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Articles 1 - 30 of 325
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Book Review: Teaching Languages With Screen Media: Pedagogical Reflections, Michael Lavery
Book Review: Teaching Languages With Screen Media: Pedagogical Reflections, Michael Lavery
Russian Language Journal
Herrero and Suarez’s edited volume Teaching Languages with Screen Media explores a range of innovative approaches to incorporating screen media in foreign language instruction. Although none of the authors’ contributions discuss teaching Russian as a foreign language, the book offers a broad theoretical overview of screen studies as well as case studies drawing from diverse contexts (teaching Spanish, French, and English in secondary and university-level education) that can inform the teaching of any modern foreign language.
Book Review: Task-Based Instruction For Teaching Russian As A Foreign Language, Izolda Savenkova
Book Review: Task-Based Instruction For Teaching Russian As A Foreign Language, Izolda Savenkova
Russian Language Journal
Svetlana V. Nuss' and Wendy Whitehead Martelle's (editors) Task-Based Instruction for Teaching Russian as a Foreign Language stands as an invaluable resource, offering task-based practices beneficial for both novice and experienced instructors of Russian as a second and foreign language. The contributing authors provide excellent examples of classroom activities supplemented with suggestions on how to design task-based syllabi. It is noteworthy that the team of authors is extraordinarily diverse, encompassing educators from various kinds of educational institutions and engaged in different language teaching formats. This work is of great interest not only to practical teachers, but also to researchers in …
Book Review: Authenticity Across Languages And Cultures: Themes Of Identity In Foreign Language Teaching And Learning, Aselle Almuratova
Book Review: Authenticity Across Languages And Cultures: Themes Of Identity In Foreign Language Teaching And Learning, Aselle Almuratova
Russian Language Journal
The word “authenticity” and its derivatives have become almost a catch-all in language pedagogy. While language teachers strive to use authentic materials in their teaching and attempt to prepare students for authentic communicative situations, few teachers of Russian are aware of the connection between personal and cultural authenticity, as the term itself is not clearly defined in the field of Russian as a Foreign Language (RFL) and is often seen as self-explanatory. The authors of the current volume explore the conceptualization of the word “authenticity” in Second Language Acquisition (SLA) more broadly, bringing together authors from different languages; however, this …
Book Review: Colloquial Russian: The Complete Course For Beginners, Liz Ewaskio
Book Review: Colloquial Russian: The Complete Course For Beginners, Liz Ewaskio
Russian Language Journal
Colloquial Russian: The Complete Course for Beginners, now in its fifth edition, has been updated to reflect the diversity of the Russophone world, including modernized language, as well as new characters (whose storylines run through the textbook) “to highlight the diversity of speakers of Russian, both within Russia and beyond” (p. xi). Part of Routledge’s Colloquial Series, this traditional textbook is intended for adult learners and students working on their own or with an instructor. Colloquial Russian is designed to bring students up to the GCSE level (the British equivalent of the American GED) and includes advanced-level grammar, such …
Teaching Media Literacy Through Task-Based Instruction, Snezhana Zheltoukhova
Teaching Media Literacy Through Task-Based Instruction, Snezhana Zheltoukhova
Russian Language Journal
This article explores ways to apply the TBLT approach to teaching media literacy as part of an L2 Russian bridge course module. The primary goal of a bridge course is to equip students with the learning skills and tools needed to navigate various online resources, facilitating the transition from language-based instruction to content-based upper-level courses. The TBLT method aligns well with the dual objectives of teaching media literacy while simultaneously improving target language proficiency. In this article, I discuss a set of tasks designed to help students navigate Russian-language media and recognize various propaganda techniques. Additionally, I address some pedagogical …
An Integrated Model For Teaching Information, Media, And Language Literacy, Maria Shardakova
An Integrated Model For Teaching Information, Media, And Language Literacy, Maria Shardakova
Russian Language Journal
This paper explores the connection between the rise of critical approaches to teaching media in Russian language classrooms and the political events of the last decade, during which Russia has increasingly positioned itself as an adversary to the Western world. The Russian state’s systematic weaponization of its media, severe restrictions on freedom of speech, and suppression of independent voices have created an environment where propaganda permeates all forms of social and public expression. This saturation has led information consumers to dismiss media content as manipulation, sometimes overlooking voices of resistance. As a result, it is crucial to equip students with …
