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Articles 5581 - 5610 of 25965

Full-Text Articles in Arts and Humanities

One Book—Two Authors—Whose Ideas?, Leland Conley Barrows Jan 2021

One Book—Two Authors—Whose Ideas?, Leland Conley Barrows

Comparative Civilizations Review

This short essay attempts to answer some questions that came to my mind regarding the authorship and the origin of ideas developed in De la Sénégambie française (Paris: Librairie de Firmin Didot Frères, Fils et Cie., 1855) by Frédéric Carrère and Paul Holle, two notables of mid-nineteenth century Saint-Louis, Senegal. I had been commissioned to prepare an analysis of the attitudes towards Islam of the authors for Christian-Muslim Relations: A Bibliographical History 1500-1900, a multi-volume series of bibliographical studies under preparation by the Department of Theology and Religion of the University of Birmingham in England being published, volume by …

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Review: Acquiring The Major Speech Functions In Russian: For Intermediate And Advanced-Level Students, Olha Tytarenko Jan 2021

Review: Acquiring The Major Speech Functions In Russian: For Intermediate And Advanced-Level Students, Olha Tytarenko

Russian Language Journal

Acquiring the Major Speech Functions in Russian is designed to help Russian learners build communicative skills related to major speech situations such as greetings, requests, invitations, expressing gratitude, and so on. The volume is built around various sets of scenarios from everyday life to help students understand and appreciate the cultural and social context of various speech situations and equips learners with the necessary vocabulary and background knowledge to participate effectively in a given speech act.

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Review: A Reader’S Companion To Mikhail Bulgakov’S “The Master And Margarita, Daniel Brooks Jan 2021

Review: A Reader’S Companion To Mikhail Bulgakov’S “The Master And Margarita, Daniel Brooks

Russian Language Journal

Although Mikhail Bulgakov’s classic The Master and Margarita has become an inevitable fixture of Russian literature survey courses, it can nevertheless present a challenge even for seasoned instructors. As the text repeatedly slips between locales, historical periods, and narrative voices, Bulgakov’s novel seems more and more like a world unto itself. In my experience, there always proves to be something in this world—rewritten Gospels, a moving romance, the gun-toting cat—that will draw undergraduates in. And yet, when a tight syllabus gives me but four classes to tackle the novel’s elaborate system of leitmotifs, allusions, and historical realia, I feel like …

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Back Vowel Dynamics And Distinctions In Southern American English, Joseph A. Stanley, Margaret E. L. Renwick, Katherine Ireland Kuiper, Rachel M. Olen Jan 2021

Back Vowel Dynamics And Distinctions In Southern American English, Joseph A. Stanley, Margaret E. L. Renwick, Katherine Ireland Kuiper, Rachel M. Olen

Faculty Publications

Southern American English is spoken in a large geographic region in the United States. Its characteristics include back-vowel fronting (e.g., in goose, foot, and goat), which has been ongoing since the mid-nineteenth century; meanwhile, the low back vowels (in lot and thought) have recently merged in some areas. We investigate these five vowels in the Digital Archive of Southern Speech, a legacy corpus of linguistic interviews with sixty-four speakers born 1886-1956. We extracted 89,367 vowel tokens and used generalized additive mixed-effects models to test for socially-driven changes to both their relative phonetic placements and the shapes of their formant trajectories. …

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Social Emotional Learning And The National Core Arts Standards: A Cross-Disciplinary Analysis Of Policy And Practices, Mark Graham, Matt Omasta, Stephanie L. Milling, Elizabeth Murray, Amy Peterson Jensen, Johanna J. Siebert Jan 2021

Social Emotional Learning And The National Core Arts Standards: A Cross-Disciplinary Analysis Of Policy And Practices, Mark Graham, Matt Omasta, Stephanie L. Milling, Elizabeth Murray, Amy Peterson Jensen, Johanna J. Siebert

