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Russian Language Journal

Keywords

Media literacy education, Russian language, discourse analysis

Abstract

The proficiency movement of the 1980s and ‘90s in foreign language teaching and learning demonstrated that U. S. students can attain Intermediate-level proficiency by the end of a four-year post-secondary course of study. Language programs can now pay more attention to enabling students to reach the Advanced1 and Superior levels (ACTFL, 2012; Interagency Language Roundtable (ILR); Martin, 2020, p. 43). One can observe the particular demand for ILR 3/4 speakers from the U. S. government in the diversity of state-sponsored initiatives in foreign languages aiming for Superior-level (ILR 3/3+) and higher proficiency. Understandably, the need for speakers of Russian at the Superior and Distinguished levels (ILR 4/4+/5) has increased since the February 2022 full-scale Russian invasion of Ukraine. To support the demand for ILR 3/4 speakers, scholars have been discussing how to bring students to these proficiency levels most effectively.

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