Teaching Media Literacy Through Narrative In An Advanced Russian Listening Course, Karen Evans-Romaine
Teaching Media Literacy Through Narrative In An Advanced Russian Listening Course, Karen Evans-Romaine
Russian Language Journal
Teaching information and media literacy has become more important than ever before. This article will describe how students of Russian at the Intermediate High through Advanced levels acquire information and media literacy through narratives in a course focused on development of listening and speaking skills through the Advanced proficiency spectrum. The course, designed for undergraduate students from a variety of majors in a Russian Flagship program and for graduate students from various disciplines, enables students to develop listening comprehension and speaking skills at the Advanced level through narratives. In addition, the course teaches students how to analyze and formulate arguments, …
Critical Language Pedagogy In The Classroom: The Tv Talk Show '60 Minutes' As A 'Lesson' On Russian Propaganda, Eva Binder, Magdalena Kaltseis
Critical Language Pedagogy In The Classroom: The Tv Talk Show '60 Minutes' As A 'Lesson' On Russian Propaganda, Eva Binder, Magdalena Kaltseis
Russian Language Journal
This article examines the TV talk show 60 Minutes—one of the main pillars of Russian television propaganda. Since its launch in 2016 on Russia-1, the show has placed the defamation of Ukraine and the promotion of anti-Western, conservative values as Russia’s proclaimed national and international mission at the top of its agenda. Consequently, this talk show is of particular interest for studying and analyzing political propaganda in contemporary Russian mass media. In this article, we focus on a short segment from a 2020 broadcast of 60 Minutes titled “The Limits of Tolerance” and propose ways to integrate it into …
Constructing A Course On Russian Media Analysis For Learners At Ilr 3+/4 Proficiency, Olga Mukhortova
Constructing A Course On Russian Media Analysis For Learners At Ilr 3+/4 Proficiency, Olga Mukhortova
Russian Language Journal
The proficiency movement of the 1980s and ‘90s in foreign language teaching and learning demonstrated that U. S. students can attain Intermediate-level proficiency by the end of a four-year post-secondary course of study. Language programs can now pay more attention to enabling students to reach the Advanced1 and Superior levels (ACTFL, 2012; Interagency Language Roundtable (ILR); Martin, 2020, p. 43). One can observe the particular demand for ILR 3/4 speakers from the U. S. government in the diversity of state-sponsored initiatives in foreign languages aiming for Superior-level (ILR 3/3+) and higher proficiency. Understandably, the need for speakers of Russian at …
Teaching Critical Media Literacy In An Advanced-Level Classroom Through The Eyes Of Journalism As A Profession, Alexandra Shapiro
Teaching Critical Media Literacy In An Advanced-Level Classroom Through The Eyes Of Journalism As A Profession, Alexandra Shapiro
Russian Language Journal
This paper presents an approach to promoting social media literacy in a Russian language class. The instruction was conducted within a university setting for Flagship students in their third year of Russian studies. The course focused on teaching professional Russian to students at the Intermediate Mid to Advanced levels. It is modular and covers several topics, including journalism, law, and human rights, among others. The overall aim of the course was to help students develop critical thinking skills, expose them to Russian language and culture, and enable them to stay informed about current events while discussing a wide range of …
Tracking Current Events In The Russian-Language Classroom, Cori Anderson, Daniel Brooks
Tracking Current Events In The Russian-Language Classroom, Cori Anderson, Daniel Brooks
Russian Language Journal
Given weaponized disinformation about recent US elections and the ongoing Russian invasion of Ukraine, media literacy has become an essential part of a 21st-century liberal arts education, in line with the AAC&U’s Essential Learning Outcomes. By including news media in the language classroom, instructors can introduce students to the products and practices of the target culture and enhance their comprehension of Russian-language texts. We describe a current events blog project, appropriate at any level of instruction, with specific examples from second- and sixth-semester university-level Russian-language courses. Students follow current events in the Russian-speaking world on a topic of their choosing, …
Digital Dissidence: Russian Foreign Agents And The Media Of Opposition, Matthew Mangold
Digital Dissidence: Russian Foreign Agents And The Media Of Opposition, Matthew Mangold
Russian Language Journal
