# data[].attributes.body
Learning any foreign language requires hard work by practicing regularly and Russian is no exception. Providing constructive and supportive feedback is critical; especially when explaining grammar concepts. Most recently, I have noticed that not all students like to read lengthy detailed feedback; therefore, it is important to keep the feedback (relatively) short and clear. One of the things that makes giving feedback challenging (may not necessarily be unique to Russian) is that if a student is unable to make connections and memorize/practice vocabulary and grammar material to make improvements/progress. Furthermore, some students do not even read feedback (I can see this info in my LMS), and this makes providing feedback useless. Nevertheless, I diligently provide feedback on pronunciation, grammar, and vocabulary use to all of my students no matter whether they read it or not.

# data[].attributes.body
I focus more on their progress than mistakes. I provide detailed feedback on students' written homework assignments and share the most common error(s) feedback in class. I do not correct students explicitly during conversational practice; I may just repeat a certain statement at the end of students' conversation/presentation. Even then, it depends on the activity goal: the use of specific vocabulary or grammar pattern.

# data[].attributes.body
In my experience of teaching Introductory Russian, new Alphabet and grammar rules along with exceptions make it a bit challenging. Students feel overwhelmed and frustrated when there are so many rules especially during the first year of learning Russian. However, experiencing similar feelings of struggle is what unites my students and fosters learner to learner interaction. My students organize study sessions; sometimes they invite me and sometimes they just help each other. It is important for the instructor(s) to make themselves available to help out and support the students' learning experiences.

# data[].attributes.body
My advanced students submit audio recordings each week where they talk on different political and socioeconomic topics for 3-5 minutes. Even though some of the students are making a lot of mistakes, pick only 5 of the most important ones. Since we meet one-on-one, it is easier for us to discuss those mistakes during our meeting. If I see that the student feels very sad about their mistakes during our talk, I give them funny stories of what mistakes I or my classmates made when we were learning English in ESL classes. Or I will exaggerate my pronunciation in English (it is far from ideal), and we will laugh together :-).

# data[].attributes.body
I give my students extra points for participating in additional assignments, such as sharing their "invitations to a restaurant" in Russian on the discussion board when we go over the Invitations chapter in the textbook.

# data[].attributes.body
Most of my students find grammar the most challenging in the Russian language. They usually say that pronunciation-vice Russian language is not so difficult in comparison to other languages, such as Chinese, French, or even English. But the grammar is what gets them the most during their conversations. It is difficult to concentrate on what you are saying using appropriate vocabulary and don't forget that it is not "the sausage is eating a dog" but "the dog is eating a sausage" (acc. case :-) ).

# data[].attributes.body
My students struggle the most with letters that are similar in writing but different in sounds in Russian versus English, such as H, B, and Y. There are also some struggles with reading and finding ё and understanding that его, ого, and сч are pronounced not as they are written. Unstressed "o" is another challenge that creates several difficulties for students. For instance, they might misplace neutral nouns ending in "o" with a different gender.

# data[].attributes.body
The Russian alphabet comes first. My students learn the alphabet independently and come to me where we practice writing and reading words. First, I check if they know Russian vowels. Then. we move to the consonants. After getting all the letters repeated, we move to write names of well-known people or items they might eat/drink for their breakfast, such as James Bond, yogurt, and tea/coffee. That way, they feel they accomplished a lot during one session with me.

# data[].attributes.body
The most challenging for students in learning to type the Cyrillic alphabet are letters that looks like in English, but they have completely different sounds, such as H and B. Another challenging thing for students is that there are no dots over ё anymore. Even grammar softwares recognize it as an error when you type ё. But is it very important for students to know where this "spy" hides. This is why, I always go over their homework and make sure to put ё with the dots so that they learn the correct pronunciation of the word.

# data[].attributes.body
Thanks to Google you can find any pictures of the items you are discussing with your students. And pictures are very helpful in learning the culture. For instance, when we discuss food items in Russian, I share my screen, and we check authentic menus in a Russian-speaking country in Russian. I will google some interesting dishes and we may even discuss the recipes for Mimosa salad (салад мимоза), esp. since it is not a drink in Russia, but an elaborate salad that looks like a cake...

# data[].attributes.body
I teach adult students, with different language levels, and goals, so I try to find as many authentic sources as possible that will help them achieve their goals. For instance, if a student is going to work in a consular section, we will look at a visa application or some related documents in Russian. If a student needs to use public transportation, we will look into metro maps and role-play buying a ticket or navigating in the metro.

