This section introduces the topic and explains why British Sign Language and Russian Sign Language are suitable for comparison. It defines the central terms, identifies the connection with English studies and inclusive education, presents the research question, and briefly describes the sources, methods, and structure of the project.

This theoretical section explains that natural sign languages are complete linguistic systems rather than collections of gestures or translations of spoken languages. It describes the role of handshape, movement, location, orientation, facial expression, and body position, and introduces the ideas of deaf communities, bilingualism, fingerspelling, and sign-supported communication.

This section presents the origin, development, and modern use of British Sign Language in the United Kingdom. It discusses the two-handed manual alphabet, basic grammatical features, regional variation, the recognition of BSL in 2003, and the role of deaf organisations, schools, interpreters, media, and public services in preserving and expanding the language.

This section describes Russian Sign Language as a natural language used by deaf people in Russia and neighbouring communities. It focuses on its historical development, one-handed manual alphabet, vocabulary, grammar, regional differences, educational use, interpreting services, and the legal need for accessible communication in schools, healthcare, public administration, and culture.

This comparative section brings together the main results of the theoretical research. A table and explanatory examples show similarities in the use of space, movement, facial expression, and visual attention, while also identifying differences in fingerspelling, vocabulary, word order, historical connections, and the social conditions in which BSL and RSL developed.

This section examines the connection between language, identity, and community life. It explains how deaf schools, associations, festivals, art, online media, and advocacy support cultural continuity, and why respectful terminology, direct visual communication, good lighting, and qualified interpreters are important when hearing people communicate with deaf signers.

The practical part demonstrates selected everyday signs and letters from the BSL and RSL manual alphabets. The examples are arranged in a table with pictures, meanings, language labels, and pronunciation notes for spoken equivalents. The section also explains why one should not guess a sign from its appearance and should verify examples in reliable video dictionaries.

This section contains a short classroom activity designed for English learners. Students practise greetings, names, thanks, and fingerspelling, then discuss how to attract a signer’s attention, maintain eye contact, use clear visual information, and ask before helping. The activity ends with reflection questions about language diversity and inclusion.

The conclusion summarises the established similarities and differences between British Sign Language and Russian Sign Language. It confirms that both are independent natural languages connected with particular communities and histories, evaluates the practical activity, and formulates a short recommendation: communication with deaf people should be based on respect, patience, visual clarity, and accurate information.

This final section lists the sources used to prepare the project, including books on sign linguistics and deaf culture, official information from British and Russian institutions, academic articles, educational websites, and video dictionaries. Each source is presented in a consistent bibliographic form so that readers can check definitions, historical facts, and visual examples.