Faculty Publications

Arts education advocates sometimes point to extrinsic benefits of arts learning, including Social Emotional Learning (SEL). This study considers if and how the National Core Arts Standards (NCAS) in dance, media arts, music, theater, and visual art may align with SEL standards adopted by the state of Illinois, upon which other SEL standards have been modeled. A team of arts education experts coded 15,500 intersections of arts standards &SEL goals. They found a great deal of indirect alignment between the NCAS and SEL objectives, but direct alignment was rare. As the types and degrees of alignment varied by discipline, broad …

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The Contested Works Of The Bakhtin Circle: A Stylometric Investigation, Brittany Pheiffer Noble Jan 2021

The Contested Works Of The Bakhtin Circle: A Stylometric Investigation, Brittany Pheiffer Noble

Russian Language Journal

Mikhail Mikhailovich Bakhtin (1895–1975) emerged in the last quarter of the twentieth century as one of the most important theorists of literature, language, and cultural theory in the West. The discovery of the thinker in the nearly immediate wake of his death dovetailed with late twentieth-century critiques of language, authorial authority, and questions around the ethics of reading and media consumption. Bakhtin’s biography fueled his popularity: his was a life largely lived on the margins of an oppressive regime, and he wrote prolifically while surviving famine, siege, exile, health problems, and an almost complete absence of professional recognition save for …

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Translation In The Russian Language Classroom: Coming In From The Cold, Brian James Baer, Tatyana Bystrova-Mcintyre, Irina Dzero Jan 2021

Translation In The Russian Language Classroom: Coming In From The Cold, Brian James Baer, Tatyana Bystrova-Mcintyre, Irina Dzero

Russian Language Journal

For the past several decades, translation and interpreting have been largely excluded from the communicative language classroom—and not without reason. In traditional foreign language classrooms, “literal” or close translation was often used as a comprehension check or as part of a vocabulary or grammar drill, divorced from real-world context. This in turn encouraged students (and, on some rare occasions, foreign language teachers) to view language proficiency—and, by extension, translation competence—as a kind of linguistic matching game.

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Reading Russian For The Disciplines: Google Translate, Richard Robin Jan 2021

Reading Russian For The Disciplines: Google Translate, Richard Robin

Russian Language Journal

For many graduate students in areas such as history, economics, sociology, security policy studies, and arms control, the Russian reading requirement represents a significant barrier in terms of required coursework or reading proficiency, since Advanced-level reading proficiency at a minimum is necessary for reading in these disciplines. The question is, must that barrier be maintained? In a time when online machine translation (MT) is available on smartphones, is requiring a demonstration of L2 reading proficiency as part of the path to an advanced degree any more meaningful than requiring that statisticians be able to add up a column of figures …

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Towards Intelligent Correction Of Collocational Errors In Russian L2 Academic Texts In The Cat&Kittens Writing Support Platform, Aleksandr Klimov, Olesya Kisselev, Mikhail Kopotev Jan 2021

Towards Intelligent Correction Of Collocational Errors In Russian L2 Academic Texts In The Cat&Kittens Writing Support Platform, Aleksandr Klimov, Olesya Kisselev, Mikhail Kopotev

Russian Language Journal

The study of academic language is driven to a large extent by the need to teach second language (L2) writers about established practices and patterns found across different genres and registers common in academic written discourse. Over the span of the past few decades, the area of academic language research has been hugely influenced by two interconnected digital approaches: computer-assisted language learning (CALL) and computational linguistics, including corpus linguistics approaches and tools.

