>The demographic information of the participants is shown in Table 1.</p> <p>Table 1. Demographic information about the teachers (N: 20).</p> <p> <ephtml> <table><thead><tr><td>F</td><td>Age</td><td>Gender</td><td>Edu. Status</td><td>Profession</td><td>Purpose of Participation</td><td>Education Plan/Suggestion</td><td>TSL Teach. Age</td><td>Instructor competency</td></tr></thead><tbody><tr><td>PA1</td><td>38</td><td>F</td><td>University</td><td>Not working</td><td>Sign language teaching</td><td>Increase in duration, video, dictionary, book, app.</td><td>7 years and older</td><td>Turkish must be adequate. Field expert.</td></tr><tr><td>PA2</td><td>42</td><td>F</td><td>University</td><td>Lawyer</td><td>To use in the profession</td><td>Video, visual, printed publication, web</td><td>Early Childhood</td><td>Linguistics education, scientific expertise</td></tr><tr><td>PA3</td><td>32</td><td>F</td><td>Associate Degree</td><td>Preschool Teach.</td><td>Sign language teaching</td><td>Min. 7 months of duration, material</td><td>Early Childhood</td><td>Formation is a requisite, adult teach.</td></tr><tr><td>PA4</td><td>38</td><td>F</td><td>University</td><td>Philosophy Teach.</td><td>To use in the profession</td><td>Min. 400 hours of duration, material, information tech</td><td>6–7 years</td><td>Field expert, special education, language</td></tr><tr><td>PA5</td><td>22</td><td>F</td><td>University</td><td>Classroom Teach.</td><td>To use in the profession</td><td>Duration, min. 400 hours, web, review</td><td>8–9 years</td><td>Field expert, with strong communication skills</td></tr><tr><td>PA6</td><td>29</td><td>F</td><td>University</td><td>Primary School Teaching</td><td>To use in the profession</td><td>Duration, min. 600 hours, mat. app</td><td>5–6 years</td><td>Field expert, with formation, communication</td></tr><tr><td>PA7</td><td>27</td><td>F</td><td>University</td><td>Teacher</td><td>To use in the profession</td><td>Duration, min. 600 hours, material</td><td>7 years</td><td>Language development and speech field education</td></tr><tr><td>PA8</td><td>32</td><td>F</td><td>University</td><td>Not working</td><td>Sign language teaching</td><td>Duration, min. 2 years Dictionary, web applications, feedback</td><td>6–7 years</td><td>Expert in communication skills, field knowledge, formation</td></tr><tr><td>PA9</td><td>34</td><td>F</td><td>University</td><td>Not working (Business sch. grad.)</td><td>Sign language teaching</td><td>Duration, min. 2 years continually, practice</td><td>6–7 years</td><td>Sufficient use of gestures and mimics, accessible sources</td></tr><tr><td>PA10</td><td>33</td><td>F</td><td>University</td><td>History teacher</td><td>Working in the special education field</td><td>Duration, material, practice with the deaf</td><td>Early Childhood</td><td>Use of body language, voice, gestures, and mimics</td></tr><tr><td>PA11</td><td>30</td><td>F</td><td>University</td><td>Not working (Fac. of edu. grad.)</td><td>Sign language teaching</td><td>Duration, min. 6 months, material and information technology-advanced videos</td><td>Early Childhood</td><td>Adult education with the knowledge of language and communication subjects and formation</td></tr><tr><td>PA12</td><td>40</td><td>M</td><td>University</td><td>History teacher</td><td>To use in the profession</td><td>Duration must be min. 700 hours.</td><td>5 years</td><td>Language development, speech, and science of translation</td></tr><tr><td>PA13</td><td>26</td><td>F</td><td>University</td><td>Teacher</td><td>To use in the profession</td><td>Min. 400 hours of duration, material</td><td>9–10 years</td><td>Language, communication, special education field knowledge</td></tr><tr><td>PA14</td><td>23</td><td>F</td><td>University</td><td>Soc. Serv.Exp.</td><td>To use in the profession</td><td>Min. 400 hours of duration, material</td><td>6–7 years</td><td>Formation is a requisite, grammar knowledge</td></tr><tr><td>PA15</td><td>42</td><td>F</td><td>University</td><td>Mediator</td><td>To use in the profession</td><td>Duration, material, online app.</td><td>6–7 years</td><td>Language and communication knowledge, formation</td></tr><tr><td>PA16</td><td>30</td><td>F</td><td>Associate Degree</td><td>Accounting teacher</td><td>To use in the profession</td><td>Duration should start in undergraduate education</td><td>5–6 years</td><td>Hearing impairment field knowledge, language, communication</td></tr><tr><td>PA17</td><td>23</td><td>F</td><td>University</td><td>Literature teacher</td><td>To use in the profession</td><td>Duration and material, practice</td><td>7–8 years</td><td>Language and communication skills, formation</td></tr><tr><td>PA18</td><td>41</td><td>F</td><td>Associate Degree</td><td>Soc.Serv.Officer</td><td>To use in the profession</td><td>Duration, visual