1 Introduction: Signed languages, interpreting, and the Deaf Community in Ghana

Introduction

Ghana is a country in West Africa and home to about 30 million people. In Ghana the goal of inclusive and quality education for all is very high on the Government’s reform agenda and a recognized area of need (Swanwick et al., 2021). There is a developing infrastructure for coordinated education and health services for deaf and other people with disabilities. Indeed, Ghana has a developing sign language, Ghanaian Sign Language (GhSL) and, at least two indigenous signed languages, Adamorobe Sign Language and Nanabin Sign Language (Hadjah, 2016; Nyst, 2010). There is an active association of the deaf, Ghana National Association of the Deaf (GNAD), that campaigns to reduce the social isolation and marginalization of deaf people. However, the early support of young deaf children and their caregivers is an unmet need. Again, in Ghana diagnosis of childhood deafness is typically late since statistics suggest that about 20% of children living with significant auditory problems are not identified until after their fifth birthday (Swanwick et al., 2021). Though there are laws in place in Ghana, such as the Constitution of the Republic of Ghana, Act 527, 1992, and the Persons with Disability Act, Act 715, 2006, indicating that all individuals should have access to all public and social amenities, access to public information to individuals who are D/deaf has been minimal due to the lack of adequate services, such as professional interpreters and note-takers.

With approximately 20 schools for the deaf (both public and private), there is an enormous potential for graduates of these schools to attend university and, subsequently, serve the nation in immeasurable capacities. Most of these students have reduced prospects of ever having the opportunity to get a professional career. However, those who are able to attend university with professional interpreters facilitating communication, may return to the schools for the deaf to teach, counsel, and mentor children as those children progress through school and transition into adulthood.

Additionally, these individuals have the potential to pursue any of the careers or jobs that are available to anyone from medicine to law to creative arts. The potential to affect access for Deaf people throughout West Africa is therefore profound. Providing interpretation services ensures that Deaf people can access their human rights per the United Nations Convention on the Rights of Persons with Disabilities.

The objectives for this volume are to:

• Describe the Ghanaian Deaf Community
• Illustrate the need for services for Ghanaians who are d/Deaf or hard-of-hearing
• Begin documentation of linguistic information about Ghanaian signed languages
• Explain services already being provided

The academic contributions in this volume address the following topics:

• The Deaf Community in Ghana as Technology Adopters
• Linguistics of signed languages used in Ghana and other parts of West Africa
• Deaf education in Ghana
• Interpreting in Ghana
• The Deaf Community in Ghana
• Ghana National Association of the Deaf (GNAD)

In the chapter written by Adeoye, the relationship between technology and members of the Deaf community as early adopters is explored. Adeoye also provides technological tools that may be helpful for individuals who are d/Deaf and hard of hearing. Additionally, Adoeye has discussed extensively, how integrating technology that supports mediated visual learning tools could help d/Deaf and hard of hearing learners develop social skills and achieve higher education.

In the chapter by Asonye and Edward, the authors compare and contrast Rev. Dr. Andrew Foster’s influence on education in Ghana and Nigeria. They advocate for the use, maintenance, and preservation of indigenous signed languages in the respective countries. The authors also argue for the creation of an enabling environment for Deaf education and signed language use and the introduction of national policies that support signed language use in Ghana and Nigeria. They recommend setting up additional inclusive schools to augment the efforts of current schools for the deaf which are not adequate in terms of meeting the educational needs of deaf and hard of hearing people in Ghana and Nigeria.

In the chapter by Edward and Akanlig-Pare, the authors provide a case study of Deaf people in Ghana who use Adamorobe Sign Language (AdaSL). This case study includes a description of the “Adamorobean” context and the influence Ghanaian Sign Language (GSL) and GSL users are having on AdaSL and its users. The authors report on findings from a study in which eleven Deaf “Adamorobeans” participated in semi-structured interviews.

In the chapter by Fobi and Doku, the Ghana National Association of the Deaf is described. The authors include both practical and historical information. This chapter is descriptive.

In the chapter by Fobi, Fobi, Appau, and Oppong, the authors describe the state of interpreting in Ghana. They discuss the preparation interpreters may have undertaken, the settings where they work, and remuneration for services. They mention the development of signed languages in Ghana, as well as how deaf and hard of hearing children are educated. Though there has been little to no research on what paradigm Ghanaian interpreters use to approach their work, these authors also describe the paradigms an interpreter may use to approach their work; these include the “Helper,” “Conduit,” “Communication Facilitator,” and “Bi-cultural/Bilingual.”

The editors and authors of this volume have approached the topic from a cultural and linguistic perspective rather than a pathological/medical perspective. Words such as “deaf,” “Deaf,” “D/deaf,” “hard of hearing” are used rather than “hearing impairment.” We also attempt to use “people first” language. Rather than “the Deaf,” we will use phrases, such as “members of the Deaf community” or “people who are D/deaf and hard of hearing.” When discussing children, the use of “deaf and hard of hearing” will be used, because most children do not yet identify as members of the Deaf community. “People first” also applies to other labels, such as “people with disabilities” rather than “the disabled.” When referring to Deaf people, rather than “the Deaf,” the terms used include “Deaf people,” “Deaf individuals,” “Deaf Community,” and “members of the Deaf community.”

When referring to signed language, in general, the term “signed language” is used rather than “sign language.” The term “signed language” parallels the similar structure for “spoken language.” When referring to a specific signed language, such as “Ghanaian Sign Language,” the name as it appears conventionally is used.

Throughout this volume, the terms “Deaf,” “deaf,” “D/deaf,” and “hearing” are used.

• The term “Deaf” is used to refer to the sociological and cultural aspects of living in a world that is primarily composed of people who can hear. The term “Deaf” is used to include those individuals who do identify as sociologically and culturally Deaf.
• The term “deaf” is used to refer to the physical aspects of the ear and its mechanisms.
• The term “deaf” is also applied to those individuals who consider themselves to be audiologically deaf and identify more with the hearing world.
• The term “hearing” is used to refer to members of the dominant community who function in a world that relies upon auditory input and spoken languages.
• “D/deaf and hard of hearing” is used as an inclusive term.

To any reader who feels excluded by the use of these terms, we offer our sincere apology and welcome their input on ways to be more inclusive.

References

Hadjah, T. M. (2016). Number marking in Ghanaian Sign Language. (Unpublished master’s thesis). Department of Linguistics, University of Ghana, Legon, Ghana.

Nyst, V. (2010). Sign languages in West Africa. In D. Brentari (Ed.), Sign languages: A Cambridge language survey. Cambridge, England: Cambridge University Press.

Swanwick, R. Oppong, A., Offei, Y. N., Fobi, D., Appau, O., Fobi, J., & Mantey, F. F. (2021). The early education and support of young deaf. Working paper 1: Education and health professionals. https://deafed.leeds.ac.uk/wp-content/uploads/sites/28/2021/08/ECD_deaf-children_Ghana_Working-paper-1.pdf