Uploaded September 2024 | Updated September 2026, 2 weeks ago
Find out more at https://gupress.gallaudet.edu/internationalperspectives
"Development of Sign Language Interpreters’ Professional Training in Russia" | Chapter summary in Russian Sign Language
Chapter authors: Anna Komarova, Tatiana Davidenko, Valeria Vinogradova, and Bencie Woll
From “International Perspectives on Sign Language Translator and Interpreter Education”
Edited by Jemina Napier, Stacey Webb, and Robert Adam
Published by Gallaudet University Press
**This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.**
Visual description: The signer is a 30-year-old woman with shoulder-length brown hair standing against a plain, lightly colored wall. She is wearing a black t-shirt, has a tattoo on her right arm, a nose ring, and earrings. The video captures her face and hands and does not extend below the chest area.
Transcript:
Hello! My name is Valeria Vinogradova. I would like to tell you about a book on the education of sign language interpreters. This book was published by Gallaudet University in the USA, and it includes a chapter about RSL. The chapter was written by Anna Komarova [sign name] and Tatiana Davidenko [sign name]. The two of them talk about the first instances of books mentioning sign language interpreting in Russia. This was before the Revolution, when interpreters were needed to interpret prayers for the church. After the Revolution, interpreters were needed for factories and for courses on literacy. VOG [the All-Russian Society of the Deaf] started preparing interpreters actively in the 1930s. A famous deaf person, Semyon Ivanov [sign name], prepared about 800 interpreters in different regions. Then, in the 1970s, Joseph Geilman started teaching interpreters in Pavlovsk, but he focused more on teaching Signed Russian. Up to this day, many colleges across Russia keep teaching according to the Signed Russian method.
Recently, in 2012, an important event happened in Russia. Russian Sign Language was officially recognized as a language. Because of that, different programs were opened at universities. These are full-term, four-year higher education degrees. They were established at Moscow State Linguistic University, Novosibirsk State Technological University, and now another program has been added at Kazan Federal University. They all teach interpreters for four years, to work with both spoken and signed languages. Anna and Tatiana also wrote about the situation with interpreter training in different countries of the post-Soviet space. If you are interested in learning more about this publication, you can contact me. Thank you!
Find out more at https://gupress.gallaudet.edu/internationalperspectives
"Development of Sign Language Interpreters’ Professional Training in Russia" | Chapter summary in Russian Sign Language
Chapter authors: Anna Komarova, Tatiana Davidenko, Valeria Vinogradova, and Bencie Woll
From “International Perspectives on Sign Language Translator and Interpreter Education”
Edited by Jemina Napier, Stacey Webb, and Robert Adam
Published by Gallaudet University Press
**This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.**
Visual description: The signer is a 30-year-old woman with shoulder-length brown hair standing against a plain, lightly colored wall. She is wearing a black t-shirt, has a tattoo on her right arm, a nose ring, and earrings. The video captures her face and hands and does not extend below the chest area.
Transcript:
Hello! My name is Valeria Vinogradova. I would like to tell you about a book on the education of sign language interpreters. This book was published by Gallaudet University in the USA, and it includes a chapter about RSL. The chapter was written by Anna Komarova [sign name] and Tatiana Davidenko [sign name]. The two of them talk about the first instances of books mentioning sign language interpreting in Russia. This was before the Revolution, when interpreters were needed to interpret prayers for the church. After the Revolution, interpreters were needed for factories and for courses on literacy. VOG [the All-Russian Society of the Deaf] started preparing interpreters actively in the 1930s. A famous deaf person, Semyon Ivanov [sign name], prepared about 800 interpreters in different regions. Then, in the 1970s, Joseph Geilman started teaching interpreters in Pavlovsk, but he focused more on teaching Signed Russian. Up to this day, many colleges across Russia keep teaching according to the Signed Russian method.
Recently, in 2012, an important event happened in Russia. Russian Sign Language was officially recognized as a language. Because of that, different programs were opened at universities. These are full-term, four-year higher education degrees. They were established at Moscow State Linguistic University, Novosibirsk State Technological University, and now another program has been added at Kazan Federal University. They all teach interpreters for four years, to work with both spoken and signed languages. Anna and Tatiana also wrote about the situation with interpreter training in different countries of the post-Soviet space. If you are interested in learning more about this publication, you can contact me. Thank you!