material, face-to-face education</td><td>7–8 years</td><td>Special education field expert and adult teacher</td></tr><tr><td>PA19</td><td>38</td><td>F</td><td>Associate Degree</td><td>Accounting Officer</td><td>To use in the profession</td><td>Duration, education with CODA, material, content</td><td>5–6 years</td><td>Language and special education field expert</td></tr><tr><td>PA20</td><td>33</td><td>F</td><td>University</td><td>History Teacher</td><td>To use in the profession</td><td>Education, material</td><td>5–6 years</td><td>Use of gestures and mimics, formation</td></tr></tbody></table> </ephtml> </p> <p>As seen in Table 1, the majority of the participants were between the ages of 23 and 42 and graduates of a 4-year undergraduate programme. Twenty participants consisted of 1 male and 19 females between the ages of 22–42. When examining their educational status, all participants except for 4 participants who had associate degrees (PA3-PA16-PA18 and PA19) had higher education undergraduate degrees. Their professional status and employment status varied. Participant group included participants who were graduates but not employed then (PA1-PA9-PA11), a lawyer (PA2), and history teachers (PA10-PA12-PA20). When examining the reasons for participating in TSL education, it drew attention that all participants (PA1-PA20) aimed to learn sign language and use it professionally in communication. When examining the suggestions related to education planning, it was seen that they emphasised that education should be at least 400–600 hours (PA4-PA5-PA6-PA7-PA13-PA14), rich and interactive materials should be prepared, a practice-oriented sign language education should be given by preparing videos, dictionaries, and web blogs (PA1-PA2-PA3-PA4-PA6-PA17-PA18-PA19), and competencies must be monitored. They suggested that sign language education should be included in preschool education curricula in early childhood period and they stated that sign language instructors should be chosen among instructors who have basic knowledge in communication, language and speech fields, and who have formation in adult education.</p> <hd id="AN0187437665-5">Data Collection</hd> <p>An interview form was used in the study. The interview form was prepared by the authors who had completed sign language education and had been previously delivering TSL courses in higher education. The interview form was submitted to the field experts (two special education and one linguistics) and the questions were revised based on their opinions. The participants were asked 12 open-ended questions. The questions in the form are shown in Appendices I and II. The questions were asked by the first author and recorded along with the responses using a voice recorder, and notes were taken.</p> <p>The data were collected with the semi-structured interview technique. The participants' opinions and personal experiences were examined from a holistic perspective (Bogdan & Biklen, [<reflink idref="bib6" id="ref40">6</reflink>]).</p> <p>The data were collected through face-to-face interviews. In the pilot study of the questionnaire, both two researchers interviewed one person who had received sign language instructor and interpreter education. Then, the participants who had completed the education in the summer term of 2019 were contacted via email, telephone and participant suggestions. They were informed about the study and at an appointed time, the interviews were conducted in the institution in which the first researcher works. The interviews lasted for 35–45 minutes for each participant.</p> <hd id="AN0187437665-6">Data Analysis</hd> <p>Each participant received a letter code and number such as PA1, PA2. The data were analysed using the NVivo program (Jackson & Bazeley, [<reflink idref="bib20" id="ref41">20</reflink>]). Creating a conceptual framework process means determining the categories and themes according to the opinions of the participants. Similar and differential aspects of the answers were focused on, organised and interpreted during the analysis. Data analysis was based on content analysis which consisted of six steps suggested by J. W. Creswell and Creswell ([<reflink idref="bib10" id="ref42">10</reflink>]). In the first step, the data were prepared for analysis, interviews were transcribed and participants were allocated numbers. All data were read and prepared for analysis. In the third step, the data were coded and the concepts that best matched the meaning were used as codes. In the fourth step, the data were analysed in depth. Themes and sub-themes were determined as a result of the coding. In the fifth step, the themes were organised. In the final step, the findings were linked with the literature.