Over the last ten years the Russian state has veered steadily toward authoritarianism, passing new socially repressive laws and harnessing television and radio to state propaganda and disinformation about Ukraine and the west. At the same time, platforms like Vimeo and Youtube have made uploading, sharing, and viewing digital content in high-quality formats more accessible to author-producers and viewers globally. These social changes have been followed by a movement of independent, fact-grounded digital storytelling built on documentary forms and deft investigative reporting that reveals the Russian state’s negligence, corruption, and efforts at social control. This article addresses the digital environment …
In Theory: Дезинформация, Sidney Eric Dement
In Theory: Дезинформация, Sidney Eric Dement
Russian Language Journal
This essay explains the debates and theoretical insights of the emerging transdisciplinary field of Disinformation Studies as an important set of tools for designing and implementing curricula that include new media in the Russian language classroom. In the first part of the essay, I clarify a number of terms in scholarly literature on disinformation that seek to add nuance to our evolving understanding of the problematic forms information can take: disinformation, misinformation, malinformation, knowledge production, influence campaign, and information war. While the terms propaganda and censorship have continued relevance in teaching media literacy, I argue that this new terminology helps …
Building Social Media Literacy In The Russian Language Classroom, Kelly Knickmeier Cummings
Building Social Media Literacy In The Russian Language Classroom, Kelly Knickmeier Cummings
Russian Language Journal
This article presents ways to teach media literacy (ML) skills in Russian language classrooms with particular focus on developing proficiencies to navigate social media (SM) where information disorder is a critical concern. Because of its numerous configurations and applications, SM is understood broadly as “the creation and exchange of user-generated content.” After outlining critical concerns surrounding SM use, the discussion focuses on three conditions that affect the development of ML skills when trying to engage meaningfully online: cognitive vulnerabilities, unreliable narrators, and populist rhetoric. Developing an awareness of how these three conditions on SM impact decision-making and behavior online equips …
Russian Authoritarian Discourse Of The 20th And 21st Centuries As A Subject Of Study In The University Classroom, Yulia Denisova
Russian Authoritarian Discourse Of The 20th And 21st Centuries As A Subject Of Study In The University Classroom, Yulia Denisova
Russian Language Journal
The ability of students to recognize and interpret various forms of propagandist speech within the context of authoritarian discourse is crucial for effective information literacy education. This article emphasizes the need to introduce a specialized section within university courses on Russian cultural history for foreign students learning Russian. We propose naming this section “Russian Authoritarian Discourse: Features of Propaganda Language.” Focusing on the relationship between language and social structures and exploring the typology of linguistic situations shaped by social factors, the proposed section is grounded in a sociolinguistic approach. The article presents practical tools for analyzing real-life and immediately relevant …
Students As Co-Creators Of A Russian Media Literacy Course, Katya Jordan, Jennifer Bown
Students As Co-Creators Of A Russian Media Literacy Course, Katya Jordan, Jennifer Bown
Russian Language Journal
This paper reports on a 4th-year Russian course designed around information, media and technology literacy and focused on developing Advanced-level proficiency. The goals of this course include development of 21st century skills, with an emphasis on information and media literacy. This inquiry-based course follows the core principles of Open Architecture Curricular Design (Leaver & Campbell, 2015), including the use of a theme-based syllabus designed around authentic texts and learner involvement in the selection and delivery of content. The course focuses on current events and uses current authentic materials available through Russian-language news outlets. Students act as co-creators as they select …
Book Review: Любимые Советские Фильмы На Уроке Рки, Ekaterina Talalakina
Book Review: Любимые Советские Фильмы На Уроке Рки, Ekaterina Talalakina
Russian Language Journal
Любимые советские фильмы на уроке РКИ is the perfect example of the material for the linguo-cultural approach to language learning. The book is designed for Russian as foreign language students at the Advanced Low level of language proficiency and above. The book is built around the exploration of ten popular Soviet movies in the entertainment genre. Each movie is covered in a separate chapter, including the necessary language and culture-related details to promote language acquisition and facilitate comprehension of the cultural references.