# data[].attributes.body
Speaking in real-life situations. For instance, it is very hard to make students feel that they are on the street asking for directions when they sit in front of their computers. I try to incorporate Google Maps in Russian so that they feel a bit closer to reality.

# data[].attributes.body
Giving feedback in the context of teaching Russian, particularly to elementary students, presents unique challenges. One significant difficulty is ensuring that feedback is both encouraging and effective, especially in an online environment where it's hard to gauge whether students are truly paying attention to the teacher’s comments. In addition to commenting on students' progress in writing and pronunciation, I strive to create a unique and engaging system of values that resonates with students and is rooted in authentic Russian culture. Each year, I develop this system to include elements like excerpts from popular Russian songs, culturally relevant stickers, or references to traditional or modern aspects of Russian culture, including notable figures. For example, I might use a line from a well-known Russian poem or song as a form of praise, or incorporate a sticker featuring a beloved character from Russian folklore or contemporary media. I introduce this cultural system of feedback from the very beginning of the course, making sure that students understand its significance and how it connects to the Russian language and culture they are learning.

# data[].attributes.body
In a fully online teaching environment, such as my classes where learner interaction takes place primarily through Canvas Discussions, providing effective feedback is crucial for encouraging student participation and fostering meaningful dialogue. I approach this by actively engaging with every student's statement or opinion, ensuring that each contribution is acknowledged and valued. I often use phrases that affirm their efforts and pose thought-provoking questions or offer alternative perspectives in my comments. Also, I make it a point to be timely in my feedback, responding to posts promptly so that the momentum of the discussion is maintained.

# data[].attributes.body
The Russian language can pose significant challenges when fostering learner-to-learner interaction, especially among elementary students. Students' limited vocabulary often hinders their ability to express themselves fully and engage in meaningful communication with peers. This limitation can lead to frustration and a lack of confidence, further discouraging active participation in interactions. In my opinion, it's crucial to provide students with clear and detailed guidance in English before they engage in any interactive activities. This includes offering a comprehensive description of the situation, outlining what the interaction should look like, and clarifying the expected outcomes.

# data[].attributes.body
Tatyana Iverson:

Probably the fact that Russian is one of the most complex languages to learn. When providing feedback, especially at the novice level, it is important to remember not to make excessive corrections, to keep students encouraged to keep learning.

# data[].attributes.body
Tatyana Iverson:

My feedback would depend on the activity and the format of the lesson: online vs in-person. If there is a repetitive mistake from several students, I would go over that material once again or I might ask one of the students, who mastered the topic, explain it to the class. Sometimes I do learner-to-learner observations. If mistakes are minor, depending on the situation, I will not correct it. I am reminding students it is okay to make mistakes, especially that Russian is so complex.

# data[].attributes.body
Tatyana Iverson:

Russian is one of the most complex languages to learn. It is harder to progress as fast compared to other languages. I would mention a few: word order, word stress, verb conjugation, cases.

# data[].attributes.body
Tatyana Iverson:

When learning to read, my students struggle with confusing Russian letters that look like English letters, reading words with й, ы, ь, ъ and some other unique Russian letters, vowel reduction, word stress. Also, novice students tend to try guessing a word instead of reading it properly.

# data[].attributes.body
Tatyana Iverson:

Keyboard layout. We recommend using Cyrillic keyboard layout and buying Russian letters stickers for their keyboards. There is also temptation for students just to copy and paste words instead of typing it.

# data[].attributes.body
Tatyana Iverson:

Learning Russian alphabet in several groups, starting with letters that look like English letters. Students learn to write letters at the same time, practicing with simple words. The first sentence we learn to write is  “Hello, my name is __.”

# data[].attributes.body
Tatyana Iverson:

Using authentic materials makes language lessons more engaging by providing a real-world environment and cultural insight. There are so many authentic resources online: YouTube videos, websites of different organizations, shops, travel agencies, TV channels, social media, etc. Depending on the resource, one can create various types of activities: watch and discuss/compare, pretend you are traveling abroad and order a meal delivery, go on a virtual tour to the art gallery, etc.

# data[].attributes.body
Tatyana Iverson:

The resource should be easy to use for both teacher and students. When choosing a resource, I consider students’ proficiency level, vocabulary/grammar content and relevancy to the topic of the lesson. Plus age and culture appropriateness.

