About the Volume
Russian-language pedagogy has witnessed the publication of two significant collections devoted to disseminating contemporary research in this important field. Teaching, Learning, Acquiring Russian (Lubensky and Jarvis, 1984) presents 30 articles by leading specialists on areas such as “Reading and Translating Russian,” “Oral Skills,” and “The Verb.” It also contains forward-looking works on “Computers” and “Testing.” This volume was followed by The Learning and Teaching of Slavic Languages and Cultures (Kagan and Rifkin, 2000). Its 37 contributions reflect the changing concerns of our profession, with clusters of research on areas such as “The Proficiency Movement and Beyond,” “Culture in the Language Classroom,” “Technology,” and “Teacher Training and Education.” Reflecting the pace of developments and changing technology, the last eight articles from this collection were updated and posted to the Slavica website in 2006.
Sixteen years passed between the publication of these important volumes, and in less than two years the Kagan and Rifkin collection will also be sixteen years old, and threfore the time is right for an updated publication that will bring together cutting-edge research from the leading specialists in Russian-language pedagogy and related fields. The proposed collection will include approximately 30 refereed articles that will address aspects of the most significant topics in Russian pedagogy, both contemporary and those that will increase in importance in the next few years. The editors aim to put together a collection that will remain relevant for many years after publication. Teaching and Learning Russian will have sections presenting knowledge accumulated in traditional areas such as teaching materials, study abroad, and teacher training and topics that are newer in the field, such as teaching with technology, assessment, working with heritage speakers; the volume will also explore areas that will most likely increase in relevance in the coming years such as alternative teaching models, using social media for teaching language, corpus-based approach to teaching, and program assessment.
Previous collections featured contributions from a wide range of authors. The current book will continue this inclusive approach by soliciting research from teachers of Russian, linguists, SLA specialists, and program administrators. Similarly, following the proven model of previous volumes, this publication will present a collection of articles refereed by leading specialists in the fields of Russian-language pedagogy, SLA and linguistics.
Here is a preliminary list of topics/sections for the book:
Sixteen years passed between the publication of these important volumes, and in less than two years the Kagan and Rifkin collection will also be sixteen years old, and threfore the time is right for an updated publication that will bring together cutting-edge research from the leading specialists in Russian-language pedagogy and related fields. The proposed collection will include approximately 30 refereed articles that will address aspects of the most significant topics in Russian pedagogy, both contemporary and those that will increase in importance in the next few years. The editors aim to put together a collection that will remain relevant for many years after publication. Teaching and Learning Russian will have sections presenting knowledge accumulated in traditional areas such as teaching materials, study abroad, and teacher training and topics that are newer in the field, such as teaching with technology, assessment, working with heritage speakers; the volume will also explore areas that will most likely increase in relevance in the coming years such as alternative teaching models, using social media for teaching language, corpus-based approach to teaching, and program assessment.
Previous collections featured contributions from a wide range of authors. The current book will continue this inclusive approach by soliciting research from teachers of Russian, linguists, SLA specialists, and program administrators. Similarly, following the proven model of previous volumes, this publication will present a collection of articles refereed by leading specialists in the fields of Russian-language pedagogy, SLA and linguistics.
Here is a preliminary list of topics/sections for the book:
- Teaching Models and Approaches: Content-based teaching, Culture in the Classroom, Alternative Models.
- Teaching With Technology. Social Media in Teaching.
- Teaching for Proficiency.
- Teacher Training. Program Administration and Organization.
- Heritage Speakers and HL Pedagogy.
- Russian Linguistics for Teachers.
- Study Abroad: Program Models, Best Practices, and Challenges.
- Empirical studies in Russian SLA (cognitive issues, motivation, classroom-based research etc.)
- Issues in Teaching Russian at K-12.
- Language Corpora in Russian SLA and Teaching.
- Assessment.
- Future Directions.
Publisher
Founded in 1966, Slavica Publishers has been a division of Indiana University since 1997. It is the leading U.S. specialty press devoted to scholarly monographs, collections of research articles, textbooks, reference works, and journals serving the field of Slavic languages and literatures, as well as Slavic and East European studies in general.
Timeline
- authors submit proposals by May 1, 2015
- authors are notified of acceptance by June 15, 2015
- authors submit completed articles by September 15, 2015
- editors as well as two peer referees review articles and provide authors with comments by January 1, 2016
- authors submit revised chapters by March 1, 2016.