Introduction To The Special Issue: Issues Of Teaching Media Literacy In Russian Language Education, Karen Evans-Romaine, Liudmila Klimanova
Introduction To The Special Issue: Issues Of Teaching Media Literacy In Russian Language Education, Karen Evans-Romaine, Liudmila Klimanova
Russian Language Journal
The rapidly evolving political and cultural landscape of the contemporary world necessitates our continuous reevaluation of the competencies required for effective second language acquisition. As global communication and digital technologies continue to advance, the traditional paradigms of language learning must expand to include critical skills that enable learners to navigate and engage with the multifaceted media environment in the target language. In this context, media literacy emerges as a fundamental component of foreign language education, not only fostering linguistic proficiency but also emphasizing the significant role of analytical capabilities essential for discerning, scrutinizing, and interpreting information and disinformation as presented …
Review: Dostoevsky's Crime And Punishment. A Reader's Guide, Michael Ossorgin
Review: Dostoevsky's Crime And Punishment. A Reader's Guide, Michael Ossorgin
Russian Language Journal
For decades, Martinsen fostered international dialogue on Dostoevsky's Crime and Punishment, gathering interpretations from the most dedicated students and scholars. Her reader's guide distills this criticism into a concise, accessible handbook, an authoritative scholarly guide in English. Martinsen' s guide is handy for syllabus writing and as a teaching supplement to cover the novel's central themes and narrative techniques.
Minority Language Education In Russia: An Example Of Social And Cultural Reproduction And Correspondence Theories, Nadezhda Braun
Minority Language Education In Russia: An Example Of Social And Cultural Reproduction And Correspondence Theories, Nadezhda Braun
Russian Language Journal
Russia is an incredibly diverse country, both linguistically and ethnically. However, Russia is often presented, and presents itself, as a monolith. Russia’s approach to minority language teaching further perpetuates this monolithic view by creating a hierarchical language structure with Russian at the top. This hierarchy is created through societal pressure, language requirements in the Russian education system, and the minimization of minority language instruction, in direct contrast to best practices for language instruction. Chuvash in Chuvashia and Nenets, Khanty, and Selkup in the Yamalo-Nenets Autonomous Okrug serve as examples of this linguistic hierarchy. This paper uses social and cultural reproduction …
Literature As An "Affective Magnet": Defining, Engaging And Investigating Emotions In A (Russian) Language-Literature Classroom, Sofya Yunusova
Literature As An "Affective Magnet": Defining, Engaging And Investigating Emotions In A (Russian) Language-Literature Classroom, Sofya Yunusova
Russian Language Journal
The purpose of this article is to conceptualize affective processes in reading literature in a foreign language. While generations of scholars and methodologists have stressed the educational potential of literary texts in terms of engaging learners’ emotions, the field has a relatively poor research base for discussing what these reading-induced emotions are and how to systematically promote them in a language-literature classroom. To this end, the current study first conceptualizes the different types of emotions that are arguably involved in reading literature in a foreign language and then formulates a set of pedagogical principles to foster their emergence in a …
Introduction, Liudmila Klimanova Phd
Introduction, Liudmila Klimanova Phd
Russian Language Journal
On behalf of the editorial team of the Russian Language Journal, it is with great pleasure that we present Volume 73, Number 1. This issue, available exclusively online, features six articles and two book reviews that span a broad spectrum of topics within Russian language studies. The issue opens with Nadezhda Braun's exploration of how Russian minority languages are minimized through Russian educational policies. Sofya Yunusova investigates the educational potential of literary texts in eliciting affective responses in the language-literature classroom. Joan A. Chevalier's study explores the semantic value of connecting phrases and conjunctions, providing insights into the linguistic …
Эвфемия Как Инструмент Создания Альтернативной Реальности В Российских Пропагандистских Медиа (На Примере Освещения Войны России Против Украины), Ksenia Turkova (Kiriya)
Эвфемия Как Инструмент Создания Альтернативной Реальности В Российских Пропагандистских Медиа (На Примере Освещения Войны России Против Украины), Ksenia Turkova (Kiriya)
Russian Language Journal