# data[].attributes.body
Tatyana Iverson:

-Handwriting: it is challenging to evaluate students’ skills and give feedback

-Pronunciation: because of the usage of technology, sometimes it is difficult for students to comprehend some pronunciation nuances, and it is challenging for a teacher to hear every student speak. When everyone repeats new vocabulary at the same time with their mics on, it does not carry the sound very well.

- Interpersonal communication: a lack of face-to-face interaction and limited formats of student-to-student interaction.

# data[].attributes.body
It’s challenging to provide real-life situations in our daily lessons using Russian, so it can be difficult to gauge progress. Students can’t simply go shopping and immediately see how much they’ve advanced in their communication skills comparing to the begging of the course. S, I try to be very mindful then I'm giving my feedback or correcting mistakes.

# data[].attributes.body
I'm reminding that mistakes are a natural part of learning. I acknowledge students’ efforts and progress to build their confidence. Time o time I show our older presentations, and we redo some exercises to see how easy to complete they are now.

# data[].attributes.body
I think challenges are the same: pronunciation, flexible word order, stress and intonation. In addition, verb conjugation and aspect. Its takes time to learn to build the sentence and to understand it.

# data[].attributes.body
Students get confused with some similar to Latin letters but sound different.

Students may struggle with unfamiliar sounds and the concept of vowel reduction in unstressed syllables.

Russian sentence structure might be confusing for students who are used to more rigid word order. Stress and Intonation creates some challenges as well.

# data[].attributes.body
From my experience, we all have same difficulties: layouts, letters Ц, Ш, Щ, Ч, Ъ +Ь. Sometimes, тс, й, я.

# data[].attributes.body
We start learning how to read and write on the first day. As one of our panelists, I divide the letters into three groups: the first group includes letters similar to those in English, the second group consists of letters that look like English letters but sound different, and the third group includes the rest of the alphabet.

Depending on the age of the students, it takes between three weeks and four months to learn to read. We practice writing every lesson, starting with exercises such as filling in missing letter

s, then progressing to words, and later moving on to complete sentences and texts.

# data[].attributes.body
I think it's very important to show authentic materials on the target language. I remember, how exited were my students when I showed them Kindle with the Russian books. In online environment we use different websites, watch cartoons, play online versions of the different board games. My student really like lessons based on the songs. I think, working with authentic material helps to start interpreting and analyzing content, expanding your classroom into the real world.

# data[].attributes.body
I think it's important to check accessibility to all students. Learning outcome is important too. Sometimes, recourse requires a lot of effort to set up , to start using, but provides only fun breaks. I'm checking feedback and reviews as well as my students feedback after using the recourse. So , accessibility and learning outcome would be the most important criteria for me.

# data[].attributes.body
I think what handwriting is the most challenging to teach online. Sometimes you need additional recourses and techniques to teach phonetics as well. Not every student has a good equipment, so it makes harder to them and me to hear and to correct their pronunciation.

# data[].attributes.body
Probably not so unique to just Russian but any language with challenging phonetics, it is challenging to give feedback on pronunciation. On the beginner level, it is quite hard for students to pronounce and it may feel like they don't get the sounds right. It requires regular practice and careful, encouraging feedback. When teaching online, connection issues may add another layer of difficulty when working on pronunciation. Related to question 2 is the issue of wishing to say more than a learner has means to do. For speaking practice I encourage students to focus on what we have covered and they know how to say, rather than what is more complex. This can be challenging in a class with heritage and non-heritage speakers studying together because the former tend to produce more complex structures, though not always accurate.

# data[].attributes.body
I use a technique from CELTA (ESL teacher certification): before I confirm or correct a student answer, I ask my students to do so. This teaches them to listen to each other and learn from each other. I often also ask students to justify their answers, and more likely than not, they have brilliant explanations and learn from each other.

# data[].attributes.body
Learner to learner interaction in a Russian classroom can be challenging due to the language difficulty (level 3): a new alphabet, difficult phonetics and a completely new grammar. Of course students have idea and look forward to express them but especially on the beginner level they do not have the language means. I encourage students to make friends and complete tasks together outside of class and I don't limit them to the use of Russian for such tasks. I think if they are comfortable with a peer, they would find a way to use Russian (likely to do pair work in class, do homework together, attend a conversation club together, etc.). For me it is important to ask students to be patient and rely on what they KNOW how to say, and not focus on what they do NOT know how to say.

# data[].attributes.body
When learning a new language, regular practice is key. If it is the first time a student is learning a language, they would struggle with output if they do not practice in their own time/do homework. Regularity and perseverance are key to the output so I encourage students to keep practicing with the help of audio and writing drills (propisi). They can practice propisi at home and take a photo for me, or use iPads or Apple pencils to do it online. Especially with writing, after some time many students report 'finding zen' in writing in cursive and wanting to get better at it.

