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Articles 61 - 90 of 419
Full-Text Articles in Slavic Languages and Societies
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 …
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 …
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: 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 …
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.
Rlj Volume 73, Number 2 Special Issue
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, …
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 …
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 …
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 …
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 …
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 …
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 …
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 …
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: 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.
Rlj Volume 73, Number 1 Full Issue
The Participatory Approach And Student Active Learning In Language Teaching: Language Students As Journalists And Filmmakers, Svetlana Sokolova, Andrei Rogatchevski, Kristian Bjørklund, David Henrik Lavén, Håkon Sverdrupsen
The Participatory Approach And Student Active Learning In Language Teaching: Language Students As Journalists And Filmmakers, Svetlana Sokolova, Andrei Rogatchevski, Kristian Bjørklund, David Henrik Lavén, Håkon Sverdrupsen
Russian Language Journal
This article contributes to two recent discussions in pedagogy and education, namely, the impact of the participatory approach (Jenkins et al., 2009; Yowell & Rhoten, 2009) on learning and the benefits of student active learning (Sokolova et al., in press; Spasova & Welsh, 2020). The participatory approach incorporates texts and tasks on the topics of interest that are relevant to students’ daily lives and potential workplaces. Student active learning builds upon the idea that “L2 learners must engage in classroom activities that allow them to be active learners rather than passive listeners” (see Nesset et al., this volume). This idea …
Visualizing Russian: Illuminating Corpora, Conjugations, And Classrooms, Steven J. Clancy, Paige Lee
Visualizing Russian: Illuminating Corpora, Conjugations, And Classrooms, Steven J. Clancy, Paige Lee
Russian Language Journal
The Visualizing Russian (Clancy, 2014–2022) project offers a suite of tools benefiting language learners, teachers, and linguists and enabling each of these user groups to access the complex system of the Russian language through visualization methods in order to leverage the powers of compression and expansion of a massive data set. Users can analyze texts for relative difficulty with regard to vocabulary content with Visible Vocabulary, create frequency lists and identify the most commonly used word forms for each lemma in a text or compare sets of target vocabulary to covered forms in a particular text with the Mini-Story …
Teaching Discourse Markers To Students With Students: The Case Of Italian Learners Of L2 Russian, Beatrice Bernasconi, Marina Giampietro
Teaching Discourse Markers To Students With Students: The Case Of Italian Learners Of L2 Russian, Beatrice Bernasconi, Marina Giampietro
Russian Language Journal
The present study explores the development of a teaching treatment on discourse markers (DMs) for Italian learners of Russian as a Second Language (L2) using students in the research process. We believe that learners’ insights are a valuable resource in the design of teaching treatments tailored to learners’ needs. Both researchers and students can benefit from such cooperation when dealing with slippery aspects of spoken language, such as DMs.
Introduction: Student Co-Creation Of Teaching Resources, Methods, And Social Integration, Laura Janda, Anna Endresen, Svetlana Sokolova
Introduction: Student Co-Creation Of Teaching Resources, Methods, And Social Integration, Laura Janda, Anna Endresen, Svetlana Sokolova
Russian Language Journal
Undergraduate research is a high-impact practice that increases student learning and is driven by engaging in mentoring relationships with faculty while building a culture of innovation and scholarship. This volume of the Russian Language Journal presents a special collection of articles entitled “Collaboration Beyond the Classroom: Undergraduate Research in Russian Language Studies.” Undergraduate students have contributed to these articles as researchers and coauthors on topics related to Russian language study, namely, the co-creation of teaching resources, methods, and sociolinguistic integration.
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.
Outside The Earth: Translating And Exploring With Tsiolkovsky, Michael Pilipchuk, Olga Lyanda-Geller
Outside The Earth: Translating And Exploring With Tsiolkovsky, Michael Pilipchuk, Olga Lyanda-Geller
Russian Language Journal
This article describes a study that grew out of research and translation work completed within the framework of a series of innovative interdisciplinary courses called “Russian for Rockets.” While there are currently no language study requirements in most science, technology, engineering, and mathematics (STEM) disciplines, there is a high demand among STEM majors in U.S. universities for language courses with a strong technical component. In particular, a poll at the Purdue School of Aeronautics and Astronautics conducted in 2018 showed that over 90% of respondents were interested in taking a course in technical Russian.1 This finding resulted in the development …
Psychological Safety In The Russian Language Classroom, Kelly Knickmeier Cummings, B. Amarilis Lugo De Fabritz, Tia-Andrea Scott, Nsikakabasi Ekong, Isabella Mason
Psychological Safety In The Russian Language Classroom, Kelly Knickmeier Cummings, B. Amarilis Lugo De Fabritz, Tia-Andrea Scott, Nsikakabasi Ekong, Isabella Mason
Russian Language Journal
This article seeks to join the ongoing, vibrant discussion about how to foster inclusivity in our classrooms and build a pipeline of Russian language students that is more reflective of the demographic fabric of the United States. Three BIPOC (Black, Indigenous, and people of color) third-year Russian language students and their instructors at Howard University collaborated as coauthors. We drew from the field of organizational behavior to consider the relevance the concept psychological safety may have for second language acquisition (SLA), and we begin to assess its utility in the Russian language classroom.
Grammars In Contact: A Linguistic Study Of Russian In Brighton Beach, New York, Oksana Laleko, Yana Miroshnychenko
Grammars In Contact: A Linguistic Study Of Russian In Brighton Beach, New York, Oksana Laleko, Yana Miroshnychenko
Russian Language Journal
Within the burgeoning linguistic field of heritage language studies, two research traditions have emerged in recent years. The first, adopted most commonly in the studies of less robustly maintained heritage languages, draws generalizations across grammars instantiated in individual heritage language idiolects, taking as its focal point what diachronic linguists term the innovation phase of language change (Croft, 2000). The other approach, manifested most representatively in accounts of linguistic varieties emerging in relatively more established speech communities, focuses more closely on features that become conventionalized among heritage language speakers, a component of language change known as propagation (Croft, 2000). Considering the …