</p> <p>Besides being experts in special education, language and speech, rehabilitation of children with hearing loss, teacher training and TSL, the researchers had previously been delivering education on qualitative and quantitative research methods during their postgraduate education. Both researchers and one of the experts whose opinions were received made the evaluation together in the reporting process. The direct opinions of the participants were included in the findings section to provide credibility and validity, which constitutes an important dimension in qualitative research (J. Creswell, [<reflink idref="bib9" id="ref43">9</reflink>]). Inter-coder reliability and repeatability were taken into account for the reliability element. Inter-coder reliability analysis was calculated following the sub-themes obtained from the opinions of the participants. Inter-coder reliability was calculated as 91% using Reliability = [Agreement/(Agreement + Disagreement)] × 100 formula (Miles & Huberman, [<reflink idref="bib25" id="ref44">25</reflink>]). The high value of coherence percentage of the codings performed between different people reveals that the measurement reliability is also high (J. Creswell, [<reflink idref="bib9" id="ref45">9</reflink>]).</p> <hd id="AN0187437665-7">Findings</hd> <p>Table 2 includes the main themes and sub-themes developed as a result of the analysis of the opinions of 20 individuals who had attended the Sign Language Instructor and Interpreter Education certificate programmes and received sign language instructor and interpreter education.</p> <p>Table 2. Themes and sub-themes developed as a result of data analysis.</p> <p> <ephtml> <table><thead><tr><td>Theme and Sub-themes</td><td>Number Mentions</td></tr></thead><tbody><tr><td><bold>1. Professional competence and employment</bold></td><td /></tr><tr><td> 1.1. Reason for joining the education and performance relation</td><td>19</td></tr><tr><td> 1.2. Determinative mechanisms for joining the education criteria and pre-conditions</td><td /></tr><tr><td><bold>2. Educational process</bold></td><td /></tr><tr><td> 2.1. Material use and duration of practice</td><td>20</td></tr><tr><td> 2.2. Monitoring the education and authorisation</td><td /></tr><tr><td><bold>3. Assessment</bold></td><td /></tr><tr><td> 3.1. Assessment of the instructor</td><td>20</td></tr><tr><td> 3.3. Assessment of the trainee who attended the education</td><td>18</td></tr><tr><td> 3.2. Assessment of the program (content, duration, and material, etc.)</td><td>20</td></tr><tr><td><bold>4. Hearing Impairment and Sign Language Use</bold></td><td /></tr><tr><td> 4.1. Opinions about the necessity for early diagnosis and a holistic viewpoint</td><td /></tr><tr><td> 4.2. Corporate decisions, legal regulations, training of the personnel</td><td /></tr><tr><td><bold>5. Interdisciplinary Studies and Family Education</bold></td><td /></tr><tr><td> 5.1. Sign language education of the families, contribution to the early intervention</td><td>20</td></tr><tr><td> 5.2. Support services provided to the family and the child with hearing loss</td><td>20</td></tr><tr><td>Total</td><td>208</td></tr></tbody></table> </ephtml> </p> <p>Table 2 includes the opinions of the participants about each main theme and sub-theme. It shows the frequency of participants in the related codes; the opinions of the participants about each theme and sub-theme are across 208 frequency ranges.</p> <p>The examples of the opinions of the participants related to the main theme and the sub-themes according to the data obtained in the study are given below.</p> <hd id="AN0187437665-8">Theme and Sub-Themes: Professional Competence and Employment</hd> <p>1. When examining the reasons for continuing to the Sign Language Instructor and Interpreter Education certificate programmes and obtaining certification, two different reasons become apparent. PA1, PA3, PA8, PA9 and PA11 stated that they wanted to be sign language instructors and attended the course for work and employment. The others stated that their reason for attendance was to use it in their professional life actively and communicate with the individuals in their environment, to help them. For example:</p> <p>PA1: I want to be useful for myself and other individuals and work in the field if possible; PA8: I want to improve myself and work in this field. I decided to learn it after I witnessed one of my friends talking to her deaf brother; PA17: I attended to help the deaf easily while I'm doing my job and to make sign language more widespread.