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Building Bridges With Language And Culture In Russia (Fulbright-Hays Group Project Abroad): Focusing On Intercultural Sensitivity, Alla Kourova, Florin M. Mihai Jan 2021

Building Bridges With Language And Culture In Russia (Fulbright-Hays Group Project Abroad): Focusing On Intercultural Sensitivity, Alla Kourova, Florin M. Mihai

Russian Language Journal

In our progressively globalized world, the need to build bridges between people of different languages and cultures has grown exponentially. The phrases globalization , global citizen, and increasingly interconnected world are frequently present in public discourse (Kulturel-Konak, Konak, and D’Allegro 2017). Educators can potentially play a core role in bridging linguistic and cultural gaps between people, groups, and institutions. Closing these gaps was the main goal of the Building Bridges with Language and Culture in Russia project. The project was funded by the Fulbright-Hays Group Projects Abroad (GPA) program, which aims to improve US intercultural relations, cultural diplomacy, and intercultural …

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Review: Political Russian: An Intermediate Course In Russian Language For International Relations, National Security, And Socio-Economics, Maria Alley Jan 2021

Review: Political Russian: An Intermediate Course In Russian Language For International Relations, National Security, And Socio-Economics, Maria Alley

Russian Language Journal

The newest, seventh edition of Political Russian continues to serve the needs of students specializing in international relations, Russian affairs, politics, economics, government, national security, and related fields who wish to improve functional proficiency in reading, listening and speaking at the intermediate and advanced levels. However, the book’s reach is much wider. Several features of this course, including those new to this edition, make it a great resource for Russian-language instructors teaching a variety of courses and proficiency levels.

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Connecting Through Language And Culture Learning During The Covid-19 Pandemic: The University Of Wisconsin–Madison Russian Flagship Program, Karen Evans-Romaine, Dianna Murphy, Anna Tumarkin, Laura Marshall, Assel Almuratova Jan 2021

Connecting Through Language And Culture Learning During The Covid-19 Pandemic: The University Of Wisconsin–Madison Russian Flagship Program, Karen Evans-Romaine, Dianna Murphy, Anna Tumarkin, Laura Marshall, Assel Almuratova

Russian Language Journal

Research on the experiences of U.S. college students with emergency remote instruction during the COVID-19 pandemic highlights the importance of human interaction and relationships for students’ learning, their satisfaction with their academic coursework, and their overall mental health and well-being. Given the centrality of interaction in second language acquisition and teaching, theCOVID-19 emergency has revealed that instructional programs in languages are uniquely positioned among all academic disciplines as potential sites for human connection in emergency and non-emergency contexts alike. This article offers a case study of how one postsecondary Russian program, the UW-Madison Russian Flagship, leveraged existing affordances in the …

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Student Engagement In A Remote Language Learning Environment: The Case Of Ukrainian, Olena Sivachenko, Alla Nedashkivska Jan 2021

Student Engagement In A Remote Language Learning Environment: The Case Of Ukrainian, Olena Sivachenko, Alla Nedashkivska

Russian Language Journal

This paper explores student perceptions of engagement in remote first-year, second-year, and third-year Ukrainian as a foreign language courses at a postsecondary institution. It examines student engagement at five levels: behavioral, emotional, cognitive, agentic, and social. This exploration of engagement, using the case of Ukrainian, supports the view of engagement as a multidimensional concept in which the various levels are interconnected and influence one another. The article provides pedagogical advice that is relevant not only to the context of remote instruction.

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From Blended Learning To Emergency Remote And Online Teaching: Successes, Challenges, And Prospects Of A Russian Language Program Before And During The Pandemic, Olga Klimova Jan 2021

From Blended Learning To Emergency Remote And Online Teaching: Successes, Challenges, And Prospects Of A Russian Language Program Before And During The Pandemic, Olga Klimova

Russian Language Journal

This paper reports on students’ perceptions of their learning experiences in this crisis-driven environment. It explores engagement at the behavioral, emotional, cognitive, agentic, and social levels. This exploration of the various levels of engagement adds to the view of engagement as a multidimensional concept whose various levels are often interconnected. They were complemented by an application of engagement facilitators and deterrents across the levels. This approach established categories that should be considered in a remote environment: interest; learning support; learner agency and autonomy; emotions; technology and external factors; social interaction; and social connection (see Table 1). The results have implications …

