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Why we Need a Glossary
Irina Nizovskaya
Communicating between and among cultures has always been difficult. These problems are compounded when we seek to communicate in different languages.
The Reading and Writing for Critical Thinking project, for instance, has been delivered by English speakers to participants in more than 25 countries in which English is not the national language. And now, non-native Russian speakers are delivering versions of the program in Russian to neighboring regions.
Moreover, this journal, which is available in both Russian and English, uses terms that people familiar with the RWCT program, and those new to this vocabulary, may find difficult to understand. In short, because of the many problems associated with translation, it is not surprising that many of us feel the need for an English-Russian glossary.
As a participant in the RWCT program, I felt that much was being lost because I had to rely on translation. The efforts of our interpreters were often constrained - sometimes hopelessly -as they looked for equivalents in our traditional teaching methods and vocabularies.
As we learned more about the techniques being introduced, we worried even more that the vocabulary we were using did not go along with the spirit and philosophy of the program, that the program itself differed considerably from the approaches used in our present-day schools. Key pedagogical notions had to be reconsidered, and attendant problems reexamined. We were facing a "different" method, which used different notions and terminology.
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Why we Need a Glossary