Published In

Russian Language Journal

Document Type

Article

Publication Date

9-2021

Subjects

Russian language -- Study and teaching -- Foreign speakers, Russian language

Abstract

This article reflects on possible ways of incorporating the practices and tools of pandemic-induced remote teaching into the post-pandemic face-to-face teaching of Russian. We posit that a large number of the tools and practices that face-to-face teachers adopted during the pandemic will continue to be useful and effective for accomplishing fundamental pedagogical imperatives such as curating learners’ access to input and providing opportunities for learners to interact with that input. Nevertheless, we also assert the benefits of synchronous face-to-face language instruction for building community and interaction. We explore ways of intentionally blending practices into new hybrid models of language instruction, where the physical and online classroom are both used to their maximum advantage to benefit language learners.

Rights

BYU ScholarsArchive © 2021

This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive.

Persistent Identifier

https://archives.pdx.edu/ds/psu/36605

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