</p> <hd id="AN0187437665-9">Theme and Sub-Themes: Educational Process</hd> <p>When examining the opinions about the use of sign language in the educational process and hearing-impaired students; most of the participants stated that hearing children should learn sign language. They suggested that teachers and other professionals should receive sign language education as part of their undergraduate education. For example, PA6, PA12, PA19 and PA20 emphasised that sign language education should start at the age of 5–6; PA1, PA4, PA5, PA7, PA8, PA14 and PA18 recommended that sign language education should start at the age of 7–8. PA9 thought that it is an advantage for employees in the programmes to have sign language competency so that they will be prepared for the children with hearing loss and in the services provided in the health field from diagnosis to evaluation: Sign language education should start at the age of 6–7. Sign language use in the training process will be beneficial for both hearing children and deaf children because this age is a period in which visuals are prominent and gestures and facial expressions are used effectively;</p> <p>PA5: There should be an employee who knows sign language in all institutions from preschool to university; PA15: It is necessary to support the development of employees who received sign language education with the online programmes; PA19: The materials should be common in sign language use and awareness studies. It is significant for hearing individuals to study with children of deaf adults to use this language more effectively.</p> <hd id="AN0187437665-10">Theme and Sub-Themes: Assessment</hd> <p>The participants who gave their opinions about the attendance criteria of the education and how to assess the performance in the process (all participants except PA4, PA5, PA10, PA12 and PA13) stated that sign language, in particular, is an area of expertise. They suggested that the groups should be formed according to educational level and the performances should be monitored. When examining the opinions of the participants about the features of the sign language instructor and interpreter education programmes, the participants suggested that the duration of the programme should be increased, the materials should be enriched and the environment should be arranged in terms of physical characteristics and the number of participants. For example:</p> <p>PA1: 200 hours of education is good but the number of courses could be increased, and materials, such as videos and dictionaries, are significant. These should be included in every instance and should also be similar; PA16: Undergraduate education should be provided, an opportunity for face-to-face education and communication should be provided and there should be hearing-impaired teachers in the schools for the deaf; PA20 stated that the instructors who will work with both the children and the adults should be experienced field experts.</p> <hd id="AN0187437665-11">Theme and Sub-Themes: Hearing Impairment and Sign Language Use</hd> <p>Opinions of the participants about sign language use in social life and developments on this subject are about hearing impairment and sign language use. For example, PA12, who emphasised the necessity of an early diagnosis and a holistic view, stated:</p> <p>I think the sign language use is a necessity everywhere, thus it should be taught to the children in early childhood and at primary school age; PA17: They should be able to make themselves understood in every aspect of life, such as hospital, school, home and pharmacy. However, they have difficulty as sign language is not used everywhere. It is necessary to give sign language education to the families, and to the students at schools, and to give it as a compulsory course to all students in higher education; they emphasised total participation in social life.</p> <hd id="AN0187437665-12">Theme and Sub-Themes: Interdisciplinary Studies and Family Education</hd> <p>The participants mentioned the families' sign language education and its contribution to early intervention. Participants, emphasising the importance and necessity of support services provided to the child with hearing loss, drew attention that sign language instructors should also have competence in family education. When examining the opinions of the participants about the competencies of the employees who serve in the sign language instructor and interpreter education programmes and the characteristics of the trainees; opinions about the monitoring and evaluation, family participation and interdisciplinary studies became prominent. One of the participants, PA5, stated that it is necessary to give sign language education to the families:</p> <p>Language development starts when the child is very young. Families must learn it. Experiences affect cognitive development; PA13: Early education is important. The families should receive an education like the deaf children.