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Language Gains In Intensive Synchronous Online And Face-To-Face Russian Immersion Programs: A Comparison, Jason Merrill, Evgeny Dengub, Dmitrii Pastushenkov Jan 2021

Language Gains In Intensive Synchronous Online And Face-To-Face Russian Immersion Programs: A Comparison, Jason Merrill, Evgeny Dengub, Dmitrii Pastushenkov

Russian Language Journal

Due to the COVID-19 pandemic, most domestic language programs had to transition quickly to teaching online, often as emergency remote teaching, and many likely will retain some online offerings after the health crisis. This study’s goal was to compare the language gains of students in two intensive Russian summer language programs: 2019 face-to-face immersion and 2020 intensive synchronous online. Testing data included the results of entrance and exit oral, writing, and lexico-grammatical tests from 125 students in the face-to-face program and 59 students in the online program. The analyses revealed comparable learning gains in the 2019 and 2020 programs for …

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Make Me Talk: A Bichronous Russian Language Course For Beginners, Olga Garabrandt, Irina Six Jan 2021

Make Me Talk: A Bichronous Russian Language Course For Beginners, Olga Garabrandt, Irina Six

Russian Language Journal

This article reports on a new bichronous (combination of synchronous and asynchronous) online Russian course at the University of Kansas that was offered for the first time in Fall 2020. The article explains the key course development principles that guided the choice of the course structure, the types of activities, and the style of instruction. The article reports on teaching and assessment practices that worked well in the context of this course and could possibly serve as models for those planning to offer asynchronous and bichronous language courses. Additionally, the article summarizes the main outcomes of implementing the new bichronous …

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Teaching Russian To Visually Impaired Students During Covid-19: Technological Tools, Teaching Strategies, And Digital Materials, Giorgia Pomarolli Jan 2021

Teaching Russian To Visually Impaired Students During Covid-19: Technological Tools, Teaching Strategies, And Digital Materials, Giorgia Pomarolli

Russian Language Journal

With the transition of traditional programs to emergency remote teaching contexts due to the COVID-19 crisis, we have been faced with a challenge that primarily concerns access to instruction for all students. This unprecedented situation has reshaped the issue of inclusive education. This paper aims at furthering the debate on inclusive distance education in Russian language learning by presenting the experience of teaching Russian as a foreign language (FL) at an elementary level to a group of 20 Italian native learners, including some who are visually impaired (VI). The course took place in Autumn 2020 and was originally planned as …

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Lessons From The Covid-19 Pandemic: Boosting Student Engagement, Anna Kolesnikova Jan 2021

Lessons From The Covid-19 Pandemic: Boosting Student Engagement, Anna Kolesnikova

Russian Language Journal

The COVID-19 pandemic reshaped education in previously unimaginable ways. The shift from traditional face-to-face settings to online challenged instructors to create new ways to maintain and even increase student engagement. Engagement lessons from the pandemic fall into four main categories: 1) keeping students on track with course progress; 2) course design approaches that increase engagement; 3) engagement through interactive techniques; and 4) emergency-specific techniques. Many of these ideas will be applicable to post-pandemic teaching.

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Using Authentic Online Resources In Russian For Stem Coursework For Novice Through Superior Level Learners, Molly Thomasy Blasing Jan 2021

Using Authentic Online Resources In Russian For Stem Coursework For Novice Through Superior Level Learners, Molly Thomasy Blasing

Russian Language Journal

This article makes a case for incorporating STEM content into Russian language courses at the Novice through Superior levels of proficiency. The author presents models of asynchronous learning activities based on authentic online resources developed for a Russian for STEM pilot course taught during the COVID-19 pandemic. These lessons can be employed in online or face-to-face courses to prepare students to speak, read, write, and understand the language of STEM fields in Russian.

