Apoyo organizativo para la formación de traductores de Lengua de Señas Ruso en instituciones educativas
DOI:
https://doi.org/10.22633/rpge.v25iesp.2.15284Palabras clave:
Formación de traductores, Lengua de signos rusa, Proceso educativo, Formación profesionalResumen
Las lenguas de señas son consecuencia del desarrollo de la sociedad moderna, confirmación de su inclusividad, orientación social, atención a cada miembro de la sociedad, independientemente de sus posibilidades. Las necesidades de la sociedad por el conocimiento de la lengua de signos son grandes, y no solo porque parte de ella no pueda comunicarse de otra manera. Pero porque tal conocimiento del lenguaje de señas está diseñado para eliminar y compensar numerosas barreras de interacción. El artículo contiene materiales para el análisis de los principios generales de la organización de la formación, las condiciones consagradas legislativamente para organizar el proceso de formación de traductores de lengua de signos rusa (RSL) sobre la base de instituciones de educación secundaria profesional o superior, así como la experiencia de implementar dichos programas en diversas organizaciones educativas. La inducción, la deducción, el análisis de la literatura, el análisis comparativo y la observación no estructurada se utilizan como métodos de investigación. El resultado de la investigación serán una serie de propuestas basadas en la experiencia docente y documentos normativos que se recomiendan para su uso en el proceso educativo. Los autores ofrecen su propia visión de los aspectos organizativos, cuyas disposiciones es aconsejable utilizar en la organización de la formación de traductores de la RSL.
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