</p> <p>Regarding the characteristics of the trainees who attend sign language education and the instructors' competencies; PA11: The instructor should have both theoretical and practical knowledge of the subject. The individuals who attend the course should take a practical exam after a 6-month-long education and, finally, should start communicating with the deaf on their own. ... They should use practice-based materials, web and information technologies effectively during the training; PA19: The instructor should have experience in the fields of special education, language and speech. They should give feedback, especially during the course. They should attach more importance to communicating through sign language than verbal communication throughout the course.</p> <hd id="AN0187437665-13">Discussion and Conclusion</hd> <p>The opinions of the participants were obtained under five main themes which are professional competence and employment, educational process, assessment, hearing impairment and sign language use and interdisciplinary studies and family education in the study. Determining the professional competencies according to standards supports quality and accountability in educational process. In particular, it provides people who will give sign language education with an opportunity to monitor and evaluate both their personal rights as employees and quality of their work. Thus, a relationship should be established between occupational professionalism and employment. Monitoring should be conducted in line with official standards. For example, employment should be increased in institutions where children with hearing loss attend and places where public services are provided; competencies of staff who will work in the units such as schools, hospitals, and government offices should be clear. Besides employment in public institutions, employment of sign language experts should be provided in local government units where the society is in most frequent communication.</p> <p>The opinions of participants support the following three main points:</p> <hd id="AN0187437665-14">Sign Language Instructor Education</hd> <p>In this section, the results regarding the first and third main themes were discussed. (1–3.Theme and sub-themes Professional competence and employment and Assessment).The study drew attention to the fact that the pre-existing academic and professional competencies of the individuals who will attend the sign language instructor and interpreter education programmes are significant. The participants suggested that the individuals who attend the course should be determined following some criteria and the groups should be planned accordingly. They stated that sign language education should be included, especially in the formal education programmes, as both compulsory and elective courses. To spread sign language and ensure it is used correctly, it is necessary to give sign language education and determine the competencies of the instructors who will give this education. It is seen as important that education should meet certain criteria in terms of material, content and duration. In the study conducted by Pistav Akmese ([<reflink idref="bib27" id="ref46">27</reflink>]) with 190 participants who had attended a basic sign language certificate programme, the findings draw attention to the fact that there was consensus among participants on the need to attend the classes, regulations about the use of sign language in society, the competencies of the sign language instructors and the quality of the sign language programmes. The opinions in this study about how sign language education should be given, what the features of the programme could be, the instructor and the prerequisites for attending the education and determining the assessment criteria at the end of the education concur with the study conducted by Pistav Akmese ([<reflink idref="bib27" id="ref47">27</reflink>]).</p> <p>The participants, while emphasising sign language use in schools, expressed opinions about the material, programme and legal regulations. The participants drew attention to the necessity to investigate how sign language education is given to both school-age children and adults, to evaluate the programme and to supervise evaluation studies in the future.