Organizational support for training of Russian Sign Language translators in educational institutions

Abstract

Sign languages are a consequence of the development of modern society, confirmation of its inclusiveness, social orientation, attention to each member of society, regardless of his possibilities. The needs of society for knowledge of sign language are great, and not only because part of it cannot communicate in another way. But because such a knowledge of sign language is designed to eliminate and compensate for numerous barriers of interaction. The article contains materials for analysis of general principles of organizing training, legislatively enshrined conditions for organizing the process of training Russian sign language translators (RSL) on the basis of secondary vocational or higher education institutions, as well as the experience of implementing such programs in various educational organizations. Induction, deduction, literature analysis, comparative analysis, unstructured observation are used as research methods. The result of the research will be a number of proposals based on teaching experience and regulatory documents that are recommended for use in the educational process. The authors offer their own vision of the organizational aspects, the provisions of which are advisable to use in organizing training for RSL translators.

Organizational support for training of Russian Sign Language translators in educational institutions

“…Mastering educational programs requires considerable efforts and time from students (ZIKRATOV, 2018). According to the experience of teaching RSL, the duration of 1 lesson cannot be more than 1.5 hours.…”

“…In the study of a sounding foreign language, only two are involved: the auditory and visual functions. In the study and practical application of the Russian sign language, 3 functions and 3 analyzers are involved: auditory, visual and motor and, accordingly, auditory, visual and motor memory (AFANASYEVA, 2018;KOPNINA, 2015).…”