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Developing Russian Oral Skills In The Online Environment, Elena Doludenko Jan 2021

Developing Russian Oral Skills In The Online Environment, Elena Doludenko

Russian Language Journal

The global pandemic due to COVID-19 forced classes to go into online or remote modes in a very short period of time. Instructors teaching languages, including Russian, had to adjust assignments and tasks to continue developing oral skills in the new environment. This paper describes various activities and techniques used in synchronous and asynchronous online Russian classes since March 2020. These activities ensured that L2 students continued practicing Russian in new modalities. In particular, this article discusses the benefits of individual and paired recordings, paired work in Breakout Rooms in Zoom, individual work on pronunciation, and video projects. These activities …

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Assessment Design In Online Russian Language Courses: Lessons From Covid-19, Yuliana Gunn Jan 2021

Assessment Design In Online Russian Language Courses: Lessons From Covid-19, Yuliana Gunn

Russian Language Journal

This article examines various tools, approaches, and strategies for conducting language assessments in an online environment for all language levels during and after the COVID-19 pandemic. To complement tools available through the learning management system, online assessments can be retooled to be more communicative and interactive tasks, and measure language gains across the three modes of communication (interpersonal, interpretive and presentational). This article argues for increasing transparency in online classrooms and provides insights into initial student receptiveness and preferences for these new online assessments through an examination of anonymous student survey results.

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Memes: Learning, Bonding, And Emotional Support In Times Of Covid-19, Valentina Vinokurova Jan 2021

Memes: Learning, Bonding, And Emotional Support In Times Of Covid-19, Valentina Vinokurova

Russian Language Journal

The COVID-19 pandemic has created various challenges for language teachers. For instance, the online teaching/learning environment makes it difficult to create peer-to-peer relations in the classroom and to engage students in learning (in or outside of class). Furthermore, many students today have difficulties focusing on school assignments because they are emotionally affected by the pandemic. This paper proposes that memes can be part of the answer to these issues. Memes, a new internet genre, typically involve a witty juxtaposition of image and text that expresses their creators’ emotions about a widely relatable situation. This paper discusses a pedagogical innovation in …

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Raise Your Hand: Online Language And Culture Instruction, Inclusivity, And Critical Pedagogy, Thomas Jesús Garza Jan 2021

Raise Your Hand: Online Language And Culture Instruction, Inclusivity, And Critical Pedagogy, Thomas Jesús Garza

Russian Language Journal

The strained pedagogies in the wake of the transition to virtual online delivery of instruction in the wake of the COVID-19 pandemic, while taxing some instructors’ and students’ patience, have also resulted in reimagined curricula and new opportunities for student engagement and participation in our language and culture courses. This essay presents a rationale for the creation of ecologies of equity and inclusion within online delivery of course content on platforms such as Zoom, including suggestions for creating Breakout Room tasks and activities that encourage critical engagement and dialogue among learners and facilitate the creation of “safe spaces” for open …

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Hybrids 2.0: Forward To A New Normal In Post-Pandemic Language Teaching, William J. Comer, Lynne Debenedette Jan 2021

Hybrids 2.0: Forward To A New Normal In Post-Pandemic Language Teaching, William J. Comer, Lynne Debenedette

Russian Language Journal

This article reflects on possible ways of incorporating the practices and tools of pandemic-induced remote teaching into the post-pandemic face-to-face teaching of Russian. We posit that a large number of the tools and practices that face-to-face teachers adopted during the pandemic will continue to be useful and effective for accomplishing fundamental pedagogical imperatives such as curating learners’ access to input and providing opportunities for learners to interact with that input. Nevertheless, we also assert the benefits of synchronous face-to-face language instruction for building community and interaction. We explore ways of intentionally blending practices into new hybrid models of language instruction, …

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Русский Ковидный: Новые Языковые Явления Глобальной Пандемии, Елена Шмелева Jan 2021