# data[].attributes.body
When students learn to type in Cyrillic they struggle with the key layout. It takes time to practice, and I recommend my students to learn the original Cyrillic layout rather than using the phonetic one. They can order the layout stickers for their keyboards. Students with dyslexia struggle more and I try to accommodate their needs with additional test time and/or alternative modes for writing activities.

# data[].attributes.body
I start teaching reading with the alphabet, which I break down into four groups starting with the ones that fully align with the English alphabet (and sounds) and ending with the completely new ones. I introduce reading with syllables and short words to be practiced daily. In writing, I also start with alphabet and first teach students to write in print and shortly after in cursive.

# data[].attributes.body
I'm not sure there is anything unique to Russian in regards to feedback. I think we face the same issues as our colleagues: how to give it in a tactful way not to discourage or offend, how to provide individualized feedback, how to do it efficiently not to spend hours grading (having a list of common mistakes types and explanations that can be copied and pasted).

One thing I do in my Int- Adv classes is I have students record a 30 sec- 1 min oral response to a question that is relevant to what we do in class and submit it on eLC (our online learning system). I give thorough feedback on these as it is only the student who can see it.

# data[].attributes.body
I mentioned it in one of the other questions that Russian has a different sentence structure and when students try to create based on English, that leads to lots of mistakes, miscommunication, etc. Which may discourage them from speaking. If the instructor has a habit of correcting every mistake right away, that would be very discouraging and students might keep silent.

Students may also mirror each other's mistakes.

Thus a balance is needed of correcting but only enough to nib the mistake in the bud before it spreads to others, but not too much to deter students from trying to create with the language.

# data[].attributes.body
If the mistake is in the material we are practicing, I would ask the student to think and try again. I might ask their partner if they can't figure out on their own. I would then go on to everyone else at the end of the activity and highlight something that they might have missed.

If it's something that is not urgent, I would write it down nad give individual feedback outside of class.

I try to not stop students while they are actively trying to express a thought.

# data[].attributes.body
First of all, it depends on the level. For beginners it's the sentence structure: they try to write as they would in English and that doesn't work because of the word order and the case system.

For upper-level learners, I think the challenges are somewhat similar but manifest themselves in less striving ways. It's also the word choice and collocation.

Reading out loud is often a problem for students of all levels. The stresses are difficult if you don't know the words. Unstressed O is always an issue.

Insisting on practicing these skills as much as possible no matter what the level is what helps. I also provide examples of successful students' writing samples to give an idea of the level of detail I would like to see. It serves as inspiration.

# data[].attributes.body
We start by learning the alphabet the first day. We learn "my name is" and "Nice to meet you". The writing accompanies the process because students need to write everything down.

I introduce cursive by about lesson 8-10 (second week of classes). I do a workshop and then students fill out worksheets that I give them feedback on.

I have a Russian fairy tale book that I use because all the words are broken down into syllables and I added stresses to it. I recorded the audio for it. This way, we practice a bunch in class and then students can practice on their own checking their progress against the audio.

# data[].attributes.body
Mine always confuse the letters that are similar in English and Russian. Somehow their spelling becomes more phonetic in typing as opposed to handwriting. I wonder if it happens with those who use the phonetic keyboard.

# data[].attributes.body
I agree with all the panelists about using online webpages from Russia (that are still available) for creating "walking tours", itineraries, renting apartments, looking up the weather, and shopping for groceries. All of this can be done online in Russian.

# data[].attributes.body
How long will it take to set up vs how long the activity itself will take to do. How much output will it produce? How many steps will it take me to pull it up and have the sound on, etc?

Is it freely available or does it require a password, etc.

# data[].attributes.body
I find handwriting the most difficult. I have tools to teach it, but giving feedback on each student's submission is very difficult and time-consuming.

Pronunciation is a close second because in the classroom I can hear my students as a chorus but I also hear their mistakes. On Zoom, half don't turn their mics on during phonetic exercises or it turns into a cacophony with delays, etc.

# data[].attributes.body
Ngozi Enwere-Maduka

I do not correct the students on everything but those things  that will affect the language learning if left uncorrected. if it a student group mistake,  I usually start with the positive  - what  they are doing right, then what they got wrong and then what they need to do to get it right. My body language, tone of voice, choice of words make a difference. Building trust with the students mater. Individual mistakes, I give private feedback. This way, students feel more confident to continue interacting with me and fellow students. I sometimes let the student correct one another.

