Teaching literature to heritage learners of Russian: Issues and Considerations

1. Ellina Chernobilsky, Caldwell College Olga Fookson, SchoolPlus Teaching literature to heritage learners of Russian: Issues and Considerations International Conference on Heritage Languages and Communities Los Angeles, CA February 2010

2. Overview • Heritage language learning • Background Information • Issues facing Russian instruction • Final thoughts

3. Heritage language learning • A heritage language speaker: Definition • Goals of Heritage education

4. Background Information • New Jersey: • Ethnically diverse • Russian Community • SchoolPlus

5. The class • Small class size • Children between 10 and 13 years old (by placement) • Once a week instruction for 1.5 hours • Focus on speaking, comprehension, listening, reading and critical thinking in a target language. • Hybrid model of instruction in the last year

6. Addressing issues through Instruction • Issue 1: Parental pressure – focus on classical literature/Motivation • Combination of classical and contemporary stories for children, blending of prose and poetry. • Working with art, music • Combination of video and readings • Example: Unit on Pushkin tales • Example: Chekhov, short stories

7. Example Unit: Fairy-tales as told by Pushkin • Pushkin's works covered: • Сказка о Царе Салтане • Сказка о Мертвой Царевне и Семи Богатырях • Сказка о Рыбаке и Рыбке • Сказка о Попе и о работнике его Балде

8. Example 1 • Assignment: Сказка о Попе и о работнике его Балде • Art considered: Three illustrations to the story • Prompt: Разные художники видят героев сказки по разному. Посмотри на картинки, нарисованные разными художниками к сказке . Глядя на эти иллюстрации, cделай словeсный портрет Балды. • Sample answers: Балда- высокий, добродушный человек. Он улыбчивый. Даже когда он разговаривает с Бесом, он улыбается. Балда одет просто, он не богатый. У него простое лицо, он беловолосый.(Даша, 14 Июня, 2009г.)

9. Example 2 • Рассказы Чехова; Мальчики • Assignment: На следующем уроке мы будем разыгрывать дальнейшее развитие истории. Мы будем судить Володю и Чечевицына за побег из дому. Каждый из вас имеет роль одного из героев рассказа. У нас также есть адвокат и прокурoр и судьи. Ещё раз внимательно прочитайте рассказ и подготовьтесь разыгрывать свою роль. Напишите, что вы будете говорить на суде (April 2009).

10. Example 2 • Unit: Revisiting Chekhov, Мальчики • Assignment: Работа по карте • Prompt: Проложите по карте маршрут Володя и Чецевицин планировали для побега. • Найдите иформацию о городах они планировали "посетить". Пoдготовьте небольшое сообщение о каждом из этих городов. Будьте готовы рассказывать в классе.

11. Addressing issues through Instruction • Issue 2: Lack of vocabulary/Motivation • Focus on selected targeted vocabulary that may be of use • No archaisms; abridging texts • Ask for understanding, not rote vocabulary memorization • Acting the words out (TPR) • Stress on typing not writing • Ability to use web-based translators and dictionaries

12. Addressing issues through Instruction • Issue 2a: Speed of coverage/ Motivation • Assign to read large chunks of stories, read in class together • Example: "Пари" • Do not dwell on details that are non-essential to the story • Drawing parallels between various stories children are already familiar with • Example: Буратино vs Pinoccio

13. Addressing issues through Instruction • Issue 2b: Breadth of coverage/ Motivation • Engaging in learning about history, geography and culture through text, music and film • Examples: • Иван Васильевич меняет профессию • Проэкт "Бардовская Песня“ This also helps with addressing the issue of lack of understanding the realities of life

14. Addressing issues through Instruction • Issue 3: Motivation • Use various technology products available Moodle Translit Cell Phones • Use various strategies that LA Teachers use in English classes to discuss the readings • Example: QAR

15. Interface

16. АВТОР И ТЫ (3, 5) Я САМ(А) (4,6) СРАЗУ ВИДНО (1) ПОДУМАЙ И НАЙДИ (2)

17. Writing with purpose • Writing of this sort • Takes time (revision process) • Is visible to others (purpose) • Mirrors current methodologies of teaching writing in L1 • Meaningful to the children • Writing for pleasure and information

18. Final thoughts • “The real voyage of discovery consists not in seeing new lands but in seeing with new eyes.“      Marcel Proust (1871-1922) • Important to allow children to see the world around them with the new eyes. • Important for us as educators understand that we are working with students who need special approaches and thus, we as well, need to see what we do with new eyes.

19. Final thoughts • Heritage learners, just like any other students, need specific instruction that would interest them. • Ownership of the text and related discussions is important (whether it is classical or contemporary text) • Special approaches are necessary to make sure the needs of the learners are answered

20. Questions?

21. Contact InformationEllina Chernobilskyechernobilsky@caldwell.edu