Русский Ковидный: Новые Языковые Явления Глобальной Пандемии, Елена Шмелева

Russian Language Journal

Я зык отражает все значимые события, происходящие в обществе, поэтому не удивительно, что так изменившая в 2020 году жизнь множества людей пандемия COVID-19 не могла не найти отражение в языке. Сложился новый глобальный дискурс коронавирусной эпохи – не случайно в разных странах и разных языках, где выбирают слова года, победителями в 2020 году стали такие слова, как коронавирус, маски, локдаун, социальное дистанцирование и др. В статье мы кратко охарактеризуем основные особенности «русского ковидного», обращая особое внимание на новые языковые явления – изменения в лексике (появление новых слов и выражений, рост частотности редких слов, переход терминов в разряд общеупотребительной лексики), новые …

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Afterword: Looking To The Future After The Pandemic, Cynthia L. Martin Jan 2021

Afterword: Looking To The Future After The Pandemic, Cynthia L. Martin

Russian Language Journal

1. Introduction At the time of publication of this special issue of Russian Language Journal, most language programs will have been teaching remotely or in a hybrid format for more than a year. This volume is a testament to the collective effort of administrators and instructors determined not to lose sight of the opportunities to learn from the pandemic and the emergency transition to remote learning. Although students are not represented here as authors, they contributed to these efforts, and hence they figure prominently in every article of the volume. Initial expectations for learning outcomes for them for online teaching …

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Full Issue Jan 2021

Full Issue

Russian Language Journal

No abstract provided.

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Diversity, Equity, Access, And Inclusion: Lessons For The Russian Language Classroom, Colleen Lucey Jan 2021

Diversity, Equity, Access, And Inclusion: Lessons For The Russian Language Classroom, Colleen Lucey

Russian Language Journal

The current special issue tackles some of the most difficult pedagogical questions facing Russian language instructors today. As the articles illustrate, there is a growing awareness of the possibilities of critical pedagogy to dismantle existing hierarchies and to create inclusive spaces for learners. The authors included in this special issue provide us with what the field has long needed yet direly lacked: scholarship that offers both theoretical and practical guidance to integrate diversity, equity, access, and inclusion (DEAI) in curricula and study abroad programming. A number of the authors turn, rightfully so, to existing research by foreign-language specialists who have …

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Who Are(N’T) Our Students? The Gender And Ethnoracial Distribution Of U.S. Bachelor’S Degrees In Russian Language And Literature Over Twenty Years, From 1999–2000 To 2018–2019, Dianna Murphy, Hadis Ghaedi Jan 2021

Who Are(N’T) Our Students? The Gender And Ethnoracial Distribution Of U.S. Bachelor’S Degrees In Russian Language And Literature Over Twenty Years, From 1999–2000 To 2018–2019, Dianna Murphy, Hadis Ghaedi

Russian Language Journal

This article is a report on the gender and race or ethnicity of students who earned bachelor’s degrees in Russian language and literature in the United States over a twenty-year period, from 1999–2000 to 2018–2019, as either a first or second major (N = 9,161). This study complements national data available through organizations such as the American Academy of Arts and Sciences, which, through the Humanities Indicators project (http://www.humanitiesindicators.org), publishes information on the gender and ethnoracial distribution of bachelor’s degrees in languages other than English (LOTEs) together but not for individual languages (American Academy of Arts and Sciences, n.d.). This …

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Here, There, And Elsewhere: Reimagining Russian Language And Culture Course Syllabi For Social Justice, Thomas Jesús Garza Jan 2021

Here, There, And Elsewhere: Reimagining Russian Language And Culture Course Syllabi For Social Justice, Thomas Jesús Garza

Russian Language Journal

The past two decades have witnessed enrollments in American colleges and universities for U.S. residents aged 18 to 24 increase from 35 percent in 2000 to 41 percent in 2018. Within this demographic, those identifying in census data as Hispanic/Latinx increased during the same period from 22 to 36 percent, as Black 31 to 37 percent, as Asian 56 to 59 percent, as Indigenous/Native American 16 to 24 percent, and as bi-or multiracial 38 to 44 percent (Hussar et al. 2020, 125). As the student population of higher education in the United States begins to reflect the national demographic portrait …

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