# data[].attributes.body
Ngozi Enwere-Maduka

The Cyrillic alphabet, the false cognates, Russian cases, Russian sentence structure, some nuances unique to Russian Language.

# data[].attributes.body
Ngozi Enwere-Maduka

There are many things that are unique to the Russian Language. Because of these uniqueness, giving feedback is very challenging. I am very mindful  of when it is absolutely necessary to correct the students so I don't overwhelm them. I will mention a few challenges:

Russian language has three genders - Masculine, feminine, Neuter. Everything has a gender. I teach the students the ending of each gender. I also explain to them that there are a few exceptions and I give them examples.

Cases/Пaдeж It is challenging to get the students to understand and use appropriate ending for the same word. For example "Mom" I have a mom; I see mom; I am with mom; I gave it to mom etc. - мама; маму; мамой; маме . Teaching them each case and allowing them enough time to interact and practice helps.

Thirdly, getting students to understand that adding prefix to the same base word changes the meaning of that word, example - Играть - выиграть Проиграть  говорить - yговорить, подговорить, выговорить, поговорить etc.

Many a times, direct interpretation does not work/does not make sense. Good morning/Kind morning (Доброе утро) etc. I to encourage my students to supplement with English equivalence when direct interpretation does not work or it is impossible to interpret. I also use cognates when applicable.

When it is appropriate to use надо vs нужнo. I explain to the students that both words can be used to express need but the difference is that only  нужнo can be used with an object.

Reflexive verbs - ...СЯ I explain to them that using reflexive  ...СЯ shows that there is no object or subject and object are the same.

Stress/Ударeные Putting the stress in the wrong place can change the meaning of the word. (Pronunciation)

Overall, repetition, practice, interaction make them better.

# data[].attributes.headline
What aspects of Russian do you think are most challenging to teach online?

# data[].attributes.subject
What aspects of Russian do you think are most challenging to teach online?

# data[].attributes.headline
What do you find students learning Russian struggle the most with when engaging in reading or writing related activities? How do you overcome these challenges?

# data[].attributes.subject
What do you find students learning Russian struggle the most with when engaging in reading or writing related activities? How do you overcome these challenges?

# data[].attributes.headline
What are some challenges students face when learning to type the cyrillic alphabet?

# data[].attributes.subject
What are some challenges students face when learning to type the cyrillic alphabet?

# data[].attributes.headline
How do you start teaching reading and writing in Russian in general? (cyrillic alphabet, sound systems, characters…)

# data[].attributes.subject
How do you start teaching reading and writing in Russian in general? (cyrillic alphabet, sound systems, characters…)

# data[].attributes.headline
What makes the Russian language challenging to use when fostering learner to learner interaction?

# data[].attributes.subject
What makes the Russian language challenging to use when fostering learner to learner interaction?

# data[].attributes.headline
What kinds of things that are unique to Russian that can make giving feedback more challenging for students? How do you address this?

# data[].attributes.subject
What kinds of things that are unique to Russian that can make giving feedback more challenging for students? How do you address this?

# data[].attributes.headline
How can we use authentic materials to add cultural lessons into online content?

# data[].attributes.subject
How can we use authentic materials to add cultural lessons into online content?

# data[].attributes.headline
What criteria do you use to determine if a resource is appropriate for your online classroom?

# data[].attributes.subject
What criteria do you use to determine if a resource is appropriate for your online classroom?

# data[].attributes.headline
How do you provide feedback that’s necessary to learn while encouraging students to partake in learner interaction in the online environment?

# data[].attributes.subject
How do you provide feedback that’s necessary to learn while encouraging students to partake in learner interaction in the online environment?

# data[].attributes.body
Grammar Nuances: Russian has many intricate grammar rules, and correcting every mistake would result in an overwhelming amount of feedback. This can quickly lead to student irritation. Therefore, it's crucial to selectively choose which mistakes to correct based on the context, ensuring that the feedback is both effective and manageable for the learner.

Pronunciation Challenges: Pronunciation is another unique challenge in Russian. Even changing a single sound can completely alter the meaning of a word, which could lead to misunderstandings. This makes it essential to address pronunciation carefully during feedback, focusing on errors that could change the message being communicated.

# data[].attributes.body
When giving feedback, I typically start with general feedback that addresses common mistakes observed across the class. For example, I might point out a frequent grammatical error or suggest a better way to phrase a particular sentence, providing explanations and examples to illustrate the point. I focus on 2-3 of the most crucial issues per class, ensuring that students aren’t overwhelmed and can concentrate on making meaningful improvements.

