Homeschooling Russian

[Ajda Kljun]

Dear Seelangs people,

I think an important distinction hasn't been made: it makes a difference if
we are talking about a child whose foreign language acquisition skills are
more or less average, or if it is a child who has "an amazing facility with
languages", quoting the mother. I am no expert on this field, but I thought
that my personal experience might contribute to the discussion.

I started conciously learning English when I was about nine. I remember
watching Oprah and comparing what she said to the subtitles. My favourite
part was when she had to repeat the same thought twice because of an
advertisement break. Shortly after that, I started exploring of the world of
computer games, where I could connect the pictures to the words
under them. At the age of twelve, I made my first steps in the world of the
Internet, using chat rooms and penpal websites to communicate with other
kids. At approximately the same time, I started learning English in school
but my vocabulary was far more advanced than what we were learning and I
somehow already knew the grammar rules 'by ear'. We usually used the same
workbook for two years of lessons; in the first three weeks, I read all the
texts and did the interesting activities, than sat there bored out of my
mind for the rest of the time.

What I want to say is that for a very gifted - and motivated - child,
workbooks are often too slow. He needs lots of interesting material that he
can quickly go through and a teacher who will give him all his attention,
putting emphasis on pronunciation and conversation skills. Or at least, I'm
sure that's what I would have loved as a child :)

With kind regards,
Ajda Kljun.

2009/2/8 Francoise Rosset <frosset at wheatonma.edu>

> On Sun, 8 Feb 2009 16:16:42 -0500
>  "Rozov, Mr. Aleksander" <ar14433n at PACE.EDU> wrote:
>
>> I do not feel like creating a long discussion about the "methodology,"
>> because it seems that the given argument is based on conflict of interests.
>> But few things I will mention for the sake of "ликбез."
>>
>
> The "argument" is not based on conflict of interest, and the discussion on
> methodology was sparked by some rather obnoxiously sweeping statement that
> all traditional methods or textbooks "have been proven to be ineffective."
>
> My advise is based upon experience, which have proven to be a great success
>> with kids and adults.
>>
> If you're going to claim experience, please be specific. You are addressing
> a list where some people have 20-30 years experience teaching Russian (and
> other languages), and we have not failed miserably at it in spite of those
> awful ineffective methods. Some of us have
> even taught high school and other kids. We all take great pride in our work
> -- so experience is really quite relative.
>
> Alina, the Berlitz method wasn't being "bashed," except maybe in response
> to its being advocated as the only answer, and the sweeping statements
> above.
>
> Berlitz DID have things to teach the profession, but those things
> ("immersion," "practical" language, speaking in the target language, faux
> "real-life situations") have been incorporated into any decent language
> textbook and class ages ago.
>
> I had a similar experience to yours, Alina, except the processes were not
> so completely opposed to one another and not mutually exclusive. I did not
> un-learn things from one because of the other. I mention this only because
> now I am a Russian and sometimes French professor of 20+ years just like
> you, so again, whose experience is The Truth? It's all anecdotal.
>
> The mother did not ask for conversational Russian, she asked for help with
> a course or curriculum. She wants explicitly to prepare the child for future
> courses in high school and college. The notion that language textbooks are
> still nothing but rote conjugation and declension and impede conversation is
> silly, and people who teach that way no longer
> keep their posts. As a 20-year veteran of the pedagogy wars in French, I
> think we can get beyond them.
>
> That said, Kerry's request and her situation are unique. The child will not
> necessarily learn the way our students do. Kerry, you said the child was not
> child-like in that respect but you alone can judge this. I know of no decent
> texts aimed at that age level (because this country generally does not teach
> Russian at that level) but perhaps I am wrong.
>
> We ALL agree the child needs a tutor, preferably at this stage a native
> tutor. But a native tutor without core materials and some plan will be a
> waste of money.
>
> I do think the child DOES need a core textbook, preferably one with an
> extensive audio and video program. Of the three Kerry mentioned, I do not
> know Face to Face, the one presumably geared to school and not college. My
> opinion is that I prefer _Golosa_ because the thematic units focus on usable
> materials, but it would have to be used sparingly and judiciously for a
> child. Kerry, you should look at those three textbooks (not the online
> materials) to see which one has the best topics and themes for what you want
> to do.
>
> The text could be used with great emphasis on the audio and video programs.
> The grammar could be done quite slowly (the kid has time before college)
> while the spoken parts could be emphasized and the grammar provided as
> back-up. if the tutor is creative, there could be lots of extra materials -
> work with colors when colors appear in the textbook etc.. There are lots of
> beautiful Russian tales a kid might appreciate, as well as cartoons and
> videos. Cheburashka is even on YouTube.
>
> Bottom line, Kerry, this is a major undertaking I doubt we'll have a good
> solid unique answer. If you can find a native tutor locally, maybe someone
> who works as adjunct in a local school or college, start with that, but have
> materials in hand that you have looked over.
>
> Francoise Rosset, Associate Professor
> Chair, Russian and Russian Studies
> Coordinator, German and Russian
> Wheaton College
> Norton, Massachusetts 02766
> Office: (508) 285-3696
> FAX:   (508) 286-3640
>
>
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