![8. Response: Social Construction and Working in the Zone of Proximal Development: GIsh Revisited
McDermind, Campbell, & Houkes, Lisanne. (2022). Response: Social Construction and Working in the Zone of Proximal Development: Gish Revisited. In Laurie Swabey & Rachel E. Herring (Eds.), SIGNED LANGUAGE INTERPRETING PEDAGOGY: INSIGHTS AND INNOVATIONS FROM THE CONFERENCE OF INTERPRETER TRAINERS (pp. 169-177). Gallaudet University Press.
https://gupress.gallaudet.edu/Books/S/Signed-Language-Interpreting-Pedagogy
****This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.****
This chapter looks at the work of Sandra Gish.
In 1982 she published a piece in which she focused on the work of a Russian psychologist, Vygotsky. Vygotsky studied child development and recognized that they learn through a process of social learning and reciprocal teaching. Having read his work, Sandra Gish applied this theory to teaching sign language interpreters.
She looked first at how programs instructed students. And she recognized that many instructors used a process of modeling with their students. This involved identifying student errors and demonstrating the correct way to interpret. As a result, and as the students progressed to graduation, they may not have necessarily developed the ability to assess their own competencies. Instead, they relied on their instructors and a process of modeling.
So, Sandra Gish worked with a small group of four interpreting students and had them examine samples of their work. They were told to write up what they had noticed and she as their instructor would do the same. Upon comparing their findings to hers, she noted a lack of ability to do more in-depth analysis. Instead, the students looked at superficial aspects of their work such as vocabulary, grammar, and general mistakes.
When she examined her own assessment, she realized she focused on more of their cognitive abilities. She wondered why they had chosen certain signs or words and how they had come to that decision. So her assessment was much more in-depth. She then thought about how to teach the students that ability and decided to apply social learning theory to the class.
The central belief of this theory is that students have certain skills and abilities that the instructor must recognize. Having determined this level, the instructor must then try to pull them up to higher-order thinking. This is referred to as the ZPD, or the zone of proximal development, following the view of Vygotsky. Once an instructor determined the zone that the student was working in, they then posed questions to have the student think at a higher level.
One way of promoting higher thinking was to pose questions, which would then lead the students to reflect on their abilities. So that was the process of social learning. Now how can one promote social learning theory? One means of doing this is by establishing groups. These groups will then be given different resources to interpret followed by a discussion of their work. The students will then engage in helping each other. Or a student can practice different translations of a piece, and after repeated practice can then meet with the instructor who engages in posing questions, again in keeping with social learning theory.
Now social learning theory has many benefits, as it promotes more in-depth self-analysis. At the same time, however, there are some limitations to the theory. For example, classes in sign language interpreting may have a larger number of students and class sizes. This makes it a challenge for the instructor to participate in the various groups. Students may continue to focus on superficial levels such as grammar or sign choices, as they may not know how to reflect at a deeper level. It could be possible that these students are used to being taught rules didactically and to memorize and apply those rules from past classes. And so they continue to practice the process theyve been taught.
Throughout their education, in elementary and secondary school, their instructors may have used didactic teaching. The students are used to being passive recipients of their education where the instructors have provided the information to them. This is a banking model, where learning is seen as teachers depositing information into students. So, they may not be familiar with the process of questioning by their instructor.
Also, the instructor has to have the ability to identify the students’ level of development and then pose questions that will bring them to a higher level of thinking.
There are a number of ways to resolve some of these problems.
[Summary continued in the comments] 8. Response: Social Construction and Working in the Zone of Proximal Development: GIsh Revisited](https://i.ytimg.com/vi/JmOWxKv0UtA/mqdefault.jpg)

![Ch 1. The Impact of Sign Language Interpreter Skill on Education Outcomes in K-12 Settings
Deborah Cates and Julie Delkamiller. (2021). The Impact of Sign Language Interpreter Skill on Education Outcomes in K-12 Settings. In ADVANCES IN EDUCATIONAL INTERPRETING, edited by Elizabeth A. Winston and Stephen B. Fitzmaurice, 19-30. Washington, DC: Gallaudet University Press.
https://gupress.gallaudet.edu/Books/A/Advances-in-Educational-Interpreting
This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter author.
[The video is captioned.] Ch 1. The Impact of Sign Language Interpreter Skill on Education Outcomes in K-12 Settings](https://i.ytimg.com/vi/K_1rUbM3EE4/mqdefault.jpg)