</p> <hd id="AN0187437665-15">Expert/Instructor, Teachers and Sign Language Education</hd> <p>In this section, results regarding the second main theme in the findings were discussed. Participants expressed the view that deaf children, as with all children, gain their first experiences in the family environment. They also stated that it is important to teach sign language to the families as early as possible. They emphasised that it is important for the professionals who work with deaf children to be able to use sign language efficiently. Leeson ([<reflink idref="bib23" id="ref48">23</reflink>]) drew attention to the importance of using sign language in the education of deaf children. An important point in the use of sign language is the role of qualified teachers in developing sign language competencies (Krausneker et al., [<reflink idref="bib22" id="ref49">22</reflink>]). Different studies in the literature have drawn attention to the importance of using sign language at an early age (Pistav Akmese & Kayhan, [<reflink idref="bib30" id="ref50">30</reflink>],[<reflink idref="bib31" id="ref51">31</reflink>], [<reflink idref="bib33" id="ref52">33</reflink>]), teachers' competency in using sign language (Erting et al., [<reflink idref="bib16" id="ref53">16</reflink>]; Marippan & Yasin, [<reflink idref="bib24" id="ref54">24</reflink>]; Pistav Akmese, [<reflink idref="bib27" id="ref55">27</reflink>]) and the support sign language gives to the academic and social participation of deaf children (Erting et al., [<reflink idref="bib16" id="ref56">16</reflink>]; Pistav Akmese & Kayhan, [<reflink idref="bib30" id="ref57">30</reflink>], [<reflink idref="bib31" id="ref58">31</reflink>]).</p> <hd id="AN0187437665-16">Families and Sign Language Education</hd> <p>In this section, results regarding the fourth and fifth main themes in the findings were discussed (Theme and sub-themes: Hearing Impairment and Sign Language Use, Interdisciplinary Studies and Family Education). Hearing children learn the language without any education. However, deaf children can only learn the language with the support of their deaf/hearing parents (Kemaloglu, [<reflink idref="bib21" id="ref59">21</reflink>]; Pistav Akmese, [<reflink idref="bib28" id="ref60">28</reflink>], 2020). Ninety-two per cent of deaf infants have hearing parents (Ilkbasaran, [<reflink idref="bib19" id="ref61">19</reflink>]; Kemaloglu, [<reflink idref="bib21" id="ref62">21</reflink>]; Pistav Akmese, [<reflink idref="bib28" id="ref63">28</reflink>]). Children's language learning in early childhood is related to the intensive use of the language in the home environment. Therefore, deaf children's parents must learn sign language. Vallotton ([<reflink idref="bib39" id="ref64">39</reflink>], [<reflink idref="bib40" id="ref65">40</reflink>]) stated that infants understand the behaviours of adults more quickly and easily when gestures and facial expressions are used. Gol Guven ([<reflink idref="bib17" id="ref66">17</reflink>]) stated that the use of sign language in early childhood gives advantages in learning new terms and developing vocabulary. Calderon ([<reflink idref="bib7" id="ref67">7</reflink>]), drew attention to the variables, such as the type of hearing loss, age of diagnosis and early intervention, which are effective in mothers' communication with their deaf children. Calderon also stated that intervention programmes applied to deaf children in schools are predictive of reading skills. In this study, participants similarly stated that the use of sign language in both home and school settings is important for language development.</p> <p>This study conclusion, the participants argued for the necessity of early diagnosis and education for deaf children in this study. They drew attention to the importance of teachers in teaching sign language to children in early childhood. They stated that sign language materials and evaluation criteria are necessary for the education of the teachers. In terms of competencies, they emphasised that competency in using sign language should be monitored during the post-educational period. They also suggested that sign language use should be widespread and supported in schools, hospitals and other public institutions. In conclusion, early identification of deaf children and early auditory verbal education as well as early teaching of sign language are important. In particular, it is an important requirement to develop materials that will provide sign language education from an early period. In addition, the widespread use of sign language in society and the ability to communicate in sign language, especially by those serving in the public sector, will contribute to the active participation of deaf individuals in society.</p> <hd id="AN0187437665-17">Suggestions</hd> <p>The competencies in the use of sign language of the experts and teachers who provide diagnosis, evaluation and education for deaf children should be investigated. Materials that support communication (television shows, mobile applications, etc.) should be developed for deaf children's teachers and their effectiveness should be investigated. Free mobile applications should be developed for the hearing parents and teachers of deaf children to learn sign language and their effectiveness should be investigated.