1st Edition
Student-Centered Approaches to Russian Language Teaching Insights, Strategies, and Adaptations
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 Pupilsʼ 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
Biography
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.
