Student-Centered Approaches to Russian Language Teaching looks at how the field of Russian language pedagogy has evolved in recent years due to advances in technology along with shifts in attitudes to language pedagogy, and how the pandemic has compounded and accelerated these changes.
Student-Centered Approaches to Russian Language Teaching looks at how the field of Russian language pedagogy has evolved in recent years due to advances in technology along with shifts in attitudes to language pedagogy, and how the pandemic has compounded and accelerated these changes.
Svetlana V. Nuss is a Second Language Acquisition (SLA) consultant and coach affiliated with the University of Alaska, USA. Cynthia L. Martin is the Undergraduate Program Director for Russian, University of Maryland, USA.
Inhaltsangabe
Contextualizing Student-centered Teaching of RFL 1. Student-centered Teaching of Russian: From Principles to Practice Cynthia L. Martin and Svetlana V. Nuss 2. History of Student-centeredness, Its Modern Vision in Education, and What This Means for Teaching L2 Russian Today Svetlana V. Nuss Know your students 3. Self-Efficacy-Based Instructional Method in Teaching Beginner Russian: Towards Better Strategic Self-Regulated Learning Tatiana Maslova 4. Correct Me if I'm Wrong: Student Attitudes towards Learning Russian Grammar Alexander Lorenz 5. Rough and Beautiful: Russian in Contemporary Czechia from the Perspectives of Corpus Research and Pupils¿ Attitudes Michal Místecký and Denisa Místecká Moving toward student-centered curriculum design and assessment 6. Making More Time for Proficiency: A "Flipped" Model for Adding Authenticity Cori Anderson 7. My Russian Journey: Rethinking Teaching Russian to Beginners Svetlana Sokolova, Daria Kosheleva, Elena Bjørgve, Laura A. Janda, Tore Nesset and Elmira Zhamaletdinova 8. Bringing Task-Based Instruction Online: Challenges of Remote Language Assessment Brian James Baer and Tanya McIntyre Embracing change and innovation 9. Lessons of the Pandemic: A Critical Look at Digital Tools for Online and Face-to-Face Instruction of Russian as a Foreign Language Maria Khotimsky and Anna Leontyeva 10. Preparation for Study Abroad: The Action-oriented Approach for RFL Students Snezhana Zheltoukhova 11. Transposing Venice to Russia: Task-based "Recipes" for developing figurative thinking Ludmilla A'Beckett 12. Reflections on practice, additional considerations, and the importance of institutional support for teachers Cynthia L. Martin and Svetlana V. Nuss
Contextualizing Student-centered Teaching of RFL 1. Student-centered Teaching of Russian: From Principles to Practice Cynthia L. Martin and Svetlana V. Nuss 2. History of Student-centeredness, Its Modern Vision in Education, and What This Means for Teaching L2 Russian Today Svetlana V. Nuss Know your students 3. Self-Efficacy-Based Instructional Method in Teaching Beginner Russian: Towards Better Strategic Self-Regulated Learning Tatiana Maslova 4. Correct Me if I'm Wrong: Student Attitudes towards Learning Russian Grammar Alexander Lorenz 5. Rough and Beautiful: Russian in Contemporary Czechia from the Perspectives of Corpus Research and Pupils¿ Attitudes Michal Místecký and Denisa Místecká Moving toward student-centered curriculum design and assessment 6. Making More Time for Proficiency: A "Flipped" Model for Adding Authenticity Cori Anderson 7. My Russian Journey: Rethinking Teaching Russian to Beginners Svetlana Sokolova, Daria Kosheleva, Elena Bjørgve, Laura A. Janda, Tore Nesset and Elmira Zhamaletdinova 8. Bringing Task-Based Instruction Online: Challenges of Remote Language Assessment Brian James Baer and Tanya McIntyre Embracing change and innovation 9. Lessons of the Pandemic: A Critical Look at Digital Tools for Online and Face-to-Face Instruction of Russian as a Foreign Language Maria Khotimsky and Anna Leontyeva 10. Preparation for Study Abroad: The Action-oriented Approach for RFL Students Snezhana Zheltoukhova 11. Transposing Venice to Russia: Task-based "Recipes" for developing figurative thinking Ludmilla A'Beckett 12. Reflections on practice, additional considerations, and the importance of institutional support for teachers Cynthia L. Martin and Svetlana V. Nuss
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