</p> <hd id="AN0187437665-18">Acknowledgments</hd> <p>We would like to thank Soner Aslan, the secretary of the Unimpeded Aegean Coordination, who is a Member of Deaf Culture, and who contributed to the emergence of the research. We are grateful to Ege University Planning and Monitoring Coordination of Organisational Development and Directorate of Library and Documentation for their support in editing and proofreading service of this study.</p> <hd id="AN0187437665-19">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0187437665-20">Ethical Approval</hd> <p>All procedures in studies involving human participants were performed following the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments, or comparable ethical standards.</p> <hd id="AN0187437665-21">Informed Consent</hd> <p>Informed consent was obtained from all individual participants included in the study. The researchers obtained institutional and individual consent from the relevant foreign languages departments, professors and the students involved.</p> <hd id="AN0187437665-22">Supplementary material</hd> <p>Supplemental data for this article can be accessed online at https://doi.org/10.1080/1034912X.2024.2329626.</p> <ref id="AN0187437665-23"> <title> References </title> <blist> <bibl id="bib1" idref="ref16" type="bt">1</bibl> <bibtext> American Speech, Language, Hearing Association. (2018a). Cochlear Implants. <ulink href="http://www.asha.org/public/hearing/Cochlear-Implant/">http://www.asha.org/public/hearing/Cochlear-Implant/</ulink></bibtext> </blist> <blist> <bibl id="bib2" idref="ref17" type="bt">2</bibl> <bibtext> American Speech, Language, Hearing Association. (2018b). 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  Data: 2025
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Deaf+Interpreting%22">Deaf Interpreting</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Hard+of+Hearing%22">Hard of Hearing</searchLink><br /><searchLink fieldCode="DE" term="%22Sign+Language%22">Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22Turkish%22">Turkish</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Qualifications%22">Employment Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Certification%22">Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Life%22">Social Life</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/1034912X.2024.2329626
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1034-912X<br />1465-346X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to investigate Sign Language Instructor and Interpreter Education Programmes, based on the use of sign language, in academic and vocational education and training processes. A qualitative research method was used in this study. A semi-structured interview form was prepared and experts' opinions were canvassed. Twenty participants who had completed the 200-hour training programme organised in Izmir Province by the Ministry of Education, in the Directorate General of Lifelong Learning in 2019 were interviewed face to face. The data were analysed using the NVivo program and obtained under five main themes: professional competence and employment, educational process, assessment, hearing impairment and sign language, interdisciplinary studies and family education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1490653
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490653
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1034912X.2024.2329626
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1168
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Deaf Interpreting
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Hard of Hearing
        Type: general
      – SubjectFull: Sign Language
        Type: general
      – SubjectFull: Translation
        Type: general
      – SubjectFull: Turkish
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Job Skills
        Type: general
      – SubjectFull: Employment Qualifications
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Certification
        Type: general
      – SubjectFull: Social Life
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Investigation of Turkish Sign Language Instructor and Interpreter Education Programmes
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pelin Pistav Akmese
      – PersonEntity:
          Name:
            NameFull: Nilay Kayhan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1034-912X
            – Type: issn-electronic
              Value: 1465-346X
          Numbering:
            – Type: volume
              Value: 72
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: International Journal of Disability, Development and Education
              Type: main
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