In addition to general feedback, I also organize peer assessments. During these sessions, students give feedback to each other on their work. This peer-to-peer interaction encourages them to engage critically with the material and their classmates’ performances. After the peer assessments, I add my input to reinforce key points and offer additional insights. This dual approach allows students to learn from their peers while also benefiting from my expertise.

# data[].attributes.body
One of the main challenges in organizing effective learner-to-learner communication is finding the right match for partners or groups. It’s crucial to pair students in a way that fosters productive interactions and allows both participants to benefit from the exchange. If the match is not well thought out, it can lead to imbalanced conversations where one student dominates, or both students struggle to contribute meaningfully.

To overcome this, I carefully consider the strengths, weaknesses, and personalities of the students when assigning partners or forming groups. I also facilitate the conversation by providing clear roles and outcomes for each student. By assigning specific tasks or responsibilities within the conversation, I ensure that each student remains engaged and that the interaction is focused and productive.

# data[].attributes.body
Challenges in Reading: Students often lose motivation when they encounter texts that are too difficult for them to understand. This challenge is particularly prevalent in foreign language learning, where unfamiliar vocabulary and complex sentence structures can quickly become overwhelming. To address this, I break the text into smaller, manageable chunks. By focusing on specific sections, students can more easily grasp the meaning and build confidence. I also pre-teach critical vocabulary and provide clear, targeted instructions on what to look for in the text. This approach helps students to stay engaged and improves their comprehension by giving them a clear goal for their reading.

Challenges in Writing: In writing, many students struggle with organizing their thoughts and creating a structured, coherent piece. This often leads to essays that lack clarity and flow. To help them overcome this, I provide a detailed framework that students can follow. I break down the essay into specific paragraphs, each with a distinct purpose, so that students can clearly see how the different parts of their essay fit together. This step-by-step approach allows students to focus on one section at a time, making the writing process less daunting and helping them to produce well-organized and thoughtful essays.

# data[].attributes.body
Ш and Щ

Forget Ь

В and Б

И and N

# data[].attributes.body
First, looking at the alphabet and making comparisons with the language they know, looking for the similarities and learning the differences.

2. Practicing reading and guessing cognates.

3. Reading same text a few times to improve fluency

4. Reading tongue twisters before reading texts

Writing:, early stages: writing essays based on provided examples and then editing with a teacher.

# data[].attributes.body
I use authentic materials from the very beginning of teaching Russian, even with non-heritage speakers. This approach helps students engage with the language in a real-world context right away. After introducing new vocabulary, I search for relevant books, articles, and movies titles that incorporate these words. I also select specific lines from songs, cartoons, or movies that include the vocabulary we are learning. This method not only reinforces the new words but also immerses students in the cultural aspects of the language, making the learning experience richer and more meaningful.

# data[].attributes.body
WE have unique Russian letters, that are just impossible to master. I usually tell the students in advance and tell them that it might just not happen that you will learn to pronounce the sound as a native speaker, so good enough is just good enough.

# data[].attributes.body
In online class, I do listen to the students recordings that they submitted and provide feedback on what they pronounced wrong. I also encourage the students to practice a few times before recording so they could sound more confident.

# data[].attributes.body
1. Has appropriate percentage of new vocabulary (not just one word in the whole article or song)

2. Grammar is not too complicated to get the meaning

3. Context is useful and can be relevant to the topic and the age of the students

# data[].attributes.body
I want to bring attention to the difficulty of Russian stress in words. The student might figure out how to pronounce a word but they put the wrong stress, it is hard to understand what they are trying to say, especially for their peers who are still making first steps.

# data[].attributes.body
My students struggle with unique Russian letters and the letters that look like English but are pronounced differently.

# data[].attributes.body
Most difficult for all students are ц, ч, Ш, Щ,ь,Ъ. The students usually ask for supplemental materials to practice those letters. I use Russian Букварь to help the students master those letters.

# data[].attributes.body
My go to resource is Mezhdunami as well. I supplement it with free materials from Golosa available online.

# data[].attributes.body
Teaching Russian as a foreign language online presents unique challenges. One significant issue is managing distractions, which are much harder to control in an online environment. In a physical classroom, students are present specifically for learning, making it easier to maintain their attention and involvement. However, when students are online, they can easily be distracted by their surroundings, other online content, or even notifications on their devices.

