Teaching literature to heritage learners of Russian: Issues and Considerations

International Conference on Heritage Languages and Communities

Los Angeles, CAFebruary 2010

Ellina Chernobilsky, Caldwell College

Olga Fookson, SchoolPlus

Overview Heritage language learning Background Information Issues facing Russian

instruction Final thoughts

Heritage language learning

A heritage language speaker: Definition

Goals of Heritage education

Background Information

New Jersey: Ethnically diverse Russian Community SchoolPlus

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

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

Example

Unit: Fairy-tales as told by Pushkin

Pushkin's works covered:Сказка о Царе СалтанеСказка о Мертвой Царевне и Семи

БогатыряхСказка о Рыбаке и РыбкеСказка о Попе и о работнике его

Балде

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.)

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).

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.

Addressing issues through Instruction

Issue 2: Lack of vocabulary/Motivation

Focus on selected targeted vocabulary that may be of

use No archaisms; abridging

textsAsk for understanding, not rote vocabulary

memorizationActing the words out (TPR)Stress on typing not writingAbility to use web-based translators and dictionaries

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

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

Addressing issues through Instruction

Issue 3: MotivationUse various technology

products available Moodle

TranslitCell Phones

Use various strategies that LA Teachers use in English

classes to discuss the readings Example: QAR

Interface

СРАЗУ ВИДНО

(1)

ПОДУМАЙ И НАЙДИ

(2)

АВТОР И ТЫ(3, 5)

Я САМ(А)(4,6)

Writing with purpose

Writing of this sort Takes time (revision process)Is visible to others (purpose)Mirrors current methodologies

of teaching writing in L1Meaningful to the children

Writing for pleasure and information

Final thoughts“The real voyage of discovery consists

not in seeing new lands but in seeing with new eyes.“      Marcel Proust (1871-1922)

1.Important to allow children to see the world around them with the new eyes.

2.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.

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

Questions?

Contact Information

Ellina Chernobilsky

echernobilsky@caldwell.edu