В российском общественно-политическом и новостном дискурсе эвфемизмы уже на протяжении многих лет используются как один из главных манипулятивных приемов. Так, во время финансового кризиса 2008 года СМИ практически не использовали слово “кризис” — сотрудникам государственных телеканалов рекомендовалось его избегать и использовать вместо этого такие словосочетания, “финансовые трудности”, “финансовые проблемы” или обязательно добавлять к слову “кризис” прилагательное “мировой”, чтобы показать, что в России кризиса нет. Агрессию против Грузии в 2008 году официально называли не войной, а “операцией по принуждению к миру”. Аннексию Крыма в 2014 году — “присоединением” или даже “воссоединением”, делая акцент на “возвращении” полуострова. Масштабная программа под названием “реновация” …
Review: Student-Centered Approaches To Russian Language Teaching: Insights, Strategies, And Adaptations, William J. Comer
Review: Student-Centered Approaches To Russian Language Teaching: Insights, Strategies, And Adaptations, William J. Comer
Russian Language Journal
This volume consists of twelve chapters, three written by the editors setting an overview of "student-centered teaching" (two at the start of the volume and one at the end), with nine chapters in the middle, written by different authors. These nine center chapters share a basic structure: an opening statement of the problem they will look at, a Russian-language version of that overview, then several pages of theory/background on the specific topic being addressed, and then a discussion of the specific study/intervention conducted. Each chapter ends with both a conclusion and a "lessons learned" section. Each of the nine center …
A Corpus-Based Analysis Of Vvodnye Slova: Pedagogical Applications, Joan F. Chevalier
A Corpus-Based Analysis Of Vvodnye Slova: Pedagogical Applications, Joan F. Chevalier
Russian Language Journal
Parenthetical expressions referred to as vvodnye slova in Russian have remained on the periphery of Russian linguistics. This is, no doubt, due to the fact that they are heterogeneous and difficult to define as a category. Traditional and more recent approaches to vvodnye slova are discussed. Vvodnye slova play a key role in expressing authorial stance and in organizing and providing cohesion to texts. On the basis of these two main functional characteristics, an argument is made for the inclusion of vvodnye slova in Russian Language L2 curricula. This corpus-based study establishes frequency patterns for semantic sub-groups of vvodnye slova …
Russian L2 Learners' And Teachers' Perceptions Of Learning Affordances, Marina Tsylina, Jose Luis Garrido Rivera, Hadis Ghaedi
Russian L2 Learners' And Teachers' Perceptions Of Learning Affordances, Marina Tsylina, Jose Luis Garrido Rivera, Hadis Ghaedi
Russian Language Journal
The environment offers a variety of resources for language learning and teaching. However, students and teachers might not recognize the same affordances or may perceive them differently. The mismatch between instructors’ and learners’ perceived affordances may result in ineffective use of time for both students and teachers, lower student motivation, and retard the language learning process. The study draws on the ecological approach (van Lier, 2000) to second language acquisition to investigate L2 Russian learners’ and teachers’ perceptions of language learning affordances, i.e., any physical objects, online materials, humans, and other resources which are embedded in the environment, and emerge …
L2 Writing As A Tool For Improving L2 Speaking Accuracy Through Text-Reconstruction Tasks In A Communicative Language Classroom, Natalia Sletova
L2 Writing As A Tool For Improving L2 Speaking Accuracy Through Text-Reconstruction Tasks In A Communicative Language Classroom, Natalia Sletova
Russian Language Journal
This study’s objective was to attract researchers’ attention to the potential role second language (L2) writing can play in improving L2 speaking grammatical accuracy in a communicative language classroom. Twenty-three beginner, twenty-one intermediate, and twenty advanced English learners of Russian completed a ‘noticing the gap’ activity using a text-reconstruction task in both written and spoken modalities, followed by a second text-reconstruction only in the spoken mode. The responses were measured for syntactic and semantic accuracy and complexity. The results indicated that lexical diversity and semantic complexity of produced output significantly improved with each level of proficiency in both written and …
Rlj Volume 73, Number 1 Full Issue
Flipping The Classroom? From Text To Video In Teaching Russian Grammar, Tore Nesset, Kristian Bjørklund, Petter Hov Jacobsen
Flipping The Classroom? From Text To Video In Teaching Russian Grammar, Tore Nesset, Kristian Bjørklund, Petter Hov Jacobsen
Russian Language Journal
The notion of a “flipped classroom” has received considerable attention in recent years. This article reports on a project in which an instructor and two students co-created teaching materials to facilitate flipping the classroom. The purpose of the article is twofold. First, we explore some aspects of flipped classrooms in Russian language courses. Second, we reflect on the opportunities and limitations of student involvement in pedagogical development.