Russian as a Heritage Language
From Research to Classroom Applications
Herausgeber: Kisselev, Olesya; Dubinina, Irina; Laleko, Oksana
Russian as a Heritage Language
From Research to Classroom Applications
Herausgeber: Kisselev, Olesya; Dubinina, Irina; Laleko, Oksana
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Russian as a Heritage Language: From Research to Classroom Applications brings together linguistically and pedagogically oriented research traditions in a comprehensive review of current Russian heritage language (HL) studies.
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Russian as a Heritage Language: From Research to Classroom Applications brings together linguistically and pedagogically oriented research traditions in a comprehensive review of current Russian heritage language (HL) studies.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 278
- Erscheinungstermin: 16. April 2024
- Englisch
- Abmessung: 234mm x 156mm x 18mm
- Gewicht: 585g
- ISBN-13: 9781032461496
- ISBN-10: 1032461497
- Artikelnr.: 70115918
- Verlag: CRC Press
- Seitenzahl: 278
- Erscheinungstermin: 16. April 2024
- Englisch
- Abmessung: 234mm x 156mm x 18mm
- Gewicht: 585g
- ISBN-13: 9781032461496
- ISBN-10: 1032461497
- Artikelnr.: 70115918
Olesya Kisselev is Assistant Professor in the Department of Languages, Literatures and Cultures at the University of South Carolina, USA. Kisselev's research expertise lies in the areas of heritage and second language acquisition, language pedagogy and learner corpus research. Her scholarly contributions include research papers and book chapters on linguistic aspects of learner language varieties as well as on language pedagogy. Oksana Laleko is Associate Professor and Director of Linguistics at the State University of New York at New Paltz, USA, and a book reviews editor of the Heritage Language Journal. She is the author of numerous articles and book chapters on formal linguistic, cognitive, and sociolinguistic dimensions of heritage language bilingualism. Irina Dubinina is Professor of Russian and Director of the Russian Language Program in the Department of German, Russian, and Asian Languages and Literature at Brandeis University, USA. Her research focuses on pragmatics of heritage Russian and heritage language pedagogy, which are the topics of her recent publications. Dubinina is an experienced instructor of Russian as a second and a heritage language.
1 Russian as a heritage language in the 21st century: Bridging research in
linguistics and pedagogy
Understanding heritage Russian speakers' linguistic and pragmatic
competence
2 Linguistic knowledge and proficiency assessment in heritage and L2
Russian: Classroom implications of experimental findings
3 Phonetic production of Russian heritage speakers in Finland: Implications
for college instruction
4 Forms of address in heritage Russian in Germany: Something to address in
the classroom
5 Pragmatics of requests in heritage Russian: Implications for the
classroom
Literacy development in heritage Russian learners
6 Writing proficiency development in learners of Russian as a heritage
language in the Netherlands: A longitudinal study
7 Register variation in the writing of Russian heritage speakers in Israel
8 What eye movements can tell us about reading in Russian as a heritage
language: From the lab to the classroom
Russian in diaspora: Community schools and communities as 'schools'
9 Can translanguaging be a resource for teaching and learning Russian as a
heritage language? Evidence from Cyprus, Estonia, and Sweden
10 Past the second generation: Social, familial, and individual factors in
maintaining Russian as a heritage language in Israel
11 Russian as a heritage language in Spain: Educational opportunities for
language maintenance
12 The acquisition of Russian by multilingual children in Canada: Heritage
language proficiency, language attitudes, and linguacultural exposure
Afterword: Russian without borders
linguistics and pedagogy
Understanding heritage Russian speakers' linguistic and pragmatic
competence
2 Linguistic knowledge and proficiency assessment in heritage and L2
Russian: Classroom implications of experimental findings
3 Phonetic production of Russian heritage speakers in Finland: Implications
for college instruction
4 Forms of address in heritage Russian in Germany: Something to address in
the classroom
5 Pragmatics of requests in heritage Russian: Implications for the
classroom
Literacy development in heritage Russian learners
6 Writing proficiency development in learners of Russian as a heritage
language in the Netherlands: A longitudinal study
7 Register variation in the writing of Russian heritage speakers in Israel
8 What eye movements can tell us about reading in Russian as a heritage
language: From the lab to the classroom
Russian in diaspora: Community schools and communities as 'schools'
9 Can translanguaging be a resource for teaching and learning Russian as a
heritage language? Evidence from Cyprus, Estonia, and Sweden
10 Past the second generation: Social, familial, and individual factors in
maintaining Russian as a heritage language in Israel
11 Russian as a heritage language in Spain: Educational opportunities for
language maintenance
12 The acquisition of Russian by multilingual children in Canada: Heritage
language proficiency, language attitudes, and linguacultural exposure
Afterword: Russian without borders
1 Russian as a heritage language in the 21st century: Bridging research in
linguistics and pedagogy
Understanding heritage Russian speakers' linguistic and pragmatic
competence
2 Linguistic knowledge and proficiency assessment in heritage and L2
Russian: Classroom implications of experimental findings
3 Phonetic production of Russian heritage speakers in Finland: Implications
for college instruction
4 Forms of address in heritage Russian in Germany: Something to address in
the classroom
5 Pragmatics of requests in heritage Russian: Implications for the
classroom
Literacy development in heritage Russian learners
6 Writing proficiency development in learners of Russian as a heritage
language in the Netherlands: A longitudinal study
7 Register variation in the writing of Russian heritage speakers in Israel
8 What eye movements can tell us about reading in Russian as a heritage
language: From the lab to the classroom
Russian in diaspora: Community schools and communities as 'schools'
9 Can translanguaging be a resource for teaching and learning Russian as a
heritage language? Evidence from Cyprus, Estonia, and Sweden
10 Past the second generation: Social, familial, and individual factors in
maintaining Russian as a heritage language in Israel
11 Russian as a heritage language in Spain: Educational opportunities for
language maintenance
12 The acquisition of Russian by multilingual children in Canada: Heritage
language proficiency, language attitudes, and linguacultural exposure
Afterword: Russian without borders
linguistics and pedagogy
Understanding heritage Russian speakers' linguistic and pragmatic
competence
2 Linguistic knowledge and proficiency assessment in heritage and L2
Russian: Classroom implications of experimental findings
3 Phonetic production of Russian heritage speakers in Finland: Implications
for college instruction
4 Forms of address in heritage Russian in Germany: Something to address in
the classroom
5 Pragmatics of requests in heritage Russian: Implications for the
classroom
Literacy development in heritage Russian learners
6 Writing proficiency development in learners of Russian as a heritage
language in the Netherlands: A longitudinal study
7 Register variation in the writing of Russian heritage speakers in Israel
8 What eye movements can tell us about reading in Russian as a heritage
language: From the lab to the classroom
Russian in diaspora: Community schools and communities as 'schools'
9 Can translanguaging be a resource for teaching and learning Russian as a
heritage language? Evidence from Cyprus, Estonia, and Sweden
10 Past the second generation: Social, familial, and individual factors in
maintaining Russian as a heritage language in Israel
11 Russian as a heritage language in Spain: Educational opportunities for
language maintenance
12 The acquisition of Russian by multilingual children in Canada: Heritage
language proficiency, language attitudes, and linguacultural exposure
Afterword: Russian without borders