This year, I effectively addressed some of these challenges by incorporating peer assessment into almost every exercise. This strategy compelled students to listen attentively to their peers' responses, fostering a more engaged learning environment. Additionally, it provided students with more opportunities to express their opinions, enhancing their speaking skills as a byproduct. Peer assessment also helped in reducing distractions, as students had a vested interest in what their peers were saying, knowing they would be asked to provide feedback.

# data[].attributes.body
For my college students, I use the Mezhdu Nami textbook, which introduces Russian letters in groups, teaching cursive and print simultaneously. I typically supplement the course with additional cognates for reading practice and incorporate discussions and projects to personalize and reflect on the material.

# data[].attributes.body
Authentic materials can be utilized even with beginner-level learners of the target language. In addition to incorporating elements from authentic audios, videos, podcasts, virtual tours, songs and social media into lessons, it's important to encourage students to engage in discussions and decode cultural values or historical context.

# data[].attributes.body
When selecting authentic materials for my course, I ensure they align with the course and lesson goals, include valuable vocabulary, and incorporate a cultural component. I prefer materials that are visually appealing, engaging, and, if possible, contain a humorous element to capture students' interest. I also tailor the materials to suit the specific students in my class and make adjustments based on their preferences when I am aware of them.

# data[].attributes.body
When reading, my students initially struggle with vowel reduction, combinations of "-его/-ого" - when to pronounce г as в in его, моего, синего, сегодня vs. г as in беготня, погода, немного, silent consonants (солнце, здравствуйте), differentiating between л vs. п, and pronouncing soft consonants: дядя vs. да! да!, рюкзак vs. рука, etc. When writing, it is challenging to spell ж, ц, ш, щ, з, tend to omit ь (мягкий знак) and differentiate between е vs. э, и vs. й, ь vs. ы. I recommend practice, practice, practice!

# data[].attributes.body
In my experience, students have hard time writing/typing ж, ц, ш, щ, з, misplacing й (и краткое), omitting ь (мягкий знак) and differentiating between е vs. э, и vs. й, ь vs. ы when writing/typing.

# data[].attributes.body
Teaching reading and writing starts with the alphabet. Similarly to the presenters on panel #2, I divide the Russian alphabet into a few categories/groups: 1. letters that look and sound close to the English letters. 2. letters that may look like familiar (look like Greek letters) that students may recognize based on their previous experiences in mathematics, sororities, fraternities, etc. 3. letters that look but don't sound like English letters. 4. letters that look foreign/different. I introduce cursive when teaching Alphabet; however, I do not require it, After the introductory unit. my students have an option to write either in cursive or in print. I also recommend that students use hardcopy workbooks instead of digital ones.

# data[].attributes.body
Ngozi Enwere-Maduka

Students struggle with sounding out letters only unique to Cyrillic alphabet, example дд, Ёё, жж, Фф, цц, Щщ  etc.

Since they already know the Latin equivalent of these letters Вв, Ее, Нн, Рр, Сс etc., they often confuse their sounds when reading and writing in Russian. To help students fasten up reading and writing in Russian, I usually group the 33 letters in the Cyrillic alphabet into four different groups:

1. The letters that look like, sound like their Latin letter equivalent - Аа   Кк   Мм    Оо   Тт;

2. The letters that look like, does not sound like their Latin letter equivalent -  Вв, Ее, Нн, Рр, Сс etc.;

3. Letters only unique to Cyrillic alphabet - дд, Ёё, жж, Фф, цц, Щщ  etc.;

4. Letters that never begin a Russian word - ЪЪ, Ыы,  Ьь

We practice recognizing, sounding and writing these groups of letters multiple times to familiarize leaners with then and ease reading reading and writing them . I also show pictures/images of items beginning with each letter.

# data[].attributes.body
Ngozi Enwere-Maduka

My students usually have a tough time with letters only unique to Cyrillic alphabet, example дд, Ёё, жж, Фф, цц, Щщ  etc. They also often confuse the sounds of Cyrillic alphabet that look like Latin alphabet but have different sound and meaning - for example Вв, Ее, Нн, Рр, Сс etc.

,

# data[].attributes.body
Ngozi Enwere-Maduka

I start teaching reading and writing in Russian by first introducing the Cyrillic Alphabet. I then teach my students the letter sounds. I proceed to teach them easy three/four/five letter words first before moving to sentences. I regularly assign reading and writing assignments both as classwork and as homework. I check their work and give them feedback of how to improve.

