Headline: Sign language access on the education agenda as WASLI conference highlights deaf education and media portrayal
There needs to be more conversation on access to sign language because this runs parallel with deaf children’s education, says Dr Della Goswell, the Auslan Interpreting course coordinator at Macquarie University. Goswell was addressing delegates at the World Association of Sign Language Interpreters conference in Nadi, urging discussions that connect how deaf children are educated with how sign language is interpreted in classrooms and beyond.
There must be conversations across those two working areas because of how deaf children get educated, especially if they are sign language users. If there is no interpreting or the interpreting isn’t very competent or skilled, yet hasn’t developed enough or been supported enough, then the deaf community misses out, Goswell said. She emphasised that improving access is a pathway to removing barriers and making education truly understandable for deaf students.
Access for deaf people is about ensuring they understand their education and then ensuring there are interpreting services to work, she added. Goswell also raised concerns about how the deaf community is portrayed in mainstream media, noting that terminology matters. “A lot of newspapers and reporting get uncomfortable about what terms should be used, but you can see, deaf is for people who use sign language, deaf is the way that they are proud to identify,” she said. “Hearing impaired often makes them feel like just someone with a hearing loss, who can speak normally, and they’re okay, but deafness is not a term for putting someone down. It’s like if you’re a proud Fijian, you can be a proud deaf Fijian.”
Context from Fiji’s broader sign-language and inclusion landscape shows a growing push to formalize and expand access. Recent regional developments include the launch of Sign Language Interpreters Association of Fiji (SLIAF), a move that aims to professionalize interpretation work and bridge gaps across education, justice, media and community life. SLIAF’s leadership has described interpreters as “silent bridges between worlds,” reflecting decades of informal practice evolving toward formal standards and training. This development sits alongside ongoing efforts to promote sign language in education and to improve accessibility in public spaces, signaling a hopeful trajectory for Deaf and hard-of-hearing people in Fiji.
The conversations at WASLI align with broader advocacy and policy work in Fiji focused on inclusive education. Educational leaders have underscored the importance of supporting students with disabilities through better resource allocation, clearer referral pathways, and stronger collaboration between educators, sign-language professionals, and families. The national spotlight on inclusive education is echoed by recent discussions about autism awareness and the role of sign language alongside other communication supports in classrooms, with schools and teachers increasingly mobilizing to help children express themselves and engage with learning.
Looking ahead, observers note that formal training, certification and professional standards for interpreters can strengthen the consistency and quality of sign-language access across schools, courts, media and health services. If policymakers and development partners back these initiatives, sign-language interpretation could become a standard component of education systems, benefiting deaf students and the broader community alike. The positive momentum in Fiji mirrors a regional and global trend toward recognizing sign language as a vital part of inclusive societies.
For readers and communities, the key takeaway is that access to skilled sign-language interpretation is not just about language—it’s about empowering deaf students to understand, participate in, and benefit from education, media, and public life. It also highlights the importance of respectful language and identity, supporting deaf pride alongside educational access.
Editor’s notes and potential follow-ups:
– How are schools and universities integrating sign-language interpreters into classrooms and exams, and what training pathways exist for new interpreters in Fiji?
– What steps are being taken to ensure media outlets use respectful, accurate terminology when referring to Deaf communities?
– Could the SLIAF model be expanded to neighboring regions to standardize interpretation services in education, legal settings, and public services?
– How are autism and other diverse communication needs influencing sign-language training and curriculum development for teachers?
– A closer look at funding, partnerships (including international support), and timelines for expanding interpreter coverage in both urban and rural education settings.
Summary takeaway: The WASLI conference in Nadi underscored a shared commitment to improving sign-language access in education and media, a commitment echoed in Fiji’s ongoing efforts to professionalize interpreters, expand inclusive education, and celebrate Deaf identity as a core part of learning and community life. The path forward points to stronger training, clearer protocols, and broader collaboration to ensure every deaf student can access knowledge and participate fully.
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