# data[].attributes.body
Ngozi Enwere-Maduka

Authentic materials bridge the gap between Russian culture and my students culture. The students are able to visualize, listen, then compare and contrast the cultures.

Videos, TV shows, movies, artifacts, pictures, Online newspapers, Online shopping, watch videos of Russians talk about their traditions, culture, beliefs. All these can be added to an online lessons.

# data[].attributes.body
Ngozi Enwere-Maduka

Using authentic material bridges the cultural gap between the Russian culture and my students cultures. The students can visualize, listen to, then compare and contrast.

If the resource is appropriate, relevant and relates to the topic of discussion, it can be used- videos, virtual tours, online Russian Newspapers, online shopping, a native speaking about Russian traditions, cultures, beliefs...

# data[].attributes.body
Ngozi Enwere-Maduka

To determine that the resource is appropriate for my online class, the resource has to be authentic, applicable to the topic I am teaching and can enhance the achievement of the topic goals.

# data[].attributes.body
Ngozi Enwere-Maduka

The most challenging aspect of teaching Russian online are:

. Creating and and maintaining an online classroom community. Students are usually on different proficiency levels. I partner them in breakout rooms so they can work together and get to know each other.

. Secondly, it is challenging to motivate the students to learn online. I usually have a goal for the whole class, then individual goals. Having goals help us stay focused. I use google slides with pictures and words. I also incorporate online resources and authentic materials, virtual tours ...

# data[].attributes.body
In my experience, students learning Russian often face significant challenges with reading comprehension. Two common areas of difficulty are recognizing cognates and effectively using context clues. Cognates can sometimes be confusing, especially if students are not aware of their subtle differences in meaning or usage. Similarly, students may struggle with using context clues to infer the meaning of unfamiliar words or phrases, which is crucial for understanding texts in a second language. To address these issues, I employ a variety of strategies, for instance,  mini game-like quizzes, especially with new vocabulary; guessing a meaning of a word by reading a sentence; context clues exercises. For F2F classes or synchronous classes, I would also use interactive reading activities.

# data[].attributes.body
In my experience, students in often confuse Cyrillic letters that look similar to Latin letters, such as P, H. Another common issue is differentiating between E and Э, which can be challenging in both, typing and writing.

# data[].attributes.body
In my asynchronous class, the most challenging is to motivate students using opportunities for peer-to-peer interaction. Very often, even if I give them a few options to collaborate in activities required speaking, they opt out. They participate in discussions, but only in writing.

# data[].attributes.body
I think a good idea is to make use of vast online content. Teaching online = using authentic materials available online. As it was mentioned by the speakers, these can be virtual museums, medical clinics, online marketplaces, and etc. I believe the important aspect of using authentic materials is providing appropriate scaffolding for the learners, especially when having a mixed-proficiency class.

# data[].attributes.body
To be honest, I agree with Prof Gengub that using what resonates with the instructor is a good choice. In my teaching, I often reflect which resources would have been great for my English learning and how I can provide that for my students. Using online shopping websites like Avito are great to practice vocabulary and some basic information literacy. I would have enjoyed that when I was an English learner. I use Avito with my students and get good student engagement.

# data[].attributes.body
I agree with the presenters and colleagues in the comments that the output - speaking and writing - are most challenging to teach online. Because of the modality, there skills are harder for students to practice and for the teacher to monitor.

# data[].attributes.body
The use of authentic resources such as songs, music video clips, movies, news, tv shows, authentic websites (tickets sales, travel, weather, restaurants, shopping, etc.), social media, advertisements, etc. allows students to not only practice their listening and reading skills but also learn about the culture of people for whom Russian is a native language. My students find cultural components as entertaining, fun, and it definitely makes the language learning process engaging and motivating. In addition, cultural lessons make students realize that there are differences and similarities between the cultures in their home country and the Russian speaking countries.

# data[].attributes.body
When determining whether a resource is appropriate for my classroom either online or in person, I ensure that the content is adequate, appropriate, authentic, and it supports the learning goals (vocabulary, grammar, culture, etc).

# data[].attributes.body
Although I have not previously taught Russian online, I would think that speaking/conversational skills may be the most challenging to teach in the asynchronous online environment due to the limited (or lack of) interactive opportunities with peers and instructor.

# data[].attributes.body
Speaking and Writing, since they are the hardest skills in general to develop!

# data[].attributes.body
The first and main criteria would be to check the content's correctness and if it's related/relevant to the course objectives.

# data[].attributes.body
Through an assignment. Watch a video/listen to a song/read a short excerpt or text and say/write...